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I think that Loewen could have added more about the treatment and abuses against Native Americans in this country. While he does spend some time discussing when people likely began settling in the Americas and debunking many of the myths centered around the Pilgrims, I think an extra chapter dedicated to that topic would be powerful and important. This could also be tied into some of the ideas that he presents in chapter 11 as well, which I also think he could have dedicated more space to, which is the development that has been conducted in this country, and manipulation of our natural environment to our own detriment and to the detriment of the people who have been displaced. An excellent book on these topics is Fairwell, Promised Land; Waking from the California Dream by Robert Dawson and Gray Brechin. Honestly, I have never felt that my education in history was sufficient, and I feel like there is always so much more to learn. I do feel like I learned a lot of valuable history from this book. The chapter about Abraham Lincoln was the most riveting and eye-opening to me.

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I think promoting making connections to current events is a great way to promote critical thinking skills. Getting people to connect to history beyond rote memorization and to get involved in debates are also important ways to engage students in thinking more deeply and asking questions. Having students carry out their own deeper inquiries into topics by conducting and presenting research engages them more deeply. Reading historical nonfiction and high interest nonfiction pieces draws the learner in more deeply than simply reading bland textbooks and can promote a more emotional connection to the historical events. Anything that goes beyond factual recall is what we should be striving for in our History classes. In order to do that, we must move towards questioning and higher-level critical thinking activities, and away from factual regurgitation.

The narrative of “the exceptional fairness of America” always rubbed me wrong because I saw things happening around me that I didn’t agree with. I began to understand at a fairly young age that things were not as black and white as they were often presented. Loewen’s arguments validated a lot of my own thinking.

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Honestly, I think it depends upon the state and the adoption boards as to whom I would find the most credible. Loewen claims that, “Adoption states used to pressure publishers overtly to espouse certain points of view” (312). I would be much more inclined to trust the texts produced by textbooks in California, which has more laws about inclusion in the curriculum, than, say, Florida, which seems to be going in the opposite direction and banning tons of textbooks that have even a hint of inclusivity or progressive thought. Loewen claims, and I believe it to be true that, “Since adoption committees do try to please constituents, those who complain at hearings often make a difference, for better and sometimes for worse” (312). This is why it is so important to have representatives for progress and inclusion advocating for improvements to our very flawed textbooks.

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Loewen draws the connection of using the terms “developed” and “developing nations” to justify the injustice of the have vs. the have nots in the world to how Europeans and Americans used this idea of progress to justify colonial imperialism. He wrote that, “In the nineteenth century, progress provided an equally splendid rationale for imperialism. Europeans and Americans saw themselves as performing governmental services for and utilizing the natural resources of natives in distant lands, who were too backward to do it themselves” (284). But he claims that this “archetype of progress has been losing its grip,” noting the impacts of higher populations and consumption on the environment (284-285). He then goes onto describe what harkens back to Thomas Hardin’s “Tragedy of the Commons.”  He points out that, “Simon, Herman, and some others... argued that although modern societies have more power to harm the planet, they also have more power to set the environment right” (290). I think emphasizing the successes that we have had in improving the environmental impact of past policies that were harmful is a great approach.

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Loewen makes the case that more recent events can be more politically charged, pointing to the example of the Clinton impeachment, and that historians do not want to risk offending half of the readers. He writes that, “authors tiptoe through the sasha with extreme caution, evading all the main issues, all the “why” questions,” and then he goes onto add, “Like publishers, teachers do not want to risk offending parents” (261). Some of the advantages of teaching the recent past is that not as much space needs to be devoted to the “what/how,” and more can be devoted to more difficult questions such as “why.” Loewen also points out that the events of the past can be studied in order to reach a greater understanding of the present, for example in regards to U.S. foreign relations throughout the Middle East.

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Before I read this chapter, I knew that the Vietnam War was a civil war in Vietnam in which the U.S. supported one side. There were many deaths of U.S. military and Vietnamese. At the time, there were many Vietnamese immigrants into the U.S. fleeing the war, and my grandparents sponsored a Vietnamese family through their church who lived with them for a month or two. I also knew that some of the war was fought in Cambodia despite that we weren’t supposed to be there. I knew that there was a draft that many people resisted, and it caused public support for the war to wane. We lost the war and it was widely regarded as an abject failure. I have a friend who had initially dodged the draft by enrolling in college, but then was later drafted and sent to war. He mentioned the destruction of entire villages and that when his two years were up, their superior tried to make them stay but he and some of the other troops resisted and were finally allowed to go home. He was deeply scarred by the whole experience and rarely talks about it, but he had to undergo back surgery recently and while he was on painkillers, he had horrible flashbacks and they had to take him off of them. His son was born with really bad dyslexia and he always thought it was related to his exposure to napalm.  I don’t think I was ever taught anything about the Vietnam War in high school, and I hadn’t ever seen those photos. I do think it is important to show the photos, because they illustrate the brutality of the war. I think it is a mistake to whitewash what really happened in the name of “protecting the innocence of children.” I believe children can handle much more than we give them credit for. They experience many things in their own lives that are sad and horrific, unfortunately. They live in a world where they hear about mass shootings every other week. They can certainly read about and view pictures of past events and look at the whole picture. The alternative is to glorify war, and that leads to an unrealistic and dangerous worldview, in my opinion. Loewen points out that, “’The lessons of Vietnam’ have also been used to inform or mislead discussions about secrecy, the press, how the federal government operates, and even whether the military should admit gays. High school graduates have a right to enough knowledge about the Vietnam War to participate intelligently in such debates” (258-259). When we withhold information from people, it robs them of the opportunity to think critically and come to their own conclusions about the past and present.

