A few years ago I was at a conference of a few hundred History/Social Studies educators, consultants, etc. at the Center for the Study of the Senate in Boston. I was introduced, as The Concord Review and I had recently been the subjects of an op-ed column in The Boston Globe.
After several presentations and some discussion of History/Social Studies in the schools, I asked the question: “Is there then a consensus that high school students are incapable of reading a complete History book?” No one objected to that suggestion.
We have talked for several decades about “Varsity Academics®” and we now have that as a trademark. We have wanted to call attention to the possibility that work on academic expository writing in History could be seen as parallel to the work that goes into preparing a young athlete to be accepted on varsity sports teams in high school.
We still think that academic writing should start at about the same time as Little League and Pop Warner, giving students years to learn more about and to get better at term papers, especially in History.
We are now claiming a need for the same long-term preparation for academic reading, so that high school seniors, instead of being judged incapable, in advance, of reading a complete History book, would turn out to be quite capable of doing so, as a result of many years of serious nonfiction reading at growing levels of difficulty, during their school years.
At present, most of the focus in our schools is on writing that is personal or creative, and that has led to widespread incompetence in academic expository writing. Similarly what students are asked to read is mostly fiction, leading to incompetence in managing actual History books. These disabilities can be remedied by the regular development of academic fitness, in nonfiction reading and writing, especially in History, all through the years in school.
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