Lies My Teacher Told Me : Everything Your American History Textbook Got Wrong

by Loewen, James W

• ISBN13: 9780684818863
• ISBN10: 0684818868
• Format: Paperback
• Copyright: 1996-09-03
• Publisher: Touchstone

Summary

Based on careful research at the Smithsonian Institution, this volume issues a bold, direct challenge to the errors, misrepresentations, and omissions of the leading American history textbooks.

Author Biography

James W. Loewen

James W. Loewen is professor of sociology at the University of Vermont. He is coauthor of the first integrated state-history textbook, Mississippi: Conflict and Change, and creator of The Truth About Columbus: A Subversively True Poster Book for a Dubiously Celebratory Occasion.

Table of Contents

Acknowledgments	9	(2)
Introduction: Something Has Gone Very Wrong	11	(7)
1 Handicapped by History: The Process of Hero-making	18	(19)
2 1493: The True Importance of Christopher Columbus	37	(38)
3 The Truth about the First Thanksgiving	75	(23)
4 Red Eyes	98	(39)
5 "Gone with the Wind": The Invisibility of Racism in American History Textbooks	137	(34)
6 John Brown and Abraham Lincoln: The Invisibility of Antiracism in American History Textbooks	171	(29)
7 The Land of Opportunity	200	(14)
8 Watching Big Brother: What Textbooks Teach about the Federal Government	214	(24)
9 Down the Memory Hole: The Disappearance of the Recent Past	238	(16)
10 Progress Is Our Most Important Product	254	(17)
11 Why Is History Taught Like This?	271	(27)
12 What Is the Result of Teaching History Like This?	298	(14)
Afterword: The Future Lies Ahead--and What to Do about Them	312	(7)
Notes	319	(57)
Appendix	376	(1)
Index	377

Excerpts

Chapter 1 Handicapped by HistoryThe Process of Hero-making What passes for identity in America is a series of myths about one's heroic ancestors.James Baldwin One is astonished in the study of history at the recurrence of the idea that evil must be forgotten, distorted, skimmed over. We must not remember that Daniel Webster got drunk but only remember that he was a splendid constitutional lawyer. We must forget that George Washington was a slave owner.., and simply remember the things we regard as creditable and inspiring. The difficulty, of course, with this philosophy is that history loses its value as an incentive and example; it paints perfect men and noble nations, but it does not tell the truth.W. E. B. Du Bois By idolizing those whom we honor, we do a disservice both to them and to ourselves....We fail to recognize that we could go and do likewise.Charles V. Willies This Chapter is About Heroification,a degenerative process (much like calcification) that makes people over into heroes. Through this process, our educational media turn flesh-and-blood individuals into pious, perfect creatures without conflicts, pain, credibility, or human interest.Many American history textbooks are studded with biographical vignettes of the very famous(Land of Promisedevotes a box to each president) and the famous(The Challenge of Freedomprovides "Did You Know?" boxes about Elizabeth Blackwell, the first woman to graduate from medical school in the United States, and Lorraine Hansberry, author ofA Raisin in the Sun,among many others). In themselves, vignettes are not a bad idea. They instruct by human example. They show diverse ways that people can make a difference. They allow textbooks to give space to characters such as Blackwell and Hansberry, who relieve what would otherwise be a monolithic parade of white male political leaders. Biographical vignettes also provoke reflection as to our purpose in teaching history: Is Chester A. Arthur more deserving of space than, say, Frank Lloyd Wright? Who influences us more today -- Wright, who invented the carport and transformed domestic architectural spaces, or Arthur, who, urn, signed the first Civil Service Act? Whose rise to prominence provides more drama -- Blackwell's or George Bush's (the latter born with a silver Senate seat in his mouth)? The choices are debatable, but surely textbooks should includesomepeople based not only on what they achieved but also on the distance they traversed to achieve it.We could go on to third- and fourth-guess the list of heroes in textbook pantheons. My concern here, however, is not who gets chosen, but rather what happens to the heroes when they are introduced into our history textbooks and our classrooms. Two twentieth-century Americans provide case studies of heroification: Woodrow Wilson and Helen Keller. Wilson was unarguably an important president, and he receives extensive textbook coverage. Keller, on the other hand, was a "little person" who pushed through no legislation, changed the course of no scientific discipline, declared no war. Only one of the twelve history textbooks I surveyed includes her photograph. But teachers love to talk about Keller and often show audiovisual materials or recommend biographies that present her life as exemplary. All this attention ensures that students retain something about both of these historical figures, but they may be no better off for it. Heroification so distorts the lives of Keller and Wilson (and many others) that we cannot think straight about them.Teachers have held up Helen Keller, the blind and deaf girl who overcame her physical handicaps, as an inspiration to generations of schoolchildren. Every fifth-grader knows the scene in which Anne Sullivan spellswaterinto young Helen's hand at the pump.