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According to Loewen, textbooks take two approaches to U.S. foreign policy: what he calls the American colossus, or the more critical approach, and the more common realpolitik approach, which purports that the U.S. must have a pragmatic approach to foreign policy, and thus justifying some of the U.S.’s less palatable foreign policy (221).  The “international good guy” view of the U.S. government matches with the other concepts that Loewen has discussed throughout the book, similar to the heroification of people from history. The depiction by Loewen of the mainstream approach to teaching history in this country is very black and white, good versus evil, in which the U.S. is basically perfect, and has overcome any inequities that ever existed, which are also very glossed over.

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I agree that omitting any narrative of labor union’s diminished power makes it seem anachronistic and as if it is unnecessary for workers to continue to fight for fair labor conditions. It always surprises me when I talk to friends and colleagues who are most impacted by the need for strong unions, who don’t seem to have any kind of understanding whatsoever of the history of labor unions, the importance of having them, and how much the middle class depends upon them. Loewen writes that textbooks also fail to mention, “issues facing labor, such as growth of multinational corporations” (205). This is a huge disservice to our young people and society as a whole, especially in the context of promoting the idea of America as the land of opportunity and the well-being of the middle class, when it has increasingly been less and less the case in modern times. I also think perpetuating this idea of rags to riches is a disservice to our society. On one hand, it is something that we all hope for our society, but on the other hand, it is the exception, not the rule in our country. I was not surprised at all by the statistics that 95 percent of executives and financiers around the turn of the century came from upper-class families.  I thought Loewen’s discussion about the inequities starting in the womb with prenatal care were excellent. Right now, as we speak, the people in my majority poor, black hometown of Benton Harbor, Michigan, are drinking donated bottled water because the whole city water system is so contaminated with lead. It is all too easy to ignore these problems in our society and instead paint a rosy picture. I blame some of that on toxic positivity that has taken root in our society. There are winners and losers of glossing over so many societal problems. It is harder to face all of these issues, but it is better for us as a society to keep fighting against the tides of a more stratified society, and much of that fight has to happen through education.

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I had never heard of John Brown before reading this chapter.  I don’t remember the name mentioned in our McGraw Hill textbook either. I agree that there should be more examples of antiracism in our textbooks. I also agree that much of the nuance and struggle is taken out of the narratives in our History textbooks. Loewen wrote, “In life Abraham Lincoln wrestled with the race question more openly than any other president except perhaps Thomas Jefferson, and unlike Jefferson, Lincoln’s actions sometimes matched his words” (182). Lincoln is often depicted as the great abolitionist, but it took him a long time to come around to that. In the second podcast episode of The 1619 Project that I posted about, Nikole Hannah-Jones talks about how Lincoln had proposed to the African American leaders of the time to have all of the African Americans emigrate away from the United States because Lincoln viewed blacks as a “problem.” On one hand, Lincoln did grow, but he was far from a poster child for antiracism. But there are many other examples of antiracism in our history, and I think we should be learning more about their contributions and how they successfully inspired incremental change. I also think that ignoring the racist intent behind the Confederacy does a huge disservice to our students. The issue of states’ rights was obviously a justification. I think that we should be discussing how the debate between states’ rights vs enumerated powers has been used to manipulate many changes throughout our history; this is so relevant to discussions happening in the Supreme Court and in our society today.

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I think that textbooks have come a long way and that they reflect a change in public discourse. I think that how textbooks handle the topic of slavery is important and impacts public understanding of the past and present. That being said, I think we have a very long ways to go in this country in overcoming the legacies of slavery, and as Loewen aptly points out, “Unlike slavery, racism is not over yet” (143). Loewen points out that some of the shortfalls of our History textbooks is the “optimistic tone” that they cling onto, and how they imply that racism was largely stamped out during the Civil Rights movement (142). Many of my [white] students share this perspective, based on class discussions. The problem with describing slavery without drawing connections to racism in our present time is that it gives the impression that our work is done, and that racism is a problem of the past.  Loewen states that, “The very essence of what we have inherited from slavery is the idea that it is appropriate, even “natural,” for whites to be on top, blacks on the bottom” (144). This legacy lives on in our society. The backlash against Critical Race Theory is evidence of this, and that some people in this country do not want children to be bothered by history that is harder to digest. I do think that students should be exposed to photographs of our violent past in history books, and not just the photos of African Americans who were the victims of brutality, but also of the white mobs and people who committed those atrocities. I think the strongest criticism that Loewen makes is that, “Although textbook authors no longer sugarcoat how slavery affected African Americans, they minimize white complicity in it” (146). Not only should we be teaching about the horrors of slavery, racism, and colonialization, we should be talking about the aggressors, not just the victims. We should be teaching about the legacy that is still baked into all of our societal structures, and how white privilege is what upholds those structures.

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According to Loewen, authors assert that earlier settlers were less civilized, “because it fits their overall story line of unrelenting progress” (97). The implications of this story line is that it does not do any justice to Native American history, and it reinforces the idea that violence in the name of colonization can be justified, a morally dubious position at best.

I had not heard the term syncretism. I think that learning about how Native Americans selectively incorporated European technologies, practices, and languages into their lives can reduce European ethnocentrism, because it illustrates how adaptable and sophisticated Native peoples were, contradicting the depiction of mental dullness and savagery. Loewen speaks to Native Americans, emphasizing syncretism as the way out for Native youth to avoid having to “choose” between “Western culture” and “Indian culture,” which I do think might be possible to a point. There has been a lot of trauma perpetrated by people of Western culture though, and many of those traumas continue to be repeated and reinforced today, so it is a very complicated issue. Take, for example, the children who were forced into boarding schools in the U.S. and Canada well into the mid-1900s and forced to give up their languages and customs. A lot of that blending of cultures and languages was forced and complicates issues of identity and so many other things.

