James Loewen Lies My Teacher Told Me Analysis

After reading this chapter of Lies My Teacher Told Me, the reader finds out information that is shocking and completely different compared to what they have been taught. Not to mention it makes sense. Ideas have either been falsified or twisted into something that is not entirely true. History textbooks really do leave out the information or give the wrong information, that could really make history more enjoyable and interesting for its

To begin, in the prefix of “Who Owns History”, the author, Eric Foner hints at what the whole book will be about the way history is taught will be the way we are able to view it. In the prefix the author wrote about all the different experiences he had and how he viewed the change in history. Eric Foner explained, “ History always has been and always will be regularly rewritten, in response to new questions, new information…” While the author explains this he’s describing how we change the way history is viewed. The way you are taught it will be the cause of you seeing it in a different way than other people might have seen the same topic at hand. History will be constantly evolving due our ever changing society, we all have a different perspective

In The Death of History is Bunk, Patrick Watson argues that the decrease of historical content in the curriculum does not indicate that history, as a subject, is declining.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

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

When it comes to American history , the credibility of our textbooks has been a problem recent years, especially those in high school. And what we are taught in class seem to be far away from our real life. Facing such an irrelevant and boring subject, most high school students have no choice but to suffer the course and struggle for it. The book Lies My Teacher Told Me may account for this phenomenon to some extent.

Over and over again, Williams illustrates this theme of “American Exceptionalism.” Throughout the book, there are several occurrences in which the “We are the best, and all that we are doing is of benefit to the world” mentality is shown. On one hand, there is nothing wrong with being proud of roots as an American and believing that America is the greatest country, but on the other hand, using this thought process in in order to legitimize the domination and control of other nations unlike America while preaching one set of values and acting on others, is wrong. We see these actions play out time and time again as America invades and controls other countries “to help” them, however, prohibits the country from experiencing the full advantages of self-determination – a value that America claims to hold i.e. a tragedy of American Diplomacy.

“For when textbook authors leave out the warts, the problems, the unfortunate character traits, and the mistaken ideas, they reduce heroes from dramatic men and women to melodramatic stick figures. Their inner struggles disappear and they become goody- goody, not just merely good.” (Loewen, pg. 29). “Lies My Teacher Told Me” is a non- fiction book written by author, American sociologist, and historian, James W. Loewen. The popular belief is that schools buy the textbook that best fits the curriculum, and by following these textbooks, students are learning to the best of their ability. However, Loewen challenges this belief by providing evidence from eighteen different American history textbooks. He believes that people in history should not be depicted as heroes when they simply are not. To continue, Loewen states that students find history to be so boring since they can not relate to it or the people in it. On page 354, he even concludes his book by stating, “Students will start finding history interesting when their teachers and textbook stop lying to them.”

The study of history and the teaching of history has come under intense public debate in the United States in the last few decades. The “culture-wars” began with the call to add more works by non-Caucasians and women and has bled into the study of history. Not only in the study of history or literature, this debate has spread into American culture like wildfire.

James Loewen uses his piece Lies my Teacher Told Me to reveal the flaws in America’s mainstream textbooks. Loewen points out the fact that textbooks try to “indoctrinate blind patriotism” (Loewen 6) and “keep students in the dark about the nature of history” (Loewen 8). Almost every American textbook sells history using the “soft seduction” approach, as explained in Robert Greene’s book, The Art of Seduction. Textbooks try to seduce Americans into being proud of their country by making American historical figures look like heroes, like in the case of Helen Keller, Woodrow Wilson, and Christopher Columbus. “Heroification” (Loewen 11) has a

The book Lies My Teacher Told me, by James W. Loewen, was written with the intention to inform anybody that has ever learned about history, in the United States, using a textbook that they have, most likely, been given false information. The books and information that has been in Elementary schools, middle schools, high schools, and even college classes are skewed, by mostly telling stories in the United States favor. Loewen wrote the book to tell the real stories of our nation 's history. The book is extremely beneficial to the contribution to our collective knowledge and understanding, in view of the fact that American’s need to realize that not everything has worked out for the best for the United States, and for our country to have

American history is taught in high schools all over the country. It is held as a core curriculum for every American student because of the importance found in teaching our youth of our “perfect nation” and our “perfect past”. However, contrary to popular belief, James W. Loewen, author of Lies My Teacher Told Me, has found American history to be taught with a completely nationalistic approach. Not only is the history of our country taught with a horribly strong patriotic sentiment, but generally with a misunderstood concept of the history of America by the writers themselves. America has never lived a lie as ruinous as that in which happens in classrooms every day.

James W. Loewen wrote the book “Lies My Teacher Told Me” to help students understand the past of the United States, and how it is effecting the present time. “Lies My Teacher Told Me” looks at 12 different American history textbooks, and points out the different lies, flaws, and sugar coated stories the textbooks present. Lowen explains how textbooks practice heroification, and how race and race relations are a major issue when it comes to American history. Among these topics, Lowen also sheds light on the truth about social classes in America, and how textbooks lie about the past and try to avoid the recent past all together.

I agree with Loewen because history textbooks present inaccurate versions of history by using specific language to influence the way students absorb the information and by painting history in a white, Eurocentric way, and because history teachers lack the interest and skills necessary to challenge what the textbooks

I believe that McClay and Zinn provide a persuasive argument elaborating their notion of the validity of America’s “unique” mission. However, I am inclined to agree with Professor McClay in his assertion in the mythical nature of American exceptionalism that has promoted social cohesiveness and propelled America as the “beacon of liberty and democracy” (McKenna & Feingold 2011, 14). The existence of present-day America developed after a period of empirical practices that allowed us to incorporate the positive qualities of democracy and make note of the negative aspects of wrongfully enforcing democratic ideals internationally (McKenna & Feingold 2011). Since our inception, the “invisible hand” of “divine providence” has directed America to propagate freedom and democracy to all peoples of the world (McKenna & Feingold 2011, 2-3). The majority of American Presidents

Americans through the years of existence have adapted well to the radical changes throughout the world. Technology, independence and social equality are some of the diverse concepts the United States have adapted to and developed in order to become a more unified country. Our nation believes that it is exceptional when it comes to other countries worldwide. As can be shown through the popular reference to America as the ‘shining city on a hill’. The term “American exceptionalism” is derived from ideals held by many Americans throughout history. Different people have analyzed American exceptionalism through multiple literary devices. Works such as A Model of Christian Charity, What is an American and Acres of Diamonds illustrate the