history, in our opinion, is taught complete wrong in most public schools, particular given the realities o' 2020. recognizing all the physical and digital resources available, is not difficult to find facts. hurl can keep posting bloom's taxonomy, but he is also compelled by state requirements and standardized tests to teach kids an enormous amount o' facts in a relative short period o' time. like it or not, kids have shorter attention spans nowadays, though they process information faster... which is why is all bass ackwards how we insist kids learn every important person and event in american and world history, with "important" changing from state-to-state and even district to district.
you says you learned more 'bout confederacy through 10 minutes o' self study than you learned in school. am suspecting a smidge o' the hyperbolic or a recognition you were a terrible student, but such an admission should not actual be a problem if history were taught better. goal shouldn't be to make certain kids learn facts but to know how to learn. most folks believe they got critical thinking skillz. *snort* research skills is also a bit more complicated than google searches and is apparent from observing these boards how poor educated many people (not just americans btw) has been insofar as research skills. analysis is kinda a linchpin in spite o' fact bloom and other learning models like to make all categories and modalities and whatnot equivalent/balanced. analysis is where we apply logic fallacies if you know 'em, and is where at a fundamental level the student recognizes facts v. opinions.
...
two or three major events per semester should be max covered, and during that time kids should be taught how to genuine self educate, 'cause once they got such skills, they may go forth and learn for themselves 'bout the confederacy or turn o' the century evolution o' US labor. forcing kids to learn many hundreds o' facts, which is a soul numbing pursuit regardless o' the age o' the student, cannot be the most constructive use of finite time and resources. instead give students a chance to make necessary connections 'tween, for example, those issues the founding fathers were discussing during the constitutional convention and what is occurring today. evaluation and creation is kinda the post analysis aspects o' bloom. is not difficult to see even a class o' middle schoolers creating their own better constitution after recognizing what succeeded and failed with the US Constitution... and make sure to not skip the possible fails, though is more important for the students to reach their own conclusions 'bout where the founders were mistaken than to be told what were errors.
didn't learn 'bout confederacy? shouldn't care. we should want to know what the kids did learn. if the students in an eighth grade class learned little 'bout the confederacy but instead covered, pure random, the influenza epidemic o' 1918 to a meaningful degree where students were taught research and analysis and how to construct and write coherent arguments and...
whatever.
we shouldn't give a damn 'bout what facts and events and people kids failed to learn 'bout while they were for reals becoming able to self-teach and think critical and creative as they acquired necessary writing and research skills which would benefit them a lifetime as 'posed to being relevant to a single state standardized test.
*descends from soap box*
oh, and am not pretending teaching kids is easy. particular daunting is the task o' attempting to teach a group o' kids, some o' whom is gonna be resistant to learning unless is an honors/ap class. more contagious than covid-19 is knucklehead behaviour in a group o' kids. try and teach multiple different classes o' a few dozen kids who got a wide range o' ability and motivations and backgrounds and claim is ez would be surprising to Gromnir and am thinking the teachers who do such well is much underappreciated. that said, am nevertheless convinced most teachers is doing it all wrong.
HA! Good Fun!