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3. The Truth About the First Thanksgiving  

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3. The Truth About the First Thanksgiving  

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The idea of starting American History from the West Coast and moving east rather than the other way around is an interesting suggestion. It reminds me of maps that I have seen that are upside down, with South America at the top and North America at the bottom. It highlights how much we take for granted in how history has traditionally been presented in this country. I was somewhat unaware of many of the specifics presented in this chapter, although I knew that the story of Thanksgiving that I was taught in grade school was inaccurate. The myth, a story about people journeying to the Americas in search of religious freedom, plays into the narrative that America is a symbol for religious freedom and liberty for all. This representation is ironic. Some of those same people who came seeking religious freedom, for example John Winthrop who wrote that the diseases were ‘miraculous,’ thought that the mass mortalities of Indians was evidence that the Indians were sinners, presumably because they did not practice the same religion or cultural traditions (76). In reality, European colonizers used religion to justify their own wrongdoings such as stealing from the Indians, and they brought over diseases partly because of poor hygiene. It puts them in a much poorer light. I also thought it was interesting that celebrating Thanksgiving was introduced by Lincoln as a political maneuver. This makes for a much more interesting story if you ask me and offers interesting topics for debate and analysis that could be related to many contemporary issues.

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2. 1493: The True Importance of Christopher Columbus  

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2. 1493: The True Importance of Christopher Columbus  

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By presenting the “myth” version of Christopher Columbus, textbooks omit any possible wrongdoing of European colonizers. In a way, it feeds into a general heroification of “WASPs” as Loewen later refers to the majority of writers of history books (71).  I think there is a lot of truth to that. This is one of the insidious symptoms of systemic racism in schools. Loewen’s corrections of the Columbus story threatens certain American narratives that are still alive today, and one of the reckonings that we need to face as educators. I think if we followed Loewen’s suggestion and instead allowed students to weigh the evidence of all different explorers having made contact between the Americas and other parts of the world, for example, it changes the narrative away from European settlers being the most, if only, consequential society, and that would have a broad impact on students and civic life. I think presenting the Christopher Columbus myth rather than the firsthand accounts of violence and subjugation happens for similar reasons to what Loewen pointed out about Helen Keller and Woodrow Wilson. There is this aversion to presenting flawed historical figures. By denying the wrongs that these figures committed against other peoples is deeply offensive to the people who were wronged, and it frankly robs students from the opportunity to learn from those wrongs and to grapple with a variety of moral questions. As Gene Demby pointed out at the end of the Code Switch episode, it is a form of gaslighting that is deeply hurtful to people who had to endure those wrongs and to this day still suffer the injustices that endure today.

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Introduction: Something Has Gone Very Wrong
I think whether students like history can vary from person to person, but I think that even the students who love history usually didn’t acquire that appreciation from studying a textbook and answering information-based questions void of controversy; rather, most students who love history developed that love from other experiences and sources such as literature, movies, documentaries, visiting historical places and museums, discussions, etc. I do think there is a time and a place for reading textbooks, especially if it is a good one, but they often are one-dimensional as Loewen points out. Teachers usually have to supplement the textbook with other sources and materials in order to do the subject justice. Loewen wrote, “When students are not asked to assess, but only to remember, they do not learn how to assess or how to think for themselves” (xiv). Blending a variety of learning experiences into history instruction and having students demonstrate their understanding in a variety of ways that push them to exercise higher order thinking makes it a much more engaging subject.
1. Handicapped by History: The Process of Hero-making

Heroification is basically presenting historical figures in a tidy package with no faults or complexities. Loewen chose Hellen Keller and Woodrow Wilson to illustrate heroification because they are examples of people whose lives had quite a bit of controversy, yet they are always presented as perfect heroes, omitting much of what made their lives and careers consequential. Loewen claims heroification happens because textbooks often avoid the three taboos: “sex, religion, and social class” (27). He claims they exist because it conflicts with the general narrative that America is the land of opportunity, and everyone has equal access to that dream if only they work hard enough. I think this narrative does tend to be “bor-r-ring” and it reduces “dramatic men and women to melodramatic stick figures” who are more likely to be poked fun at for that reason (29). I think that happens out of frustration on the parts of students who are bored.

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https://www.nytimes.com/2020/01/23/podcasts/1619-podcast.html

When I listened to this podcast, I found it so riveting that I binge-listened to the entire five-part series. It covers some of the same history that is covered in Lies My Teachers Told Me. I thought it was so well done, but honestly, with the radical ideas against critical race theory in this country being so widespread and normalized, it gives me pause in terms of sharing things like this with my students for fear of backlash from some of my parent population that I work with. I think it is most important for folks like that to get exposure to different ideas, but it is something that I struggle with these days that I never did before. If I may pose a question: how much should we be catering to that and censoring what we teach our students? The 1619 Project is exactly the type of source that people are reacting against. To me it is baffling since it is our history and taking out parts of our history is a form of lying, which is precisely the premise of the book. I wonder how many of the other teachers feel that they need to be careful about how and what information they present.

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NPR Behind LMTTM

A key point from the interview with James Loewen that stuck with me was his criticism of textbooks and History teachers to force-feed a fixed narrative to students that is void of controversy or tension. I think his suggestion for teachers to use research as the cornerstone of their instruction is right on. Allowing students to come to their own conclusions through inquiry and to defend them makes History much more interesting and incorporates so many more skills beyond reading comprehension and rote memorization. One strategy that I love to use in the classroom is Socratic seminars. It pushes kids to do that and allows room for a variety of theories and conclusions. My middle school kids love that format. I also liked Loewen’s suggestion to have students justify their sources.

