Everything your American history textbook got wrong Essay Essay

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During my period of clip that I had to read this really persuasive book into believing that you’re insouciant every twenty-four hours period of History category is fundamentally nil but a waste of clip if non taught in the right context. Which would include the good. the bad. and the all in between of the topic of that individual or state of affairs in history that would be of import adequate for coevalss to come to cognize and retrieve about in all its entireness. This book besides includes how Americans have lost their touch with their history. and in this thought-stimulating book. James Loewen shows merely why. After appraising 12 taking high school American history texts. he has concluded that non one of them does a decent or even good plenty occupation of doing history interesting or memorable. Flawed by an awkward combination of unsighted nationalism. mindless hopefulness. unsloped misinformation. and straight-out prevarications. these books leave out about all the uncertainness. passion. struggle. and play from our yesteryear. In 10 powerful chapters. Loewen reveals that: Surely textbooks should include some people based on non merely what they achieved but besides on the distance they traversed to accomplish it. as written in page 9 of chapter 1.

Besides in chapter one chiefly in page 17. Woodrow Wilson. known as a progressive leader. was in fact a white supremacist who personally vetoed a clause on racial equality in the Covenant of the League of Nations. James besides had written that “Woodrow Wilson’s disposal was openly hostile to black people…… . . Wilson was non merely anti-black” . To the history in chapter 4 page 116. about the truth of native Americans. “ Six of the 12 histories I surveies avoid this cliche of Indian naitives about land ownership………several of them even indicate out that the job ballad in Whites non staying by accepting constructs of land ownership. ” From the truth about Columbus’s historical ocean trips to an honorable rating of our national leaders in chapter 8 page 230. Loewen revives our history. reconstructing to it the verve and relevancy it truly possesses. In the book. Loewen screens: faulty heroic personification of false heroes vs. the take downing worth of America’s existent heroes ; the demand to cite primary beginnings ; our country’s frontward traveling belief which tends to disregard historical prefiguration ; the importance of pupils to believe for themselves and inquiry of import events in history ; and the ruin that the text edition industry has turned into.

As you can see. there is a batch covered here. and this isn’t any of the prevarications. As I said. there is a batch explained in this book about why each historic prevarication was established. There is a point in the book where Loewen refers to a transition from 1984. In 1984. George Orwell says. “…he who controls the present controls the yesteryear. ” When Loewen refers to this quotation mark. he is mentioning to the upper category and Whites commanding the educational system and text edition publication. I believe there could’ve been a better usage for this quotation mark. While it may be true that most history text editions bend or throw shade history in favour of the upper category or Whites. I am make up one’s minding to utilize this peculiar quotation mark in another manner. “Who controls the present controls the yesteryear. ” That. my friends. should be a charge ; a mission directed at all those in the history learning profession. Take control of the cognition dispersed in your schoolrooms ( the nowadays ) and learn the right yesteryear.

Discard the provided text editions ( non truly ofcourse ) and learn what you know should be taught. Let yourself to step out of your learning comfort zone. I have a instructor ( non traveling to state anyone’s name ) that likes to grill his pupils to force their cognition on all that refering to the topic that we speak on. that instructor was ne’er afraid to set his cervix out to stir up treatment in the schoolroom. Worst instance scenario. a inquiry would originate that the instructor did non cognize the reply to and he would merely state. “I will look into it. ” He wasn’t afraid to demo he wasn’t omniscient. Loewen’s book has a great implicit in subject: that kids should be taught that history is non restricted. and that possibilities should be discussed to further rational accomplishments and to advance an apprehension of our nation’s history.

But I wish he had gone the excess measure and challenged history instructors. I would urge this book to anyone who like to read history and more on traveling in dept. While an grasp for history would surely do this book more gratifying. it is an optional read either manner. For existent this book criticizes the manner history is presented in current text editions. and suggests a fresh and more accurate attack to learning American history. This is a existent eye-opener to anyone who thinks they learned about U. S. history in high school. Loewen spent eleven old ages reexamining the 12 most commonly-used U. S. history text editions and found all to be earnestly desiring. Textbook publishing houses want to avoid contention ( so. seemingly. make many school systems ) . so they feed pupils a white-washed. non- controversial. over-simplified version of this country’s history and its most of import historical parts.

To do his point. Loewen emphasizes the “dark side” of U. S. history. because that’s the portion that’s losing from our instruction system. So. for illustration. we ne’er learned that Woodrow Wilson ran one of the most racist disposals in history and helped to put back advancement in race dealingss that had begun after the Civil War. Helen Keller’s socialist propensities and political positions are over-looked and we merely learn that she overcame sightlessness and hearing loss. John Brown is portrayed as a wild-eyed nut who ran amuck until he was caught and hanged. instead than an facile and dedicated emancipationist who uttered many of the same words and ideas that Lincoln subsequently expressed. Loewen’s book vividly illustrates the axiom that “those who do non larn from history are doomed to reiterate it. ” Ignorance of our existent history besides renders us incapable of to the full understanding the present and coming to clasps with the issues of our clip.

For illustration. from the Civil War until around 1890. existent racial advancement was underway in the United States and civil rights Torahs were Federally enforced in the South. The armed forces was integrated and former slaves had the right to vote. function on juries and as informants in tests. ain belongings and operate concerns. They besides received compulsory public instruction. which was automatically extended to white kids for the first clip in the South. But. between 1890 and 1920. the Feds bit by bit disengaged and allowed southern racialist authoritiess to deprive these rights from inkinesss and pass on them to practical non-citizenship. Merely within the last half-century has that policy been bit by bit reversed. once more through Federal intercession. This history casts current racial attitudes and issues in a different visible radiation than most of our high school pupils are likely to see unless they are learning the complete history of their state.

It is clear that Loewen is non out to sock the United States or offer up an every bit nonreversible. negative version of its history. He gives a balanced history of many of the figures whose failings he exposes. Therefore. we learn that. although Columbus was an sterile luck huntsman. a racialist autocrat and break one’s back bargainer. he ( and Spain ) were non much different than most people at the clip. He points out that all societies. including Native Americans and Africans. maintain slaves and that it is unjust to individual out Columbus as singularly immorality. The job is that childs ne’er learn both sides of these narratives. so history becomes a bland repeat of non-opposing “events” that appear to hold or had no obscure causes.

Historical events are non related to issues that people disputed or serious struggles that placed them at irreversible odds with one another. the really stuff that drives history. No admiration childs are bored and uninterested. They are left with the deformed feeling that. down deep. the United States ever means good and. in the terminal. is ever “right. ” Loewen has presented just histories of cardinal events in our history and indicated why our high school pupils know and care so small about it. He besides suggests ways to rectify this serious defect that every American should give a unit of ammunition of hand clapping to.

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