Research Paper - Campbell

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Lone Star College System, Woodlands *

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2305

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History

Date

Dec 6, 2023

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docx

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Uploaded by GeneralDangerBuffalo20

Deleting History or Learning From It AbbySue Campbell Professor Kinto Govt-2305; Lone Start College – University Park November 30, 2020

Campbell 2 Deleting History or Learning From It We all use our personal history in our daily lives to acclimate and make basic decisions. This is also true in social groups, communities, regions, States, and our nation. Humans crave belonging and our traditions hold our nation together. But some of our nation's history is deemed to be offensive to specific races. The opinions of offended citizens need to be protected. These citizens should have an opportunity to reject what has happened in the past. Many groups only know the negative perspective that the media has shown for a large number of historical events thus leading them to demand the removal of monuments representing many of the nations’ founders. There has to be a better plan to educate the populous without ignoring the painful past and not disrespecting a generation of angry citizens. The American voter needs to understand what has happened in the past, both good and bad, to make appropriate decisions on the direction they want the country to follow in the future. With an understanding of the history of a region or race, a stabilizing effect occurs. It teaches the younger generation that struggles happen and the individual will survive and moves on. The factual and emotional history of America must be retained and shared. Hiding history will only put more misinformation into divided citizenship. Americans have two options regarding national monuments and historical sites' existence. The first is to remove all historical artifacts that offend in any way any American by either destroying or storing the artifact. The second is a concerted effort to have unbiased full history available at national monuments and historical sites developed by the Smithsonian Institution is a viable solution where multiple perspectives are presented and explored. My opinion will be clear throughout this writing.

Campbell 3 When deciding whom to commemorate communities select individuals who performed unprecedented accomplishments that, in total, made the world a better place (Natelson). A clear concise understanding of why Americans should know their history and how it shapes our citizenry is illuminated by the American Historical Association. History makes steady, balanced people since it gives them a head toward understanding the pattern of society. It gives a long-term perspective of what is permanent in a nation’s life (Chapter 2). Humans have an innate need for history to use when making individual and group decisions (Chapter 2). How we are impacted, and our emotions move personal interpretations of the history around us. “Any attempt to treat large groups of Americans as second-class citizens would destroy the unity of the nation. The “100-per-cent American” who insists on absolute conformity in belief and behavior is unconsciously trying to destroy at least 50 percent of American life” (Chapter 2). The choice of the inflamed masses to cast all they don’t agree with as evil made is a reaction of frustration and raging emotion expect to gain conformity of thought by deleting the painful past is a short term solution to a problem. The evolution of social behavior takes time. “Men who can't recall their very own set of experiences are foolish or troubled; men who can't gain from their own experience are disappointments” (Chapter 2). Sentimentality is removed by this bold statement and directly cuts to the need for all humans to learn from their personal history and grow to learn from the histories of their communities and nations as well as others. Other activists' view is that history will remain in “archive, documents and objects preserved in libraries or museums” that remain so there is no need to bring preservation into the

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