Traumatic History Personal Statement

American history is a very important subject in our education, therefore, this vital topic shouldn’t be thought of as scary. By learning our country’s history, we understand the society we live in, the changes that occurred, and inspire us to do better. For better understanding of the subject some teachers believe that students will benefit from thinking American history as a “story”, while others look down on that idea. There are several pros and cons for the idea for thinking history as a “story”.

Students are often uninterested in learning about history because the history presented in class only represent a partial account of events. All history, including America’s history, is dotted progress and accomplishments but also with immense violence and actions that call into question the morality of human nature. With this in mind, the American History taught in high school is vaguely reminiscent of the events that actually transpired. Positive events are emphasized while the negative aspects are often downplayed or even dismissed in order to preserve the good image that society so desperately wants to retain and such actions promote ethnocentrism. Books often ignore the flaws of historic figures to preserve the integrity of their image and take a non-confrontational stance on events tainted with

On September of 2016, I did an oral interview with Vanna Moore about her military past and Vanna’s ties to Texas. Over the whole interview, I asked her questions about her experience in Afghanistan and how it shaped her views of her state of Texas. Through her interview, Vanna touched on her feelings about Texas, the military, American culture, and life after military. At times, she seemed comfortable and at ease sharing her thoughts, and other moments seemed more difficult to get through. This interview helped me to understand that military service can really shape a person’s world view, both abroad and at home. Additionally, after this oral interview experience I feel like I know how to effectively use oral histories in my future classrooms.

All history textbooks should be written in manner of bringing knowledge about the past to the reader in a realistic way in which it discuses the accomplishment and downfall America had taken part in. However, in reality majority of the history textbooks cover up the truth and present biased information to the reader’s. This is an issue because it does not benefit the reader knowledge nor does it inspire them to learn about the past. Although, some of the information provide in the text, it allows the reader’s to believe in false information to make America seem superior and as if they had not taken part in any failure. More importantly, textbooks have a duty to present accurate information to allow the readers to appreciate the

Throughout time, history has been recorded from the perspective of the victors. It is this bias within the archives that shape the views and motives of the groups involved. As a result of this influence the general way of thinking, and recollection of historical events has been altered to a certain degree to conform to the conqueror’s ideals. Society turns a blind eye to the horrors of the past, preferring to plead ignorance than to face the reality of the cruelty humans are capable of. There are parts in history that conversely cannot be ignored, such as the genocide in Rwanda, 9-11, Terror in Paris and the most historical, the holocaust in World War II, where the true extent of human vindictiveness came to light. In spite

Imagine if there were a significant period in American history, in which a skilled and competent writer had not taken pen in hand, to capture that period's significance or meaning. One must ask, what would be inherently lost, if all we had were self serving war stories such as, "American Sniper" or "Zero Dark Thirty," (as entertaining as they might be) to reflect upon the deeper meanings of the wars of this time. Moreover, one could only imagine the loss, if during other significant periods of American history; there were no captivity narratives such as Mary Rowlandson's. What if, "The Red Badge of Courage," or "The Things They Carried," had never graced the pages of our text books? For a decade now, students and scholars alike have waited patiently for something that is more than just

The basic mission of high school American history courses is to prepare students to do their jobs as Americans, but that mission has always been overshadowed by its “nationalistic genesis” (xvii) as a part of a “nationalist flag-waving campaign”(xvii). This causes history to be taught in a way to comfort European descendants so that whites are presented in the best light even if that means leaving out information or telling lies and “we cannot afford another generation of white Americans raised on complacent celebratory Eurocentric history”

Many nationalistic politicians, scholars,teachers, textbook companies, historians and the American public  promulgated these fallacious ideas throughout the public school system until this facade finally began to give way during the 1970's. Nevertheless this idea continues to be problematic despite the progress that has been gained and we still continue to view history through the ethnocentric lens of white America. How can the historical curricula be enjoyed by students when African Americans, women, Hispanics, Asian Americans, other minority groups, and especially Native Americans are discriminated against, marginalized, and completely forgotten in the historical

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

History can be an intricate and laborious subject to teach and learn. James W. Loewen, author, historian, and sociologist, is the perfect example of someone who appreciates the subject in all aspects, but knows how underestimated it is. As he says in Lies My Teacher Told Me, “Our educational media turn flesh-and-blood individuals into pious, perfect creatures without conflicts, pain, credibility, or human interest” (Loewen 11). Throughout the book, he further elucidated the idea of that quote by introducing particular topics that deserved more details and acknowledgement. Loewen argues with enough reasoning from numerous textbooks that the writers aren’t involving all facts that should be included to inform the students. Nearly all points

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.

In contemporary society, our knowledge of the past is articulated through the interplay between history and memory, which work to expose the elusive truths of the past, and exemplify the strength of humanity. Richard White, a historian, posits; “History is the enemy of memory...History forges weapons from what memory has forgotten or suppressed.” This definition postulates that there is an inevitable dichotomy between the accretion of factual evidence and the subjectivity of personal experience by shaping the collective past of humanity. However, as indicated by Mark Baker’s memoir, The Fiftieth Gate and Cathy Wilcox’s Cartoon, both of which explore perceptions of the Holocaust through an array of unique and evocative literary

“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.

Ronald Takaki, in his book, “A Different Mirror,” tackles the traditional narrative of American History. His concern lies in the diversified structure and inclusion of parts of their world, and their relation with daily interaction between people. The problem lies, however, in that the structure of American History, is heavily dependent on a Eurocentric idea of conquering the weak. With Takaki’s narrative experience, from the beginning of Chapter 1, he reveals how through history education, ordinary Americans, generally, are subsequently narrow minded and are ill prepared to adjust to the change in demographics throughout next decades, and thereof.

The documentary follows a simple style presenting short testimonies of veterans like Livorio Correa, Alvino Mendoza, and Catalina Bernal who agree they were not aware of the implications of combats. Nonetheless, they perceived as a both an honor and a responsibility to defend the United States.