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Name: Maria Steinhauser
Site: Orangevale Open K-8
Grade: 7/8

I joined this book study because I recently started teaching English/History Core rather than just English. I had read parts of this book in the past for fun so I thought it would be a great opportunity to reread it and take a deeper dive, as well as brush up on some US History.

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Chapter 1  Handicapped by History: The Process of Hero-making

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Chapter 1  Handicapped by History: The Process of Hero-making

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What is heroification?  A degenerative process (much like calcification) that makes people over into heroes.   In other words, embellishing truth.  And what is most damaging when teaching to youth, many are unaware that what they are being taught in history could be lies.  The unfortunate part is that it is taught using this type of narrative from one generation to the next.  So, it sticks with people as a means of learning factual information.  These so-called facts lead to DIVISION among different cultural groups.  Regardless, whites are made out to be superior and other groups fall short.  Toni Morrison said, “The function, the very serious function of racism is a distraction.  It keeps you from doing your work.  It keeps you explaining, over and over again, your reason for being.  Somebody says you have no language, and you spend twenty years proving that you do.  Somebody says your head isn’t shaped properly so you have scientists working on the fact that it is.  Somebody says you have no art, so you dredge that up.  Somebody says you have no kingdoms, so you dredge that up.  None of this is necessary. There will always be one more thing.”
Why does Loewen choose Hellen Keller and Woodrow Wilson to illustrate the heroification process? Because the way in which both people have been glorified throughout history sees them and studied continuously, they are looked upon as being almost unreal.  Helen Keller this remarkable blind woman excelling at milestones in life that most people cannot accomplish without being visually impaired.  And Wilson while the president gave orders that killed many Haitians, met with Ho Chi Ming the communist leader of North Vietnam to help France retain Vietnam.  Whites saw him as a reluctant warrior.  It is never told the damage that whites have caused in counties throughout the world and the process of taking control through mass killings and profiting off of the valuable resources from other people´s land including the United States. But at the same time, students have been taught that these people are the models in a civilized country.  History teaches all students these two people are who we should aspire to become.  Although Loewen used Helen Keller and Woodrow Wilson to illustrate the heroification process, most stories in history are told like that about so many others who are white people. Most history books are FEEL GOOD stories where there is very little controversy.  And to be quite honest, most students are not equipped to handle controversy.  By the time students are at high school level, what they have learned in education throughout their formative years has caused a great divide and separates students along racial and cultural differences. There are always key BUZZ words in history textbooks that make whites come off as the good pure people and everybody else ruthless. Loewen mentioned words such as settlers, Columbus discovered the New World, exploring, while marginalizing others.  Never have I ever taught history to high school students where I found content that includes contributions from other groups. Who Martin Luther King really was and Malcolm X is glossed over.  Everybody can recite tidbits of who these two men were and what they stood for.  And, there are so many other people of color simply not even addressed and learned about.
What are the three taboos in textbook publishing, according to Loewen?  Why do they exist?

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Introduction: Something Has Gone Very Wrong  

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Introduction: Something Has Gone Very Wrong  

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Throughout the existence of this country and when public education became the law of the land, studies of curriculum was not written to include all students having a diverse cultural learning experience.  Most history textbooks are written by white males.  The narrative in those textbooks uplifts whiteness and downplays other groups especially Black and Natives as inferior.  Loewen says, "Many students say that history is dull or useless.  Additionally, minorities (especially African American and Native Americans) tend to be worse at learning history than their white counterparts, perhaps because high school teachers of history is ̈too neat and rosy.̈" I would argue that in his summary, Loewen himself should correct some of his word usage such as minorities, comparing Black and Natives to white students and putting the blame teachers for how history is taught.  No one group is superior to other cultural groups.  Therefore, the word minorities should be exempt from all writing and conversations.  Then, history is taught based on a set of state standards which are outlined by each state and is expected to be taught in schools.  Teachers have very little say in what will be taught not just in history but all subjects.  Learning about the past is complicated.  For starters, groups from different cultural backgrounds should be included when writing curriculum that will be taught in history.  In addition, I think teaching history at the secondary level should mirror how it is taught in college.  There is too much information to be taught in a school year. Since history is about REAL LIFE events, let́´s step away from the textbooks and create teacher simulations. History is a very difficult subject and lots of times learning differently causes people to become uncomfortable.

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Loewen notes that Lies My Teacher Told Me is not a comprehensive critique of the gaps in history education but rather an approach for all of us to become independent learners who can sift through arguments and evidence and make reasoned judgments. If you were writing your own version of Lies, what would you include?
I would want my version to include more about the development of the political parties or so-called "Liberals and Conser atives." Just like the branches of government were intended to provide a system of checks and balances, the idea of bi-partisan politics should be for the purpose of finding a more balanced way to meet all people's needs. Unfortunately, those labels have been put into use to divide people into stereotypical camps that no longer have any basis in reality. When the FCC killed the Fairness Doctrine, which required public media to present issues fairly, extremist sources took off on radio, print and news. Now people fall into camps of "true believers" instead of accurately informed citizens. Educators are fighting an uphill battle to teach students how to think critically and demand accurate source information. I think we need an instruction manual for how to sort through media and political spin and unbiased perspectives on history so we can make decisions that affect our future best interests.

