In October 2023, a committee was formed to review the Idaho K-12 Social Studies Standards for any necessary revisions, and was completed in April, 2024. The previous standards are not available for comparison but an overview is provided here. Social Studies standards are divided into history, geography, economics, civics and government, and global perspectives sections for each grade.
In the History section, kindergartners are taught to learn about different cultures rather than the American culture. In grade 2 emphasis is once again placed on learning about federally recognized Tribes in Idaho. Learning about traditions of different Idaho cultural groups, including Tribes, is focused on in grade 3. Migration is also introduced in the third grade, including “involuntary movement”. Grade 4 continues with emphasis on Tribes and “encroachment on tribal lands”. By grade 5 there is more introduction to other cultures, conflicts leading to the American Revolution, the slave trade, and technological advances.
In grades 6-9 World Geography is introduced with a History section that includes religion, technology, economics, and social order, along with “motivations of European colonization”. In its History & Civilization section, one standard mentions how “humans adapted the environment to maintain population growth”, and why the diversity of religion and belief systems across different institutions “have been sources of conflict”.
By grades 6-12, U.S. History I is taught. Right off the bat cultures are discussed, followed by the “impact of the Columbian exchange” which is a narrative about Columbus bringing disease to the world. Slavery is again addressed, “settlement motivations” of other countries coming to America, and along with Tribal “resistance and adaptations”. There is also a standard on the “roles” of various groups in the “Revolution Period”.
Finally, the point is reached to teach about the formation of our Republic that includes contrasting political differences, and the “economic motivations” in the “enslavement of peoples in northern and southern states”. Emphasis is placed on slavery with lessons on Uncle Tom’s Cabin, Dred Scott, and John Brown’s Raid. This historical perspective continues with periods of time that covers the Civil War and the Industrial World.
U.S. History II, taught in grades 9-12, begins with Federal Indian Policy, transitioning to “Progressivism” that includes child labor, immigration tension, women’s suffrage, race relations, and eugenics. Somehow the U.S. became an “imperialist power” through “racial, economic, political, and strategic motives”. “Social tensions” during the “Roaring 20’s” included race, Christian Fundamentalism, immigration, the Red Scare, and rise of the Ku Klux Klan. Apparently, the rise of fascism, totalitarianism, appeasement, and European and Japanese Imperialism led to WWII.
The Great Society policy is covered. Interestingly, there is also coverage on events that reduced faith in government and the government’s “ability to solve economic and social problems”. Reagan’s “Revolution” is also a topic for discussion. Finally, globalization is addressed, and how alternative media, social media, technology, and smart phones have affected “culture, society, and politics”.
There is also an American Government section in grades 9-12. A description of the Bill of Rights contains some questionable information, “Analyze how the Bill of rights limits the powers of the government and ensures individual rights.” Coverage of Article I Section 8 in the Constitution which outlines the Republic’s enumerated powers doesn’t seem to be covered. Egalitarianism, described as a shared value and aspiration of Americans, is the word used to describe every man being equal. Teaching about a “laissez-faire government” is also part of the standard.
There is now a standard being taught on paying taxes, volunteering, and performing public service, along with social media as a means of communicating “misinformation”. Constitutional rights and civil liberties are also topics for education standards.
Rather than addressing how the Federal Reserve is structured, a combination of public and private entities, the standards describes how it can use “monetary policy to pursue price stability, full employment, and economic growth with the goal of stabilizing the economy”. That objective doesn’t seem to be working out very well.
What used to be state sovereignty, separate from the federal government, “cooperative federalism” is now taught as part of the standards.
Economics are taught from kindergarten on, concluding with a standard that promotes life, health, home, and auto insurance policies that help “mitigate” financial consequences.
It does appear there has been a tightening up, or less globalist perspective, with these revised history standards but are in need of further improvement. There is still time to provide input on these revised standards as they still need to be presented to the next legislative session. Contact your legislator and the Board of Education and let them know what concerns, if any, you may have.
