Nearly all social studies lessons that I taught between the 1950s and 1970s contained at least one weekly lesson on “current events.” In these lessons, I tried to connect contemporary happenings to past events I was covering in my U.S. history and world history classes. Moreover, for at least five years, I used cut outs from Time magazine covers portraying world leaders in the 1950s–China’s Mao, Ghana’s Nkrumah, France’s De Gaulle–positioned on a wall ledge to link a particular event that occurred that week to those faces on Time covers.
By the mid-1960s, I had learned to incorporate national events (e.g., civil rights movement and protests against the Vietnam War) into U.S. historical topics such as slavery and Reconstruction and anti-war activism during the Mexican and Civil Wars. Even with those linkages, I still would set aside at least one weekly lesson to connect the past to the present by focusing on “current events” through newspaper articles, political cartoons, and local events in the city. And throughout those years, most other social studies teachers maintained a current events lesson (see here and here)
Looks like those kind of lessons, however, are waning. Except for those instances where national attention is riveted such as the Minneapolis police officer who killed George Floyd, or sexual harassment allegations against men in powerful positions as New York Governor Andrew Cuomo, current events (data are scant on social studies and other subject matter teachers teaching such lessons) appear fleetingly in classrooms except in traditional Civics and Government courses required for high school graduation.
When did current events lessons begin in social studies classrooms and why?
The Progressive school reforms of the early 20th century including the teaching CONTINUE READING: Whatever Happened To Current Events Lessons? | Larry Cuban on School Reform and Classroom Practice