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https://podcasts.apple.com/us/podcast/entangling-alliances/id1567665859?i=1000523750443

This is the first episode of this series launched last June. I went back to listen to how Heather and Joanne introduced the reasons they began their collaboration. They are both historians who study, teach and write about political history. I first encountered HCR early in the Pandemic when all I could do was consume news and found her to be a beacon of sanity and perspective. I appreciated the breakdown of current events and the link back to historical parallels to help gain an understanding of what we are going through as a society. While I would not share these with my students, I find that as I understand current events through the historical perspective, it helps me guide my students to question, wonder and research the issues of their day in more meaningful ways.
This particular episode addressed the dangers to democracy of foreign interference, partisanship and the connection between them. Democracy depends on people communicating to understand each others needs and to cooperate for the good of all. When I hear my students regurgitating the same generic talking points they pick up from wherever, I want to be able to guide them to want to know what the sources of the information are and what the purpose of those messages is. I hope that keeping myself informed will help me model thoughtful consideration of different perspectives as well as shared goals.

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On this first episode of Now & Then, "Entangling Alliances," Heather Cox Richardson and Joanne Freeman discuss the emerging Biden Doctrine and the relationship between foreign and domestic policy throughout American history. Heather and Joanne focus on the French Revolution, Teddy Roosevelt's progressive turn, and the cultural legacies of the Vietnam War as three moments from "then" that can particularly inform this transitional moment for America's role in the world.

Join CAFE Insider to listen to "Backstage," where Heather and Joanne chat each week about the anecdotes and ideas that formed the episode. And for a limited time, use the code HISTORY for 50% off the annual membership price. Head to www.cafe.com/history

Thank you for listening! Join us each Tuesday for new episodes of Now & Then, and keep an eye out for live events with Heather and Joanne and the rest of the CAFE Team.

For references & supplemental materials, head to: cafe.com/now-and-then/now-then-episode-1-entangling-alliances/
Learn more about your ad choices. Visit podcastchoices.com/adchoices

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‎Now & Then: Entangling Alliances on Apple Podcasts

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On this first episode of Now & Then, "Entangling Alliances," Heather Cox Richardson and Joanne Freeman discuss the emerging Biden Doctrine and the relationship between foreign and domestic policy throughout American history. Heather and Joanne focus on the French Revolution, Teddy Roosevelt's progre...

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In this current era of "alternative facts", it is crucial that our students learn how to become fact-checkers and come to expect sources to be cited just as they are learning to cite theirs. Question formation is another skill that needs to be taught and modeled. It is more difficult as a teacher to form compelling questions than to provide standardized answers. But it is important for students to realize the power of their own perspectives. Education needs to be more than socialization that, "tells people what to think and how to act and requires them to conform." (p. 350) Teaching them to think about what is important to them and how to view it through something of a historical lens could make history relevant and worth their time and interest.

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In his exhaustive style, Loewen has clearly demonstrated that all parties are complicit in perpetuating the inaccuracies of the American textbook. As he quotes Henry M Levin, "The educational system will always be applied toward serving the role of cultural transmission and preserving the status quo." (p. 305) The closest I came to finding any glimmer of hope was the mention of the power of local demands for more inclusive history when California's legislature debated a bill to require textbooks to include internment of Japanese Americans during World War II. I related closely to the depiction of the plight of teachers trying to tread carefully around the landmines of controversy in history and social studies. I am heartened to be a teacher in California and a district who stands behind addressing the history and social studies framework and social justice standards in educating our students. This should make teachers feel more confident in presenting history and current events more accurately and with less bias.

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Introduction: Something Has Gone Very Wrong

Loewen claims history is the least-liked subject in high school in most districts. Is he right? Do  you agree with his explanation?

I don’t entirely agree. After teaching history in two different high schools in different districts, it doesn’t seem that history is the least liked subject. Instead, it seems that the structure is what is the least enjoyed by students. My students have shared that the aspect that they struggle with has been they aren’t able to learn while a teacher lectures every day. Most of my students have told me that they enjoy the content and the information but struggle with the instruction. I haven’t heard that the information is useless as much. I’ve heard it from one or two students so far that they don’t feel that the information covered has been relevant or questioned why we learn it.

1. Handicapped by History: The Process of Hero-making

What is “heroification”? (p. 11)

Heroification is elevating humans to an unrealistic standard. Leaving out aspects of their person to fit into this “perfect” setting that they are put into. Ignoring that all humans are fallible and can do wrong just because they did good in other areas.

Why does Loewen choose Hellen Keller and Woodrow Wilson to illustrate the heroification

process?

Woodrow Wilson was a great example for heroification, in my eyes. I recall learning about him during school myself, hearing how he did well as President and kept us out of WWI until we had no choice but to enter. I also recall hearing about his stroke and how his wife was our “first female president” as she signed things for him and helped to keep his condition a secret. After high school, I learned more about him slowly, starting with his showing of “Birth of a Nation” at the White House and that the KKK also shows this film and how important it was to them. The idea that because he did parts of his job as President well, and I’m sure to a degree my teachers didn’t want to cover the bad either, created an unrealistic image of him and elevated him to a person who was overall good. I would think he chose Hellen Keller to illustrate how she also lost aspects of who she truly was and that she was pushed into a side note. She would be a person who students would recognize, but they wouldn’t know as much about her life and influence.

What are the three taboos in textbook publishing, according to Loewen? Why do they exist? (p.

27)

The three taboos in the textbook publishing are sex, religion, and social class. To include these in the textbook would make it difficult to put forward the history they are trying to put forward. By discussing social class, they would struggle to be able to present the idea that everyone has the same opportunity and there are truly equal opportunities. It would also create a problem with how we are able to present different people.

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Loewen points out that few American textbooks include photographs of lynching's or other acts of white violence and terrorism against black people. Do you think they should?

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Loewen points out that few American textbooks include photographs of lynching's or other acts of white violence and terrorism against black people. Do you think they should?

