Teaching Social History in High School (Essay Sample)

First and Last Name Professor's Name Class Name Date Teaching Social History in High School Introduction There is an old adage that a society that does not remember its past is bound to repeat its mistakes in the future. That is the main reason why teaching Social History in secondary schools is recommended. Before young students expand towards interdisciplinary academic studies, they should have a strong foundation of formal sciences (Corbett et al. 30). Meaning, that they should learn how to take a priori (from earlier) approach when analyzing the events in their life. Social history is considered a priori "science" because it studies the events in the past that have led to the present. This notion applies to most of the other social sciences such as economics, international relations, and others. However, Social History lays the groundwork by which students grasp other advanced studies. By teaching Social History in secondary school, students also benefits from building a foundation on History, Politics, Research, and the story of the world. Thus, it is proposed that in secondary school, Social History should take priority over Economics and International Relations in order to establish a strong foundation for the last two subjects. Important Aspects of Social History There is a great passage by the poet Micheal Donaghy that says, "Our past falls open anywhere, at any time, and it is important that, when it does, we recognize and understand it”CITATION Don14 \p 172 \n \y \t \l 6154 (172). History is important not only to understand where society comes from, but also it creates the foundation by which individuals learn to behave intelligently as citizens of a democratic society. History is intimately linked to all other core subjects. It is significant enough, that country's mentality can be changed, by changing how History is taught. Human perceptions of the past, influence many of their future actions; therefore, it is important to learn History correctly to make informed judgments. Social History is a critical component of the education system with the capacity to develop citizens that will constantly revitalize a nation and democracyCITATION Phi08 \p 58 \y \l 6154 (Philips 58). Young minds need to think critically about their past, traditions, and past historical decisions to properly understand the events in the present. Even though Social History provides a strong "national" foundation of history, it also develops the student's political literacyCITATION Hun07 \p 104 \y \l 6154 (Hunt 104). This is crucial for a society that wants its citizens to become the stakeholders of its government. It leads them to become actively involved in the country's growth. Additionally, in the age of equal rights, it prepares the students to comprehend change when they see it, and how to deal with it. Social History lays the groundwork for other advanced subjects. Because Social History is at the core of the economic and political past of a country, it should be taught in tandem with other "core" subjects such as Science, Math, and Language ArtsCITATION Hun07 \p 31 \y \l 6154 (Hunt 31). Doctors do not learn how to perform a surgery before they learn the fundamental aspects of Science. Nor does a Mathematician learn Calculus before studying core Math. The academic learning process is sequential, and it prepares students to take on more complex studies by developing knowledge. History acts as a storehouse that holds information on how people behave and the society evolves. Understanding how societies function is the first step to developing a strong foundation for undergraduate subjectsCITATION Phi08 \p 75 \l 6154 (Philips 75). The past shapes the present, and so the future. Whether a student decides to be a politician, scientist, doctor, or teacher, he/she must understand how to critically analyze the past choices, which led to the present, which will in turn, shape the future. In other words, Social History provides self-identity, moral understanding, comprehension of causality, and the ability to assess evidence. Reasons Why Economics Should be Taught Post-Social History Economics is the study of how monetary systems behave (Corbett et al. 267). This means it is fundamental to comprehending business, local/global economies, and understanding decision making. It is one of the pillars of business studies and it is considered to be a foundation for many careers. Economic studies allow students to develop financial awareness, which is beneficiary to them in whichever career they pursue. Economics and Undergraduate Studies. According to the American Economic Association, Economics is the study of how people deploy resources to meet human needsCITATION Hun07 \p 211 \y \l 6154 (Hunt 211). However, most undergraduate students choose the subject to gain a deeper understanding of the economic phenomena and to develop strong reasoning skills. Similarly, Economics promotes the application of mathematics (econometrics) and clear writing. While it does relate to other core academic subjects, Economics is useful for individuals who pursue a career at Law, History, Politics, Sociology, or Philosophy. These subjects all have a high concentration of economic principles. Therefore, it is well suited for undergraduate and higher studies, rather than a High School core subject. Reasons Why International Relations Should be Taught Post-Social History At its core, International Relations are an advanced form of Social HistoryCITATION Phi08 \p 149 \y \l 6154 (Philips 149). Depending on the institution and field of study, International Relations cover a broad spectrum such as Political Science, Humanities, Social Science, and Global Studies. It also explains the relationship between political...