As we continue to debate how controversial issues should be discussed in the classroom, it might be a good idea to review the current TEKS. In fact, it would be a very good idea for social studies teachers, this year more than ever, to be sure that every lesson plan is anchored in the TEKS.
I took a look at 19 T.A.C. 113.41—the TEKS for U.S. History after 1877. It’s impossible to teach this course as described by the TEKS without bumping into some controversial issues. American History is full of them. Hoping to avoid the discussion of racial issues? Teachers won’t be able to do that. Consider 19 T.A.C. 113.41(c)(9):
History. The student understands the impact of the American civil rights movement. The student is expected to:
(A) Trace the historical development of the civil rights movement from the late 1800s through the 21st century, including the 13th, 14th, 15th and 19th amendments;
(B) Explain how Jim Crow laws and the Ku Klux Klan created obstacles to civil rights for minorities such as the suppression of voting;
(C) Describe the roles of political organizations that promoted African American, Chicano, American Indian and women’s civil rights;
(D) Identify the roles of significant leaders who supported various rights movements, including Martin Luther King, Jr., Cesar Chavez, Dolores Huerta, Rosa Parks, and Betty Friedan;
(E) Compare and contrast the approach taken by the Black Panthers with the nonviolent approach of Martin Luther King, Jr.;
(F) Discuss the impact of the writings of Martin Luther King, Jr. such as his “I Have a Dream” speech and “Letter from Birmingham Jail” on the civil rights movement;
(G) Describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights Act of 1964, and the Voting Rights Act of 1965;
(H) Explain how George Wallace, Orval Faubus, and the Congressional bloc of southern Democrats sought to maintain the status quo;
(I) Evaluate changes in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and
(J) Describe how Sweatt v. Painter and Brown v. Board of Education played a role in protecting the rights of the minority during the civil rights movement.
Noticeably absent from that list is any reference to gays, lesbians, and transgender individuals who have also been a part of the civil rights movement. But despite that omission the existing TEKS require history teachers to dive into issues that are likely to stir strong opinions. The bill passed during the regular session (HB 3979) requires them to do that as evenhandedly as possible, which is what a good teacher would do anyway. Students are a captive audience in the public school, and good teachers do not take advantage of that to push their own view of controversial issues. But they are also not afraid to teach about what really happened, and to point out the different perspectives different people have on events of the past.
Best of luck to our social studies teachers.
DAWG BONE: ANCHOR EACH LESSON IN THE TEKS.
Got a question or comment for the Dawg? Let me hear from you at jwalsh@wabsa.com.
Tomorrow: Toolbox Tuesday!!