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I think that the better question to this is why shouldnt they. If we are going to tell history why leave out the parts of it that are just as significant. I think that photographs make things more real and they help to paint a better picture. It is one thing to say something happened but it is another thing to see evidence. I think when there are no photographs things can be easily disputed as opinion rather than fact.

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Before reading the book what did you know about the first Thanksgiving

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Before reading the book what did you know about the first Thanksgiving

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There was not a lot that I knew to be perfectly honest. I knew that there was Columbus and pilgrims and they had food. I have never been really informed when it comes to history. I haven't had the pleasure of having history teachers that taught enough of it to really stick with me. I never really thought that there was more to the story though. I think that you typically just trust that what is in the history book is accurate and just go with that.

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Hi all!   I hope you are doing well!  I have had some requests to further extend the date for the book study, so we can extend the date to the end of March.  If you have completed the work, please send me the hours you completed in the study- you can use the hours posted on the instructional sheet to calculate your hours.  I want to make sure the hours I calculate match with what you have done.   Please reach out if you have any questions and I'll send an invite soon for a final meeting...maybe even in person!!! Jenny

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Hi all!   I hope you are doing well!  I have had some requests to further extend the date for the book study, so we can extend the date to the end of March.  If you have completed the work, please send me the hours you completed in the study- you can use the hours posted on the instructional sheet to calculate your hours.  I want to make sure the hours I calculate match with what you have done.   Please reach out if you have any questions and I'll send an invite soon for a final meeting...maybe even in person!!! Jenny

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Loewen notes that Lies My Teacher Told Me is not a comprehensive critique of the gaps in history education but rather an approach for all of us to become independent learners who can sift

through arguments and evidence and make reasoned judgments. If you were writing your own version of Lies what would you include?

As I said in the previous chapter, I would rely more on a living teaching plan for history. I think Loewen did a great job including the important points. I would be interested in more about women's rights, but I think he gave a comprehensive viewpoint.

Before reading the book, did you feel your education in history was sufficient and/or historically accurate? If so, did reading the book challenge this?

The book challenged a lot of what I took for granted and made me much more aware. As I read it I kept thinking, I don't want my daughter to learn history this way. I want her to learn the truth.

After reading the book, what were the points that Loewen made that you found the most shockng? What were the points that were most affirming?

I think the heroification - I had no idea about Wilson and about Nadir.  I learned a lot about the civil rights movement. I had no idea that we actually became more racist - and that it was only the civil rights movement that moved things to where they are now, but I understand even more now the racial inequality in our society.

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13. What Is the Result of Teaching History Like This?

Loewen claims that emotion “is the glue that causes history to stick,” but rote memorization leaves students “with no resources to understand, accept, or rebut historical referents used in arguments” by political candidates, professors, or journalists. In the current-age of “alternative facts,” what do you feel would make students more capable and equipped to discern truth from lies? (p. 342)

We need to let our students think for themselves. Thanks to the internet with computers and a plethora of information, we have the tools to do so. Instead of outdated history books that could serve as door stops -what if we made history active? We presented viewpoints and ideas and let the students learn and present. We add the emotion back in. They look at the pictures, read the quotes, the first hand stories, watch videos. Create presentations with differing viewpoints that are taught to the class.  If we let students use critical thinking. If we present them with information and let them use their brains. We might be surprised at what they could learn.

In school, did the narrative of “the exceptional fairness of America” rub you the wrong way? If not, did Loewen’s argument convince you that it should have? (p. 344)

I honestly never thought about it too much in school. It is only as an adult that it began to and I see now now more than ever how wrong it is and how much damage it does.

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12. Why Is History Taught Like This?

Loewen outlines multiple sources for the inaccuracies of the American textbook, including publishers, authors, and local and state curriculum adoption boards. Based on the arguments Loewen provided, which of these sources do you find most credible and why? (pp. 307–308)

The textbook adoption boards are what cause the most problem - it is similar to when trying to pass a bill. Everyone has to compromise or add stuff in to make everyone happy and in the end you have nothing that resembles the original bill. When we have to cater to adoption boards, and conservatives who want to push their agenda and storyline, the truth gets lost. Look at is what is currently happening in Texas and with Critical Race Theory. We are currently banning books and creating textbooks that say what the elite in power want, not what is truth. No one can be trusted to be credible. It is clear that truth and history are getting lost in bureaucracy and it is our students and thus our nation that is suffering.

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11. Progress Is Our Most Important Product

Loewen discusses the American “faith in progress,” in particular regarding the usage of the terms “developed” and “developing nations” in textbooks. Did Loewen’s critique on progress and development challenge your notion of history? (p. 284)

He made me look at what does Progress really mean? Does it come at the expense of those "developing nations.'"  All of America's so called progress came at the expense of others who we conquered, destroyed, or manipulated for our gain and advancement. So, yes, it did challenge my notion of history. I learned that history is fluid. Not rigid. That we are given facts to support the view of the "developed nation" that may not be accurate. That may be manipulated, omitted, or changed to benefit the most advantageous viewpoint.

How does Loewen suggest a change in history textbooks could affect the current climate crisis?

(pp. 290–294)

The textbooks want to present a happy and upbeat picture. They do not present the very real dangers that the climate crisis presents and by doing so, it leaves us without the knowledge or tools to save ourselves.

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What are the challenges that historians and textbook authors face when writing about recent history? What are some advantages? (pp. 260–262)

There are people alive who still remember and who have their own feelings and opinions about what happened. They might offend someone in the community. This might affect sales. What if they alienate school board members?  In addition, it is so. recent that we may not know how it is going to play out or what the final narrative will be, so the less said the better.

