Rethinking History and Text
History textbooks have the nearly impossible task of summarizing a nations
entire history within one short school year. Authors of the textbook must decide
which events and historical figures should be included along with how much
information and space should be provided. In addition, the textbook must be a
desired product that school districts want to purchase. This means the U.S. History
textbook must educate and at the same time, minimize potentially offensive and/or
controversial material. Because of this difficult task, students may find textbooks
“boring” or lacking in relevant content. As historians in a U.S. History class, it is our
duty to engage in discussion and critical thought to any omissions (perceived or
real) that our textbook might contain. We are to remember that we as a class can
create active solutions to the visible discrepancy that a textbook may have.
Required:
1/22/2015
Selected subject is approved.
- Selected historical figure or historical event is not in the provided history textbook.
-Selected historical figure is an American woman or minority. If the individual
immigrated into the United States that is acceptable but the assignment requires
that their accomplishments occurred within the time frame of United States history.
-Selected historical event must be approved by teacher.
2/5/2015
First 1 and 2 paragraphs of paper submitted
-Paper will include a brief critique of United States history books and history
textbooks in general. Explain the limitations of U.S. history textbooks. Explain the
pros and cons of using a textbook in the classroom.
2/19/2015
Paragraphs 3 and 4 submitted.
-Paper will include a thorough critique of the classroom history textbook. Student
will state changes (if any) they see beneficial to text. Students will give examples of
historical events or figures for which the textbook did not cover in desired detail.
Students will give examples of historical events or figures that occupied more than
desired space within their textbook (example- Too much attention specific events or
figures).
3/4/2015
Paragraphs 5 and 6 submitted
-Paper will include the case for the inclusion of selected individual or event.
-Paper will include brief history of the individual’s family life, geography, socio
economic status, and maturing experience OR
-Paper will include a brief background of the event’s causation.
3/18/2015
Paragraphs 7 and 8 submitted
-Paper will include the contributions the individual made in United States history
explained in detail OR
-Paper will include the impact and consequences of chosen event.
4/3/2015 Final paper due.
Double spaced
Times New Roman 12pt font
1-inch margins
3-4 teacher approved sources
MLA style in-text citations (suggested link: www.easybib.com or
http://www.citationmachine.net )
MLA style works cited page (suggested link: www.easybib.com or
http://www.citationmachine.net )
Submitted digitally (i.e. Google Docs, email, or flash drive)
A 4 Paper
-All parameters are met
-Paper thoroughly analyzes history textbooks, classroom text, and chosen
individual/event
-Paper make convincing and compelling argument for inclusion of chosen
individual/event in textbook.
-All claims are well-supported with facts and details
-Sources are properly referenced
3 Paper
-All parameters are met
-Paper proficiently analyzes history textbooks, classroom text, and chosen
individual/event
-All claims are sufficiently supported with facts and details
-Most sources are properly referenced
2 Paper
-All parameters may not be fully met
-Paper superficially analyzes history textbook, classroom text, and chosen
individual/event
-All claims may not be sufficiently supported with facts and details
-Some sources are properly referenced
1 Paper
-Paper falls well short of meeting all parameters
-Paper fails to analyze history textbooks, classroom text, and chosen
individual/event
-Claims are unsupported
-Sources are not properly referenced