{"id":64831,"date":"2022-09-17T16:27:32","date_gmt":"2022-09-17T20:27:32","guid":{"rendered":"https:\/\/world.edu\/?p=64831"},"modified":"2022-09-17T16:27:32","modified_gmt":"2022-09-17T20:27:32","slug":"these-high-school-classics-have-been-taught-for-generations-could-they-be-on-their-way-out","status":"publish","type":"post","link":"https:\/\/world.edu\/these-high-school-classics-have-been-taught-for-generations-could-they-be-on-their-way-out\/","title":{"rendered":"These high school \u2018classics\u2019 have been taught for generations \u2013 could they be on their way out?"},"content":{"rendered":"

\"\"<\/p>\n

If you went to high school in the United States anytime since the 1960s, you were likely assigned some of the following books: Shakespeare\u2019s \u201cRomeo and Juliet,\u201d \u201cJulius Caesar\u201d and \u201cMacbeth\u201d; John Steinbeck\u2019s \u201cOf Mice and Men\u201d; F. Scott Fitzgerald\u2019s \u201cThe Great Gatsby\u201d; Harper Lee\u2019s \u201cTo Kill a Mockingbird\u201d; and William Golding\u2019s \u201cThe Lord of the Flies.\u201d<\/p>\n

For many former students, these books and other so-called \u201cclassics\u201d represent high school English. But despite the efforts of reformers, both\u00a0past<\/a>\u00a0and\u00a0present<\/a>, the most frequently assigned titles have never represented America\u2019s diverse student body.<\/p>\n

Why did these books become classics in the U.S.? How have they withstood challenges to their status? And will they continue to dominate high school reading lists? Or will they be replaced by a different set of books that will become classics for students in the 21st century?<\/p>\n

The high school canon has been shaped by many factors. Shakespeare\u2019s plays, especially \u201cMacbeth\u201d and \u201cJulius Caesar,\u201d have been taught consistently\u00a0since the beginning of the 20th century<\/a>, when the curriculum was determined by college entrance requirements. Others, like \u201cTo Kill a Mockingbird,\u201d winner of the 1961 Pulitzer Prize for fiction, were ushered into the classroom by current events \u2013 in the case of Lee\u2019s book,\u00a0the civil rights movement<\/a>. Some books just seem especially suited for classroom teaching: \u201cOf Mice and Men\u201d has a straightforward plot, easily identifiable themes and is under 100 pages long.<\/p>\n

Titles become \u201ctraditional\u201d when they are passed down through generations. As the education historian Jonna Perrillo observes,\u00a0parents tend to approve<\/a>\u00a0of having their children study the same books that they once did.<\/p>\n

The last period of significant change to the canon was during the 1960s and 1970s, when the largest generation of the 20th century, the baby boomers, went to high school. For instance, in 1963,\u00a0a survey of 800 students<\/a>\u00a0at Evanston Township High School in Illinois revealed that \u201cTo Kill a Mockingbird,\u201d first published in 1960, was by far the \u201cmost enjoyed book,\u201d followed by two books that had been published in the 1950s, J.D. Salinger\u2019s \u201cThe Catcher in the Rye\u201d and Golding\u2019s \u201cThe Lord of the Flies.\u201d None of these books were yet traditional, yet they became so for the next generation.<\/p>\n

A comparison of national surveys conducted in 1963 and 1988 shows how several books that were introduced to the classroom when the boomers were students had become classics when boomers were teachers.<\/p>\n

\"\"<\/p>\n

During the 1960s and 1970s, teachers even reframed \u201cRomeo and Juliet\u201d as a contemporary work. Lesson plans from the era referred to its adaptations into \u201cWest Side Story<\/a>\u201d \u2013 a musical that\u00a0initially came out in 1957<\/a>\u00a0\u2013 and Franco Zefferelli\u2019s\u00a0risqu\u00e9 1968 film version<\/a>\u00a0of Shakespeare\u2019s story of star-crossed lovers. It became the perfect hook for ninth graders in a study of Shakespeare that would conclude in 12th grade with \u201cMacbeth.\u201d<\/p>\n

Efforts to diversify<\/strong><\/h4>\n

English education professor\u00a0Arthur Applebee observed in 1989<\/a>\u00a0that, since the 1960s, \u201cleaders in the profession of English teaching have tried to broaden the curriculum to include more selections by women and minority authors.\u201d But in the late 1980s, according to his findings, the high school \u201ctop ten\u201d still included only one book by a woman \u2013 Lee\u2019s \u201cTo Kill a Mockingbird\u201d \u2013 and none by minority authors.<\/p>\n