The advantages is that they have people alive who can share their memories and information.  They have more resources for information. Authors can also do research themselves instead of relying other documents. They have a wealth of documentation available to them. Multiple points of view are also available.

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Before reading this chapter, what did you know of the Vietnam War? Had you seen these photos?

I knew quite a bit. I remember in my travels, going to a museum in Vietnam, that showed these pictures and an accurate portrayal of the war. I remember being shocked - especially about the use of Agent Orange. There were pics of what it did to people that haunt me to this day. And I remember being horrified at what we had done.  I saw the monk picture there at that museum and the girl running I have seen many times.

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Knowing what you know now, and having seen or revisited these photographs, has your opinion on the war and the politics of it changed?

I have always known that war was a horrible thing where we did horrible things and that is why we do not talk about it because what we did was so bad.

If you are familiar with photographs and stories of the Vietnam War, how do you feel about these being omitted from textbooks?

I wish every student could go to that museum that I went to and see the truth. We need to not shy away from what we have done but own it and say we will never allow it to happen again.

What do you feel present-day students are missing out on?

The truth. Understand all of our current political decisions regarding wars. Understand our history. Understanding the effect the war had on the US and Vietnam. I have visited those countries and they are still haunted by that war. The aftereffects are far from over. They are missing out on a huge piece of history.

Why might publishers avoid including photographs of the Vietnam War in particular?

They are controversial. They raise questions that the textbook authors don't want to answer. They raise emotions and tell a story that the authors are not prepared to deal with.

How has the mystification of the Vietnam War informed discussions of contemporary war and violence in the United States, according to Loewen? Have you observed this personally, regarding discussion of the war in Iraq?

It has left students unable to understand much of the political discourse since then. Without understanding Vietnam they cannot understand what politicians are talking about when they refer to the "lessons of Vietnam" in considering interfering in other wars. I feel like I have always had a better grasp of the Vietnam war because I choose to study it and have traveled so extensively, so I did understand the parallels to Iraq.

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8. Watching Big Brother: What Textbooks Teach About the Federal Government

What are the two approaches that college courses and textbooks take when analyzing U.S. actions overseas? What are the effects of these views? (pp. 221–223)

Describe the “international good guy” view of the United States government. How does this view correspond with the image of the government that Loewen has constructed over the course of previous chapters? Why does Loewen take issue with the fact that multinational companies like Walmart or Mitsubishi are not mentioned in American textbooks? (p. 224)

The two approaches are being critical - the US is the most powerful nation and has worked to maintain it's power. We have abandoned our revolutionary ideology and now act to repress other nations freedom.

Or the more common, realpolitik view. Under this view we identify our interests and then act to further those.

History books it seems though generally take on the idea that America is always acting on a moral agenda, furthering democracy, human rights, etc. The "good guy" view. This does not jive with what we have learned in previous chapters and Loewen goes on to explain in detail how our interference in foreign affairs was done always in our best interest, not in the interest of the country. I remember traveling through Guatemala years ago and reading about how the US interference just destroyed the country and I was so mad. Yet, we don't ever read about it in our country because we don't want to counter the good guy narrative, but we destroyed a democratic government in the interest of a corporation. How insane is that?

He takes issue because those companies are affecting us and our world. When we try to think about the issues raised by the interweaving of our political and economic interests, we need the information on these multinationals and yet we do not have it.

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Most textbooks do not mention the major strikes that labor lost in the late twentieth century, effectively omitting any narrative of labor’s diminished power today. Do you agree with Loewen that this makes unions seem anachronistic and may convince workers it is unnecessary to have

a voice in the workplace? (pp. 205–206)

I found the quote, "with such omissions, textbook authors can construe labor history as something that happened long ago, like slavery, and that, like slavery, was corrected long ago."  I think that sums up the answer to this question. It is interesting how it all ties together, the issues we ignore, downplay, or make to not seem relevant are the ones we continue to struggle with today.  I do think many people realize that we need a voice, but the general public opinion is not overwhelmingly in favor.

Have the recent teacher strikes and

Janus ruling made you more curious about the history of workers’ rights in the United States? What losses do students face in school and civic life when history books omit terms like class, social stratification, income distribution, or inequality? What is the risk that textbook authors face if they discuss social class?

I enjoy learning history because it does teach us so much about the present, so yes definitely curious. Students face many losses, we do not understand our society today. We do not understand that we have problems that need to be fixed. We do not stand up for ourselves and the wealthy continue to take the power and money and we stay poor. If textbook authors discuss class, Loewen states that they run the risk of being called Marxist. They also run the risk of the text book not being accepted.

Why does Loewen take issue with defining everyone as part of the middle class? How would you define middle class?

He takes issue because the middle class is shrinking.  As the cost of things rise and income stays the same or decreases for most of the population and the wealthy keep passing laws to favor them, we have less and less of a middle class. It is a lie that will hurt Americans, who keep thinking they are middle class, because they are told they are, but cannot afford the basic necessity's.  It is a safe approach that does not bring up the important issues of stratification, class structure, income distribution, inequality, or any other topic.

Middle class, is when you have enough to live comfortably. When you can save a bit, meet all your bills, live in a safe and comfortable home. When you do not have to stress about money and do not live paycheck to paycheck.

Contrary to the rags-to-riches narratives told in textbooks, Loewen notes that only 3 percent of executives and financiers in America around the turn of the century started as poor immigrants

or farm children while 95 percent of them came from upper-class and upper-middle-class backgrounds. Did this surprise you? Why do you think the rags-to-riches story has persisted despite historical fact? (p. 213)

It did a bit, I guess I always bought into the rags to riches idea, but I do understand why it has persisted, it makes us all work harder. If they can do it, we can to. If we were told that it was nearly impossible then the rich wouldn't have their worker bees. It is a necessary story.

