Who Supports Teaching U.S. History in Public Schools?

An infographic prepared by the Washington Post, labeled "

In the Washington Post yesterday, the data journalist Philip Bump highlighted some results of a March 2022 edition of the Grinnell College National Poll. His article focuses on respondents’ views of what should be taught in American public schools.

The poll shows that Republicans and Democrats differ significantly in their level of expressed support for (in particular) sex education and attempts to instill patriotism—though clear majorities in both parties actually say they support both. Thus, the current headline, “Democrats want to teach kids sex education. Republicans want to teach them patriotism”—is misleading, though it’s grounded in truth.

What caught my eye was the entry for history.

Unsurprisingly, strong majorities in both major parties believe that public schools should teach history. But I couldn’t help noticing that support for teaching history was ever-so-slightly lower among Democratic respondents.

That’s consistent with what another major survey found in 2020: American conservatives were more likely than liberals (92% to 84%) to say that teaching U.S. history to children is very important, and they’re also more likely (44% to 30%) to say they wish they’d had more American history courses in school.

Curious, I dug up the new Grinnell poll’s topline results.

I found that this poll, too, actually asked about American history, not history in general. And interestingly, although there was slightly lower expressed support for teaching U.S. history among Democrats than among Republicans, there wasn’t any significant difference between 2020 Trump and Biden voters.

Data table for Question 5A in the Grinnell College National Poll for March 2022. The question is: "American history: Please tell me if you think it is an essential subject for public schools to teach, important but not essential, not that important, for something public schools should not teach."

What conclusions should we draw from this? I really have no idea. Probably, we shouldn’t draw any conclusions at all. Anyway, all the potent debates of our moment are about what should be taught in public schools as American history, not whether American history should be taught.

But I know that if I ever see support for teaching U.S. history in public schools drop significantly, among either Democrats or Republicans, I’ll have a new big thing to worry about.

What Americans Think About the Humanities

Click to view the report on another site

On Monday, the American Academy of Arts and Sciences released a 100-page report called “The Humanities in American Life.” It comprises the results from a national survey administered last November. The researchers asked more than 5,000 respondents about their engagement in “humanistic activities” and their attitudes toward humanities education.

On the whole, the report’s findings should encourage most humanities workers, including social studies teachers and historians. But careful examination of the details may be especially useful. This report identifies important discrepancies or tensions in public attitudes.

Champions of humanities education should be prepared to expose or remedy—or exploit—these tensions. There are both dangers and opportunities here.

Continue reading “What Americans Think About the Humanities”

Facing Facts (and Avoiding Alarmism)

pewreport-factopinion-1This morning, I saw a Reuters story with an alarming lede: “Only a quarter of U.S. adults in a recent survey could fully identify factual statements—as opposed to opinion—in news stories, the Pew Research Center found in a study released on Monday.”

Well, that doesn’t sound good, I thought.

This seems like important territory for history instruction to address. It might also provide a useful reading for students. So I pulled up the Pew report in question: “Distinguishing Between Factual and Opinion Statements in the News” (by Amy Mitchell, Jeffrey Gottfried, Michael Barthel and Nami Sumida, dated June 18, 2018).

There’s a lot to like about the way this study was conducted. But I have concerns.

Continue reading “Facing Facts (and Avoiding Alarmism)”