At that time, a\u00a0raging debate<\/a>\u00a0was underway about whether America was a \u201cmelting pot\u201d in which many cultures became one, or a colorful \u201cmosaic\u201d in which many cultures coexisted. Proponents of the latter view argued for a multicultural canon, but they were ultimately unable to establish one. A 2011 survey of Southern schools by Joyce Stallworth and Louel C. Gibbons, published in \u201cEnglish Leadership Quarterly,\u201d found that the five most frequently taught books were all traditional selections: \u201cThe Great Gatsby,\u201d \u201cRomeo and Juliet,\u201d Homer\u2019s \u201cThe Odyssey,\u201d Arthur Miller\u2019s \u201cThe Crucible\u201d and \u201cTo Kill a Mockingbird.\u201d<\/p>\n

One explanation for this persistence is that the canon is not simply a list: It takes form as stacks of copies on shelves in the storage area known as the \u201cbook room.\u201d Changes to the inventory require time, money and effort. Depending on the district, replacing a classic\u00a0might require approval by the school board<\/a>. And it would create more work for teachers who are already maxed out.<\/p>\n

\u201cToo many teachers, probably myself included, teach from the traditional canon,\u201d a teacher told Stallworth and Gibbons. \u201cWe are overworked and underpaid and struggle to find the time to develop quality lessons for new books.\u201d<\/p>\n

The end of an era?<\/strong><\/h4>\n

Esau McCauley, the author of \u201cReading While Black,\u201d describes the list of classics by white authors as the \u201cpre-integration canon<\/a>.\u201d At least two factors suggest that its dominance over the curriculum is coming to an end.<\/p>\n

First, the battles over which books should be taught have become more intense than ever. On the one hand, progressives like the teachers of the growing\u00a0#DisruptTexts movement<\/a>\u00a0call for the inclusion of books by\u00a0Black, Native American and other authors of color<\/a>\u00a0– and they question the status of the classics. On the other hand, conservatives have challenged or successfully banned the teaching of many new books that deal with gender and sexuality or race.<\/p>\n

PEN America, a nonprofit organization that fights for free expression for writers, reports \u201ca profound increase<\/a>\u201d in book bans. The outcome might be a literature curriculum that more resembles the political divisions in this country. Much more than in the past, students in conservative and progressive districts might read very different books.<\/p>\n

Second, English Language Arts education itself is changing. State standards, such as those\u00a0adopted by New York in 2017<\/a>, no longer make the teaching of literature the primary focus of English class. Instead, there is a new emphasis on \u201cinformation literacy<\/a>.\u201d And while preceding generations of teachers voiced concerns about the distractions of\u00a0radio<\/a>\u00a0and then\u00a0television<\/a>, books may have an even smaller share of students\u2019 attention in\u00a0the age of cellphones, the internet, social media and online gaming<\/a>.<\/p>\n

\u201cWe no longer live in a print-dominant, text-only world,\u201d the National Council of Teachers of English proclaims in\u00a0a 2022 position statement<\/a>. The group calls for English teachers to put less emphasis on books in order to train students to use and analyze a variety of media. Accordingly, students across the country may not only have fewer books in common, but they also may be reading fewer books altogether.<\/p>\n

Why teach literature?<\/strong><\/h4>\n

Over generations, English teachers have voiced many reasons to teach books, and the canon in particular: to instill a\u00a0common culture<\/a>, foster\u00a0citizenship<\/a>, build\u00a0empathy<\/a>\u00a0and cultivate\u00a0lifelong readers<\/a>. These goals have little to do with the skills emphasized by contemporary academic standards. But if literature is going to continue to be an important part of American education, it is important to talk not only about what books to teach, but the reasons why.<\/p>\n

Author Bio:<\/strong>Andrew Newman is Professor and Chair at Stony Brook University (The State University of New York)<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

If you went to high school in the United States anytime since the 1960s, you were likely assigned some of the following books: Shakespeare\u2019s \u201cRomeo and Juliet,\u201d \u201cJulius Caesar\u201d and \u201cMacbeth\u201d; John Steinbeck\u2019s \u201cOf Mice and Men\u201d; F. Scott Fitzgerald\u2019s \u201cThe Great Gatsby\u201d; Harper Lee\u2019s \u201cTo Kill a Mockingbird\u201d; and William Golding\u2019s \u201cThe Lord of […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[14186],"coauthors":[11733],"class_list":["post-64831","post","type-post","status-publish","format-standard","hentry","category-education","tag-classics"],"acf":[],"yoast_head":"\nThese high school \u2018classics\u2019 have been taught for generations \u2013 could they be on their way out? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/these-high-school-classics-have-been-taught-for-generations-could-they-be-on-their-way-out\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"These high school \u2018classics\u2019 have been taught for generations \u2013 could they be on their way out? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"If you went to high school in the United States anytime since the 1960s, you were likely assigned some of the following books: Shakespeare\u2019s \u201cRomeo and Juliet,\u201d \u201cJulius Caesar\u201d and \u201cMacbeth\u201d; John Steinbeck\u2019s \u201cOf Mice and Men\u201d; F. 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