Rewriting american history analysis

rewriting american history fitzgerald pdf

Yet the changes remain shocking. American history used to be a story of unity, glory, adventure, freedom, and justice.

The phrase is used for emphasis, meaning, no one could dispute, find fault with, or question, the orthodoxies to be found in American history textbooks. It is event-driven and tends to center upon individuals, actions, and intentions.

rewriting american history textbooks

The Vikings, they say, preceded him to the New World, and after that the Europeans, having lost or forgotten their maps, simply neglected to cross the ocean again for five hundred years. Tells about effects of the Cold War on the texts and how evasive they were on the Vietnam war.

Again FitzGerald points to the uniqueness of American history textbooks. The problem with this presentation of events is that the beauty and intricacy of the pictures emotionally seperates the reader from the significance of it all. It then asks the student to reflect on these arguments and respond to them. This unity is absent in the newer books. Ancient implies existence or first occurrence in a distant past: an ancient custom. The thought must have had something reassuring about it, for that generation never noticed when its complaint began to take effect and the songs about radioactive rainfall and houses made of ticky-tacky began to appear in the textbooks. The list of such virtues could be very long. Tells about these changes from the early 19th century when culture was more important than politics, to the 's when facts were introduced and the books seemed to be presenting the truth, through the diverse texts in the early 20th century, to the 's when foreign affairs and "our" place in the world were prominent, to the 's when the fear of Communism dictat-the content, to the 's when the most dramatic rewriting occurred because for the first time left-wing groups and minorities protested the white middle-class bias of the books, to the 's when books are revised every few years and publisher's register the changes in society with sophiticated market-research techniques. As for the twentieth-century chapters, they are adorned with the contents of a modernart museum. History should be viewed as a continuous dialogue between the past and present. They're not intended to be submitted as your own work, so we don't waste time removing every error. By the s, the issue of immigrants had become a contentious issue. To whine is to complain in a mean-spirited way, using a nasal tone: to whine like a coward, like a spoiled child. Discusses handling of foreign policy.

They were weighty volumes. I think that this is a huge step forward in the learning process because it uses a familiar subject like history to teach students real world tools like critical thinking and objective analysis.

FitzGerald acknowledges that one would expect new knowledge and points of view to find their way into history textbooks, but what is surprising is the degree and extent of changes. Tells about these changes from the early 19th century when culture was more important than politics, to the 's when facts were introduced and the books seemed to be presenting the truth, through the diverse texts in the early 20th century, to the 's when foreign affairs and "our" place in the world were prominent, to the 's when the fear of Communism dictat-the content, to the 's when the most dramatic rewriting occurred because for the first time left-wing groups and minorities protested the white middle-class bias of the books, to the 's when books are revised every few years and publisher's register the changes in society with sophiticated market-research techniques. Change, on the other hand, implies difference, transformation, modification, and alteration. History books for children are thus more contemporary than any other form of history. Tells about depiction of American Indians and Spanish-Americans. No single President really stands out as a hero, but all Presidents—except certain unmentionables in the second half of the nineteenth century—seem to have done as well as could be expected, given difficult circumstances. It also indicates development in a direction considered more beneficial than and superior to the previous level. It was that they, much more than other books, had the demeanor and trappings of authority.

Here are a few suggestions for handling the essay. Even more surprising than the emergence of problems is the discovery that the great unity of the texts has broken.

In the earlier paragraphs, FitzGerald discussed the features of school history textbooks in the s; now she is taking up the issue of textbooks of the s.

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