On the Origin and Nature of Historical Studies At NIST
By Avan Fata
The title to this article borrows the first part from Charles Darwin’s on the origin of species. It’s highly likely that you have at least heard of Darwin from your studies in science, it was he who suggested that species evolve and adapt to their surroundings. However, there are fewer known aspects to this famous englishman’s life, for example, he experiences an Earthquake in Chile and it was his uncle who funded the expedition on the Beagle. Science ignores these little details for they add nothing that credits or supports the discoveries of the man. In history however, the little things are infinitely the most important. That was a quote from Sherlock Holmes incase you were wondering. History, despite perhaps being one of the most interesting and intricate subjects, is rather overlooked in our school. This opinionated article intends to highlight this hitherto unexplored area of Middle School Education.
Upon hearing that one of the subjects in Secondary was called humanities, I was thrilled to learn that my passionate study of History would finally be given adequate attention in a classroom environment. Unfortunately, I was nothing short of disappointed when I took a gander at the curriculum for Year 7 and was subsequently given the news that humanities was being renamed to “Individuals and Societies”. It turned out that, although history would be a footnote in our studies, it would mostly be ignored and only called upon for analyses or research. Indeed, some may argue that Year 7 did not completely overlook the subject, with a unit on (insert here). Year 8 was perhaps the year where we explored the most of historical impacts on our world. Ancient Civilizations ranging from the Mesopotamian traders to the Aztec pyramids were the focus of our historical studies and were rather enjoyable to say the least. Although the curriculum does include a side trip into the golden age referred to as the Industrial Revolution, the students do not receive enough time or resources to further expand their knowledge and satisfy their curiosity. Year 9, despite having a unit on major 20th century conflicts; which I shall add is my specialty; gives Middle Schoolers inadequate knowledge to begin High School with. That is why I have decided to write on the matter and explore the importance of historical studies within the NIST Middle School Community.
Due to obligations from peers and teachers, I have decided upon adding a small promotional notice for an ECA I have been participating in since the early days of my passion for History. It is officially known as the International History Bee and Bowl or IHBB for short, every Thursday we meet at 5202 and participate in fun buzzer based rounds. Here, questions range from the albums released by famous bands to ancient civilizations to tyrannical leaders of the past. It is a wonderful opportunity to expand your knowledge on the past and learn some interesting tidbits along the way. Sign up next year!
Now that I have sorted the matter of advertising my favorite ECA, let’s continue on the discussion at hand.
History is, in my opinion, a subject which is worth exploring for years and indeed one that making a career out of is not a bad choice. It shocks me to learn that not everyone in middle school can name the first president of the United States or indeed when his country gained independence from the British (George Washington and 1776). Even with the extensive resources located in the Library or online, it is not uncommon to find someone who has no common sense of an idea as to how World War 1 and indeed World War 2 started. Although one may argue that such knowledge is unnecessary in life, I wish to argue that we are still teenagers. As such, our minds are still undergoing the process of refining and eliminating any information or skills that we do not use often. I am indeed of the belief that; unless you are a historian or have a profound interest in History; you need not know such things. Yet in Middle School, even the most obscure of information can be used to great effect when utilized correctly. Take for example, a piece of information regarding the various alliances and treaties signed in the leadup to the First World War, such information would be useful in analyzing the early years of the conflict or a piece of propaganda from the era.
It is not only the past that history can explain, it is the present and future as well. In our modern conflict unit, many people made some interesting discoveries as to how events that occurred in the last century have sparked conflicts that rage to this very day. It would not surprise a historian to learn that the ashes of the Arab Spring revolt almost 50 years ago will rise to form another territorial and political dispute. Often times understanding the true cause of conflicts or situations can allow a student to think of possible solutions or at the lowest level give them the ability to link an artifact to the conflict.
Overall, I believe that history gives one the ability to peer into the future and travel back in time. It allows one to reimagine the days where steam and coal powered nations, or even further when mankind lay at the mercy of mother nature and worshipped gods that embodied the world around them. Even now, in our era of information and technology, history can allow one to pick apart conflicts and disputes. Given enough time and practice, history might even allow one to predict what the future holds, be it worldwide destruction or migration to another home. It is for these very reasons and the practical applications of historical facts in both the classroom and outside that I strongly urge teachers to allow their pupils to delve deeper into whatever time period a unit is focused on. As a famous Roman politician Cicero once said “To know nothing of what happened before you were born, is to forever remain a child.”
