History Touchy Subject

In The Death of History is Bunk, Patrick Watson argues that the decrease of historical content in the curriculum does not indicate that history, as a subject, is declining. While many complain about the decreasing prominence of history classes in Canadian schools, the content of those classes is excessively dull as it consists of memorizing lists of facts. Despite this, there are still protests that knowledge of “defining events” is required to contribute to “the National Conversation”. However, history is not so simple as a list of events—it is the sum of the small happenings in society around the events. A whole variety of factors influence history, which is created by the common people. Unlike Americans, who turn to their constitution for

A more pressing matter is that of the history in the classroom. With the one sided history being instructed to Native students bring a message that “Their history does not matter,” alienation begins to form and all motivation soon leaves the students (Laura).

High school history textbooks are seen, by students, as presenting the last word on American History. Rarely, if ever, do they question what their text tells them about our collective past. According to James W. Loewen's Lies My Teacher Told Me, they should be. Loewen has spent considerable time and effort reviewing history texts that were written for high school students. In Lies, he has reviewed twenty texts and has compared them to the actual history. Sadly, not one text measures up to the author's expectation of teaching students to think. What is worse, though, is that students come away from their classes without "having developed the ability to think coherently about social

History is often fabricated and told in a way that is appealing to youth and descendants. History is often told from “white eyes” Loewen suggest that it be told through red eyes to provide true insight in what has formed our country. “One does not start from point zero, but from minus ten” (Loewens 93). High School students are presented information in a biased way. Students are not always taught how to view a situation through another perspective. Students are only able to view a situation based on how they have lived or what they know best. When teaching history of the world teachers often teach harsh situations from the past in ways that are fabricated. “If we look Indian history squarely in the eye, we are going to get red eyes” (Loewen 95). In this statement Loewen suggest that if a reader looks at a situation “squarely” the reader will develop “red eyes” that open the reader up to reality of our decedents and the

It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013). Therefore it is important to prepare children for more challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p.72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p.72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult

Many Americans today are extremely uneducated and misinformed when it comes to the history of their nation purely because they find the learning of it boring. Because of the nature of American history courses and the distribution of knowledge in America, James W. Loewen wrote the book, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, to make history more relevant to people who’ve been “bored to tears by their high school American history courses” (xii) because to be effective citizens today we must be able to understand our past.

“War at its basic level has always been about soldiers. Nations rose and fell on the strength of their armies and the men who filled the ranks.” This is a very powerful quote, especially for the yet young country of the United States, for it gives credit where credit is truly due: to the men who carried out the orders from their superiors, gave their blood, sweat and tears, and in millions of cases their lives while fighting for ideals that they believed their country or government was founded upon, and to ensure the continuation of these ideals. Up until the end of the 20th Century, they did so in the worst of conditions, and this includes not only the battle scene, but also every day life. In

In author James W. Loewen’s book Lies My History Teacher Told: Everything American Textbooks Got Wrong, it is obvious that James Loewen is very passionate about making sure that people know that not all the history they are taught is true. He also claims that the history books have false information planted in them: “The stories the history textbooks sell are predictable; every problem has already been solved or is about to be solved” (Loewen pg. 3). Loewen’s voice throughout this book is powerful, fulfilling and persuasive as he tackles the problem off false history being taught to Americans.

By teaching only the happy-go-lucky versions of history, people are not able to learn from previous ancestors’ mistakes and, instead, are more prone to causing history to repeat itself through their own ignorant

United States involvement in Iraq and Afghanistan over the last thirteen years has resulted in much debate over the role of the United States military. This debate is encouraged, as it will sustain conversation of how to best employ an important yet dwindling national resource. The publication of Dominic Tierney’s article “Why Has America Stopped Winning Wars” speaks directly to this debate. The article argues that the US military has lost the capability of winning wars since World War II . Tierney posits that the world is a more peaceful place and the United States is incapable of adapting to the resultant style of low intensity conflict that normally rises with state peace. He believes the U.S. government has a lust for global hegemony. The excessive use of military force is the only way to quench Washington’s thirst He concludes with an implication that American’s victory culture has led to disillusionment of our government’s expectations, and that this culture should be reexamined in order to prevent unnecessary loss of life in the future. Although Tierney makes a valiant effort to question US military strategic efforts over the last 70 years, he fails to realize that America’s emphasis on national security is a major contributing factor for why the world has seen a reduction in state-on-state war.

America is the land of the free, and the home of the brave. In it’s two hundred year long lifespan, it has accomplished many feats, it has overcome many trials, and it has helped shaped the world in the process. The nation has spawned into one of the world’s leading superpowers. But the roots of this grand country stem from a war fought long ago. A war that would be one of the most important events in the history of the nation, and in the world.

“History is written by the victors.” These words, spoken by Winston Churchill, have traditionally been applied to the surviving narratives of thriving empires and nations burying those of the losers. In this day and age, it must be viewed through a much finer lens. Under this lens is the Texas Department of Education, the Kanawha County Board of Education, and South Korea’s Ministry of Education. Each of the mentioned Education systems has encountered controversies surrounding their published textbooks.

Ever since World War II, the last war that garnered full American support, the percentage of American citizens enrolling in the U.S. Army has diminished significantly. The U.S. is a major military power in the present world; American soldiers are engaged in many multi-theater positions, consequently dispersing troops over various regions worldwide. As only one in ten citizens has served in the US Army, American knowledge of military conditions is rapidly lessening along with the national harmony that complements such knowledge. Therefore, the comprehension that American security is closely associated with a formidable military never resonated within the greater part of modern American citizens. Although antiwar activists may decry

History textbooks are slowly changing over the generations which is leading students to learn “different” history than others. FritzGerald

In the two hundred years since 1775, there has been thirty-five years of fighting in what we consider major conflicts or wars. This averages out to about one year of war to every almost 6 years of our existence as a nation and during that time, we have not been without formal military organizations. Over the course of history, the United States has engaged in many battles that were a crucial phase in developing who and what we have become. Throughout this assessment, we will analyze what were some of the true tipping points that shaped (1) America’s paradoxical love-hate relationship with war and, (2) How this relationship influences American warfare.