ue toput effort into maintaining it while leaving it open for change.Sixth, social studies should be taught not solely as information, butrather through the critical examination of ideas and events rooted in timeand place and responding to social interests. The subject needs to be taughtwith excitement that sparks kids interest and motivates them to want to takeplace in the shaping of the future of our country (NYSSSRADC 145-47).In order to give a well rounded multicultural discussion, as JamesBanks explains, teachers need to let students know how knowledge reflectsthe social, political, and economic context in which it was created. Knowledge explained by powerful groups in society differs greatly from thatof its less powerful counterparts (Banks 11). For example, it should bepointed out how early Americans are most often called "pioneers" or"settlers" in social studies texts, while foreigners are called "immigrants". They should realize that to Native Americans, pioneers were actually theimmigrants, but since the "pioneers" later went on to write the textbooks, it isnot usually described that way. By simply looking at the term "westernculture" it is obvious that this is a viewpoint of people from a certain area. Ifstudents are aware that to Alaskans, the west was actually the south, they canrealize the bearings of how the elite in society determine what is learned. Bynot falling victim to these same misconceptions, students can better makeunprejudiced decisions about those around them. Another important aspectstudents need to realize is that knowledge alone isn't enough to shape asociety. The members themselves have to be willing to put forth the time andeffort and show an interest in shaping their society in order for it to benefit allpeople.While generally opposed to the idea, Francis Ryan points out that "Multicultural education programs indeed may be helpful for all students indeveloping perspective-taking skills and an app...
