Should History be taught on one subject throught the year instead of multiple.

Thank you for your response. I take it, As you did not object to any of my definitions, That you agree to them? Let me start off by attempting to refute your points. "The one problem with your argument is that you are comparing mathematics to history in more ways than one this is not comparable" The point of my comparison was to provide a better and more clear example of why a grade can't learn all of one subject. Although I agree mathematics and history are different subjects in the ways of assessment, The reason you shouldn't learn all of one "subject" at once is that not only the maturity level is too low, But the experience in that subject is also too low. To provide a better example, In English you do not fully annotate a book when you have just started. You go about that process slowly, Learning better ways to annotate a book. This is true, Even if you know everything about annotation. You need experience to learn efficiently and proficiently. " but however practice can fixes this problem if a child is taught in a classroom all the rules of a subject in a manner that allows that child to develop their skill as well as the child having disipline to make notes then the problem boils down to disapline which is the parent and schools duty. " Again, This boils down to maturity. The point I was making with that statement was the fact that it takes experience and time, Not just a workshop, To develop skills like note-taking and discipline. I can see you are currently 16 years old, From your profile. If you have not skipped any grades, I am in the same grade as you. Do you really believe that perhaps 13 or 14 year olds from the same school you are from (which is when you start learning history) can, As a class, All develop skills that even some Grade 11 students struggle with? "But it can be fixed by refering back to my original argument teach a topic about history consitantly, Another point can also be that history should rather be restricted to high school and middle school. " I don't understand what you mean by your first sentence. However, What I meant about mature is not mature in the sense of adult topics or war, But instead topics that require a more mature brain to grasp. For example, Higher level math such as real analysis does not require much prior knowledge, But requires your brain to have a lot of problem solving experience, And a flexible brain. "I would also like to suggest a new point that other media should also be involed in the lesson such as tv shows, Movies, Video games while I cannot speak about this in a strictly scientific point of view I can however point out that media that gets people to connect with the subject material increases their interest which provides an easier learning enviroment as the students have more motive to study. " I do not see your point. Media is involved in the teaching of History now as well. And still now, Some students are struggling with History, Even with such media applications. I don't see how these students can survive such an accelerated program. Which brings me to my second strongest point (expect first in round 3) What about people who don't like history? Or don't want to be a historian when they grow up? History is a elective (I think) in grade 11 and 12. For some, History just can't fit into their schedule, Or perhaps they find the subject dreadful. I agree that "Having a good understanding of history is paramount to being a intelectual voter and to knowing human nature itself. " However, There are many ways to learn about human nature such as philosophy. Also, I don't have the source, But at least in some places I know, What your family votes, The height and general looks of the leader you are voting for, And other insignificant things influence your vote more than ideology and education. There are tons of people, Maybe more than who take history in grade 11, That don't take it any more. What will happen to them? You'll have tons of people who know tons about the earlier eras, And almost nothing about the Holocaust. Is that really the fair and intellectual voting community you want? They are going to surely be somewhat biased while voting, Or even won't understand the ideology as they haven't gotten to that part yet. My second point for this round is that there is simply not enough time to go through every period in detail. Your prompt was "Should History be taught on one subject throught the year instead of multiple. " So one a year. We assume we start in Grade 9, As you mentioned maturity levels and it should start in high school. That's 3 years. If you think that they are going to stay to grade 12, Which they probably won't. Even if they start in middle school, That's 6 years. From the top of my head, I can think of at least 8 important ones: The 2 metal ages (Bronze and Iron), Greek and Roman (and Egypt, India, Etc. ), Middle ages, Age of Discovery, Renaissance/Enlightenment, Age of Revolution, The world wars, And the industrial revolution. Note that I crammed the ancients (Greek and Roman etc. ) into one pile, When in reality it should be multiple. Same with the metal ages, And the renaissance/enlightenment. Not to mention there is a lot of stress on the teacher in knowing so much, When usually less experienced teachers would go to lower grades and those with higher learning would generally teach higher grades. In conclusion; in this round I rebutted the counter-arguments to my argument, And rebutted the argument about the usage of media to enhance learning. I introduced 2 new arguments. One was about how the program is not beneficial to people that do not want to have a degree in history, And they are left with an improper piece of knowledge (I know everything about x, But nothing about y). The second was that there is no space for all the important historical eras, But our current system covers most of them quite fine, And that people with an incomplete yet wide knowledge still are intellectual voters. Stay tuned for my strongest argument in round 3. Thank you for writing a response to my arguments. I hope you will do so again shortly.