Is History Class Biased?

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Education Feature

Is History Class Biased?

By Robert Seith
CWK Network Senior Producer

 

Unlike in the past, we are being taught the negative side of [U.S.] history.

Matt Gibson, 17



The way history used to be taught . Thomas Jefferson was a visionary statesman, Christopher Columbus was a grand explorer and George Washington was a hero who never told a lie.

“Cutting down the cherry tree, all that stuff,” says 17-year-old Matt Gibson.

But in many high schools, students now hear about Jefferson, the slave owner, and Columbus, the man responsible for the death of countless Native Americans.

“Yes, the dark side is much more evident in the teaching of American history now than it was 40 years ago,” says history teacher William Casey.

But some argue teachers are overemphasizing the dark side and producing students who are disengaged and disillusioned.

“If you’ve been taught that everything we’ve done is wrong, you’re going to think that everything we’re doing is wrong,” says Gibson.

“I think they’re certainly more cynical,” says historian Clifford Kuhn, a professor at Georgia State University.

But, he says if students today are more cynical, don’t blame history class. Blame recent history.

“You know there’s a cynicism that’s been growing in this country certainly since Vietnam and Watergate, and afterwards – cynicism about politicians,” explains Kuhn. “And we’ve seen evidence of lying and cheating politicians at the highest level again from Nixon through Clinton.”

Still, experts say if a parent feels a teacher is overly biased, they should talk with him/her.

“I’d also encourage families to get involved in history in other ways outside the classroom,” says Kuhn. “There is the history channel, there are museums.”

And he says to help your child understand history is always subject to interpretation, and questions are the way kids learn.

“The American system is always to question things,” says student Sivan Goobich, 16. “So I think it’s good to have a balance and be able to decide for yourself.”

 

By Larry Eldridge, Jr.
CWK Network, Inc.

The study of history is very important for a variety of reasons. Perhaps the most important reason is so that mistakes of the past are not repeated. While many students are uninterested in history, there are a number who enjoy studying the subject. For those students, there are many options available to feed their love of history, including the following:

  • Visiting museums

    • Don’t overlook small museums during off-peak times.
    • Big museums are also great during off-peak times.
    • Take a guided tour whenever possible.
    • Stop and stand still. Take it slowly. Linger.
  • Learning clubs
    • Get involved in or start a learning club.
    • Join a community club like the Society for Creative Anachronism, or perhaps a Civil War re-enactment group.
    • Start small learning co-ops with other families.
  • Talk to experts
    • Attend community events and try some extrovert techniques.
    • Use the power of the Internet to link up with local people who share your interest.
  • Volunteering at museums and historical sites
 

By Larry Eldridge, Jr.
CWK Network, Inc.

More often than not, children find history a lot less stimulating than adults. For a lot of students, history is one of their least-liked classes. Therefore, it is important to find ways to make your child want to learn about the past. Experts have devised the following list of questions to have your child ask him/herself when thinking about historic events:

  • What was life like for a kid my age?
  • What problems did they want to solve?
  • Were there homeless people? A drug problem? Did people make laws to try to control teen behavior?
  • How did kids get together to goof off?
  • How did kids rebel?
  • Pick a problem or a topic, like teens and the law.
  • Find out all you can about that problem or topic.
  • Read books. Go online.
  • Find out what solutions the people long ago tried. Did their solutions work?
  • Find out who the heroes, heroines and bad guys were.
  • How did they spread the word or communicate without television or radio?
  • What plans did they make? How did they make things happen?
  • What did they do to hang in there when things went wrong?
 

U.S. Department of Education
National Parent Teacher Association