Teaching Activity. By Bill Bigelow. 13 pages.
A role play on the origins of the modern high school.
What we don’t teach in school can be more important than what we do teach. When we fail to engage students in thinking critically about their own schooling, the hidden message is: Don’t analyze the institutions that shape your lives; don’t ask who benefits, who suffers, and how it got to be this way; just shut up and do as you’re told.
To explore some of the historical roots of the modern high school, I wrote a role play that I hoped would allow students to question aspects of schooling they often take for granted, such as tracking (“ability grouping”), standardized testing, guidance counseling, student government, the flag salute, bells, required courses with patriotic themes, and extracurricular activities like athletics and the school newspaper. These now commonplace components of high school life were introduced in the early years of the 20th century, a time of growing union militancy and radicalism, and large-scale immigration from southern and eastern Europe, accompanied by vastly increased high school enrollment.
Underlying the new reforms was a consensus among leading educators that social class stratification was here to stay, and that high schools should abandon a single academic curriculum for all students.
This lesson was published by Rethinking Schools in Rethinking Our Classrooms: Teaching For Equity and Justice (Volume 1). For more teaching activities like “Testing, Tracking, and Toeing the Line: A Role Play on the Origins of the Modern High School,” order Rethinking Our Classrooms with essays, teaching ideas, compelling classroom narratives, and hands-on examples edited by Wayne Au, Bill Bigelow, and Stan Karp. See Table of Contents.