Master Narrative In American History

Arthur M. Schlesinger once stated,“Science and technology revolutionize our lives, but memory, tradition and myth frame our response.”As seen through Schlesinger's book The Cycles of American History really defining throughout the book how America has changed throughout each chapter answering a question or managing to go in depth throughout the chapter. As seen in Chapter 1, the title being “The Theory of America: Experiment or Destiny?” Throughout that chapter as seen on page 10 where Schlesinger states, “The Founding Fathers saw the American republic not as a divine consecration but as the test against history of a hypothesis. Yet the very faith in experiment implied the rejection of the classical republican dogma that time guaranteed decay.” (10) The Founding Fathers imposing a government that would last centuries: as seen through the Constitution and the Bill of Rights. However, as see on page 11 Schlesinger states, “Washington, said Andrew Jackson in his own Farewell

"A people without the knowledge of their past history, origin and culture is like a tree without roots." was said by Marcus Garvey. Some observers may criticize the fact that Mexican American History is taught at the greater academic level, however a more diverse curriculum is fundamental in developing an awareness for racism; the recognition of potential self-subjugation through lack of education; and the basic obligation to keep students cognizant of a world beyond themselves. Mexican American History as well as the histories of other cultures/countries should be taught in the classroom for the sake of cultivating a broader

Over the past few weeks of class, we have covered the first five chapters of our textbook, written by George Brown Tindell and David Emory Shi called, “America, A Narrative History.” Each chapter told the reader a narration of the history of America, as opposed to an expository version of America’s history. Each chapter had its own main idea over a portion of history, along with many details that cover the importance of the main idea. As a reader, one may obtain a deeper appreciation for the country 's history, prior to entering the class on the first day. The most important aspect of history, besides the battles that are fought, is the different cultures that make up today’s modern America.

History class is not the only issue among students; the nation’s standardized test also leaves Native students behind their peers. Many questions are “Eurocentric and culturally bias” resulting in many students who have grown in a traditional customs unable to answer the questions (Robertson). Many school curricula does not build on the students strength of the student, it is only if the strength and skill is of the dominate culture that it will get attention (Landsman and Lewis 182).

Studying in a foreign country is an interesting experience of an individual lifetime. One tends to learn a number of things relating to ways of life in a foreign land. Social, political and economic values and aspects are usually different from one region to another. Therefore, through studying abroad one is able to learn different issues about another society such as gender and sexuality issues, social class and race/ethnicity issues. Having come from a developing country studying in the U.S.A has been a great experience personally. This paper will attempt to provide a reflection of my personal experience on studying in the U.S by comparing the history of Angola and the U.S.

To begin, over the course of this semester, I had the opportunity to conduct my history classroom observations at Sierra Vista High. This high school is a public school located in Baldwin Park and is part of the Baldwin Park Unified School District. Sierra Vista High School has a student population of 1,895 students. The student population consists of 90 percent Hispanic, 6 percent Asian, 3 percent Filipino, and 1 percent white. These demographics were shared by the vice principal of the high school. While I was at Sierra Vista High School, I was given the chance to analyze and observe three history teachers. Thus, in this paper I will discuss and share my experiences observing the

Growing up in Ghana, I had heard a lot of things about the U.S. This was a country I had always wanted to visit; my prayer was answered when I got the opportunity to travel there. Arriving in a new environment came with many experiences. Adjusting with food, language and the weather was not easy. With the passage of time, however I have been able to0 adjust and fit it. This write-up therefore is to elaborate on my experiences since coming to U.S.

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.

In James Baldwin’s article “A Talk to Teachers” he utilizes paradox, tone, and anecdote to persuade the audience that an educational system where students are taught the true meaning of American history and identity must be established in order to create a society where people of all races contribute their ideals to society.

It makes no sense to lie to children, and telling them one side of history is essentially lying to them. In chapter 1, “Multicultural Education: Characteristics and Goals,” having rich white males dominate the how we learn is not beneficial to explaining the true essence of the races in America. Explaining the warfare and what the white males went through, as well as only honoring holidays based on white males’ religion is “single-group studies.” I realize that yes the Founding Fathers helped to create the country and eventually the public-school system, but there is no need to do everything like they did. We should be more open to every race. This country was founded because they wanted to be free, but the only people who are free are white males. Yeah, it was democracy for that period, but we as a country need to challenge ourselves to be open making ourselves better by being open to one another. If we keep social class as an issue to learn then how free are we? I think that this country is melting pot of all sorts of races and instead of oppressing it, it should be celebrated. Once children start learning about other people’s culture they can start to create their own opinion of what is right and wrong. But the people in power, the white males, do not want that which is wrong. I cannot stress this enough, we’re all immigrants to this country. Is it because we freaking kicked Native

By 1600, England’s feudal system was nearing extinction, as a new family (Tudor’s) came to power and wanted support from the middleclass and the establishment of new liberties for Englishman (i.e. trial by jury and no arrest without a warrant), which resulted in a large amount of local and self initiative to prosper in the community: yet many beggars now existed, culminating in an increased need for colonial expansion both for personal prosperity and more space for the existing population.

While Biggers focuses on the positive aspects of the teachers, students, and legislators, Wun points out possible improvements that the Ethnic Studies movement should have made to protect themselves and further their goals. Specifically, she discusses two distinct problems with both, how the film portrays the program, as well as the program itself: the complete

Touched on research that showed the significant effects that representation within education can have on children. With this research in mind educators have begun to look at incorporating “windows” and “mirrors” in to education. Windows are ways for students to understand others, mirror are ways to for students to learn about themselves. Miller-Idris explained that history education has made progress in terms of representation of diverse identities in curriculums, but typical through separate “add-on” lessons or units.

Our nation’s history plays an important role in American society, it sets forth the foundation on which our morals and values are based on as Americans. If we truly are one united nation under God, and our morals and values are based on what history tells us, why is it then that there is so much disparity among the American people. One reason is that our history textbooks and what we are taught by educational leaders only emphasize American Exceptionalism. The history of our nation is not fully disclosed, it omits the nasty and ugly parts. It is time that the U.S. let their skeletons out of the closet, the truth needs to be told no matter how ugly or nasty it is. The period in history known as the Nadir of Race relations, 1890 through the1960’s between whites and blacks is a prime example of American Exceptionalism.

Public education curriculum has evolved to show all ethnic groups contribution to that particular discipline. Banks (2002) states “contributions of some groups have been marginalized by societal factors”. In which, society dictates what they want write about a particular moment in history to satisfy their perception. Even though they have been slowly introduce into learning it does not always transcend through each subject area. If every textbook author was required to implement ethnic groups though out the textbook students of all race could relate. Minority students have hard time seeing cause and effect relationship of how education help their ancestors’ discover something in their field of study. This would improve