Youth today are surrounded by violent video games, movies,
and entertainment, and it appears the social studies curriculum and classroom
is no different. Students studying U.S. history often move from one conflict or
violent struggle to the next; rarely having the opportunity to use what they
learned in class to take action and/or to take agency to promote peace and
understanding in their community, country, or world. U.S. History, and the history depicted in
textbooks, is riddled with conflict, human disaster, tragedy, competition, and
loss. Research indicates that history
education can serve as a weapon that exacerbate conflicts, divisions, and
violence in societies (Saltarrelli, 2000; Hilker, 2011). Violent conflicts depicted in history
textbooks often impose singular dominant narratives that rely on
sensationalism, misinformation, and propaganda to advancing political goals-
often in the name of nationalism.
As students move from one heart-wrenching episode to
another, they soon become overwhelmed, disempowered, and desensitized to the human
condition and suffering. Youth are often
repeatedly exposed to this death, destruction, loss, and violence in the study
of history- which in itself turns many youth off to the study of U.S. History. This constant barrage of negatively and not
having a productive academic outlet to being the change they wish to see in the
world, only breeds youth apathy and inaction. Students become overwhelmed with
a sense that the world is a very dangerous place, as indicated in a recent study that found 60% of Americans considered a third world war likely.
This movement from one significant historical conflict,
crisis, and unpleasant episode to another only serves to wound students’
perceptions towards their own industry, resulting in civic despair and apathy. While
worldwide deaths caused by war and conflict have steadily decreased, textbook
publishers often exclusively focus on use of violence and war to solve domestic and
global challenges. Instead of focusing on the gains made through non-violence
and diplomacy, textbooks often glorify and highlight how the use of violence
and confrontation is foundational to beating back “evil”. Students in U.S. History classrooms are left
with the impression that violence is the answer,
and fail to learn and apply the essential skills of non-violent conflict
resolution. Pulling from what’s been taught in their history classes, some
youth all too quickly turn towards the use of violence. This being a serious
challenge, as homicide is the second leading cause of death for youth ages 15-24
(CDC, 2012). Other youth are left simply overwhelmed, desensitized, and turned-off
to a violent history curriculum that rarely provides them with the opportunity to learn peaceful conflict resolution skills and understandings that can truly make
a difference in their lives and communities. In social psychology this phenomenon is called
learned helplessness. By enduring
continued adverse and unpleasant stimuli, youth become unable or unwilling to see
how their actions can make a difference around them. In the complete antithesis
to the mission of the social studies, youth become turned off by the study of
history and yes even emerge as disempowered.
The acquisition of apathy and learned helplessness is all
too common in U.S. History classes. An
analysis of most U.S. History textbooks will showcase significant content on
issues of war, violence, destruction, and conflict. For instance, in class, students learn about
the death and destruction brought on by rising nationalism and militarism
during World War I. After learning about the horrible toll of this Great War,
including its over 37 million casualties, students transition into the next unit-
or the next great tragedy. This usually includes students learning about
the struggle and suffering of workers and families facing great hardships
during the Great Depression. Black Tuesday and dwindling consumer confidence
create panic and financial ruin for communities and households. Despite New Deal Reforms, families learn to
live without, and many people fight to sustain themselves through soup kitchens
and breadlines. 13% unemployment rates and mounting federal debt eventually
gives way to the next big, horrific event in U.S. History- WWII and its
Aftermath. In this unit, students
encounter more conflict, genocide, extremism, nuclear warfare, and Fascism. Over
the course of the semester this trend continues as students stare down such
topics as the Cold War, the Civil Rights Movement, Vietnam, and the War on
Terrorism. In most cases, the heroes turned towards the use of guns and tanks to achieve victory.
Today’s standardized and high-stakes tested classrooms often
impede teachers from having the opportunity, curricular flexibility, and
resources to help students learn valuable strategies and tools to promote peace
and to improve themselves and their communities (US Institute of Peace, 2014). This includes learning about the thousands non-violence
acts of courage, bravery, and civic protest by ordinary Americans that have led
to a more prosperous and inclusive nation. Students are rarely given the
opportunity to use these stories of perseverance, grit, determination, and non-violent
protest to build connections with their lives or the times in which they live
today- all in an attempt to improve the quality of their community and
circumstance. Instead of passively listening to one bleak, depressing, and
harmful encounter with disaster and conflict, which can breed learned
helplessness, the study of history should inspire and prepare students for the
challenges they face and will face. Such an approach to teaching social studies
yields relevance and authenticity. Maybe, instead of focusing on a conflict
ridden past, social studies teachers can put at its curricular and
instructional center a more peaceful, prosperous, and sustainable tomorrow? Instead of a social studies curriculum and pedagogy that privileges and prioritizes the narrative of successfully using violence to achieve our goals we inform and showcase to students the profound role conflict resolution, active diplomacy, statesmanship, and non-violent activism can play in creating a better tomorrow?
