Correcting Blind Patriotism In Classrooms
Sabeeha Quader
TE 301
Testing Knowledge

1. What American President publicly stated, "I
have no purpose to introduce political and
social equality between the white and black
races. There is a physical difference between
the two which . . . will probably forever forbid
their living together, … and I am in favor of
the race to which I belong having the superior
position.”
A. Jefferson; B. Lincoln; C. T. Roosevelt;
D. JFK
Testing Knowledge
2. Who were the first "pilgrims"
(escaping religious persecution in
Europe) in what is now the United
States?
A. Puritans
B. Jews
C. Catholics
D. Hindus

Testing Knowledge
3. What western hemisphere people
were quick to aid George Washington's
forces in the American Revolution?
A. Haitians
B. Native Americans
C. Canadians
D. Mexicans

Testing Knowledge

4. Which one statement about Christopher
Columbus is true?
A. Most of his compatriots, like the scholars of
that time, thought the world was flat.
B. He died never knowing he had "discovered" a
new continent.
C. He and his men massacred and enslaved the
Caribbean Indians.
D. He died alone and penniless.
Traditional Historical Instruction
History instruction dominated by
textbook
 Textbooks filled with mixed messages to
promote inquiry and indoctrinate blind
patriotism
 Bland optimism included, conflict and
suspense excluded
 Perfect Heroes – The “Disney Version”
of History

Problems with History Textbooks

Textbooks suggest history only involves
learning a series of unconnected facts
– Thus hiding what history really is
– Gives textbooks more God-like tone than
the Bible
 Current books tend to glorify U.S. figures,
and America itself as a hero
– Blemishes concealed
– America the “International Good Guy”
Effects of Crooked Books



By suppressing historical
information, teachers and authors
limit the power, judgment, and
wisdom of the citizens.
Presently the US has the largest
gap in the world between actual
history (what historians know) and
what the public knows.
History is the only field in which the
more courses a student takes, the
stupider they become
Why do teachers continue to teach this way?

Teachers lacking experience managing
controversy worry they will not be able to
control the students or survive a community
resistant to change.
 Teaching the way one was taught is a
comfortable habit for teachers to sink into.
 Teachers are hesitant to teach open-endedly
– Fear of losing control of the class
– Classrooms become monotonous and
unadventurous
Historical Perspective

Professional Historical Organizations
urged not to tell history as facts
– The American Historical Association 1893
call to “stir up the minds of the pupils”
– Historians in 1934 urged to avoid stressing
dates, names, and specific events
– Despite exhortations teachers continued to
present facts for students to memorize
What Can Be Done?
Use Inquiry Textbooks rather than
relying on rote-learning
 Compare information from two very
different textbooks
 Cover fewer topics to allow time to
delve into historical controversies

Sources

Deley, David W. Why American History is Boring.
Website. Retrieved from
http//:members.cox.net/srice1/profdeley/history.html.
Date Retrieved 6/5/03
 Loewen, James W. Lies My Teacher Told Me:
Everything Your American History Textbook Got
Wrong. (New York: Simon & Schuster, 1995).
 Loewen, James W. Something Has Gone Very
Wrong…Homepage of James W. Loewen. Website.
Retrieved from http//:www.uvm.edu/~jloewen/. Date
Retrieved 6/5/03