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How is John Brown remembered today? What does this say about the current political climate n the United States and the viability of antiracism?

It is interesting that John Brown was not chosen for the path of heroification. He could have easily been portrayed as a hero for the cause of freedom. He is instead remembered as insane and a religious zealot and not for the intelligent man he was who believed so passionately in a cause he was willing to die for it in the hopes of furthering said cause. The narrative that is told about him shows that we still struggle with racism.

Textbooks often cite states’ rights as a key reason for secession. According to Loewen, this is flatly wrong. What is the present-day view on the origins of the Confederacy? What mythology

was the Confederacy founded on?

I found that very interesting because first growing up I was told the civil war was all about slavery. Then as I got older,  I heard more and more that it was much more complex, that there were many issues at play with states rights being a major one. I thought that was the enlightened and educated view, to be able to look at the complexities and see that it wasn't black and white, so it is interesting to see that really it was all about slavery. Also shows me, how much even in my lifetime, history can be rewritten.

The confederacy was founded on the ideology of white supremacy.

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Loewen claims that textbooks now handle the topic of slavery with “depth and understanding.”

On what grounds does Loewen make these claims, and why did this change occur? Do you feel this has changed the way slavery is understood in public discourse?

He says that with the civil rights movement, between 1955 to 1970, African Americans won more power.  And now those in power, to write textbooks and promote them in the schools include more African Americans and white Americans who. have "cast off the ideology of white supremacy."  Which is interesting that history which should be factual is actually very much affected by when and who is writing it. Textbooks can now dedicate more space to the topic of slavery and give an accurate portrayal. It does change the way slavery is viewed, absolutely. Clearly we are influenced by what we read and how it is presented. That is why we are still struggling with racism. We have addressed slavery, but as Loewen points out, we still downplay slavery and make it a sectional rather than a national problem. We "minimize white complicity." He goes on to say, that they remain silent on HOW it affected America and still does. We cannot acknowledge that anything might be wrong with "white America." That is why racism is still alive and well today and we are still struggling with the race issue.  So yes the way that slavery is understood has changed, but we have still not addressed the real issue. We portray it as something horrible that happened in the past and do not tie it back to the injustice that is happening today.

Loewen states that there are two legacies of slavery that persist in contemporary American society. What are they and what ideology does Loewen state is tied to these legacies? Have you

observed these at work in your own communities? (pp. 142–146)

They are social and economic inferiority. The ideology is that it is appropriate for whites to be superior. That the domination of the African race came about because we were smarter. The history of slavery is what is tied to Racism today. That lingering sense of superiority that whites developed to justify slavery plays out daily in racism. Yes, look at George Floyd, Brianna Taylor, etc. all the police statistics, our last president. Proud Boys. We are still locked into this idea that white's are superior.

Loewen describes his shocking encounter with students discussing their opinion of the Reconstruction era. Did this anecdote surprise you? Why or why not?

It did not, clearly as this book is demonstrating we manipulate history and we have changed the truth of what happened during the Reconstruction and the reasons behind it. As Loewen said earlier we don't like to mess with the narrative of white America.

Loewen points out that few American textbooks include photographs of lynchings or other acts

of white violence and terrorism against black people. Do you think they should?

As much as I don't like graphic images, pictures can speak a 1000 words, look at Ahmaud Arbery. Until the video was posted no action was being taken. The video is the reason that justice was served and people took action. We need to understand what happened and a picture is part of that. We need to stop shying away from the messy parts of history.

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4. Red Eyes

Loewen writes that textbooks speak of the first people to settle in North America as “primitive

savages, vaguely Neanderthalian,” while European settlers like Columbus are upheld as grand

adventurers on a mission. According to Loewen, why do authors assert that earlier settlers were

less civilized? What are the implications of this kind of history? (p. 97)

They do it for many reasons, one quote that stood out to me was "this is a secular form of predestination: historians observe that people's were conquered and come up with reasons why that was right. In sociology we call this 'blaming the victim'." It is easier to justify what we have done, if we are doing it to a less civilized group. Then we can cast ourselves in the savior role, rather than the aggressor. We can say that they needed us, or that we were helping them. It makes it easier to justify what we have done. The implications are that we lose our history. We lose truth. We lose the ability to learn from our mistakes and make better choices in the future.

Loewen defines “syncretism” as taking elements from two (or more) cultures to form something

new. He says it is “how cultures typically change and survive.” Had you heard of the term? Might

learning it help decrease Americans’ ethnocentrism?

I have heard of the term and I think that learning it would be key to decreasing American's ethnocentrism. We made Native American culture sound primitive and ours superior so that we could justify what we did, but Loewen points out that the earlier settlers practiced this - they took many ideas and practices from the Native American's. We just don't talk about it now as much, but that is how cultures survive and how we survived. If we actually taught this in schools our society would be much healthier.

When Loewen speaks to Native Americans, he emphasizes syncretism as the way out for Native

youth to avoid having to “choose” between “Western culture” and “Indian culture,” both of which,

he points out, are already syncretic. Do you think choosing both is possible

I think it was easier in the past than it is now. But still possible. As he points out, both are already syncretic. A lot of who we are today is influenced by native american culture. And we are continuing to incorporate other cultures, as they move here and become a part of America, so yes I think it is still possible.

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Loewen’s critique on progress and development did more to confirm my notion of history, that it is written by and for those who are benefitting from it. Euphemisms such as "developing nations has helped the "developed nations" avoid facing the injustice of worldwide stratification." Though it is getting more difficult for people to "retain faith in the idea of inevitable and continuing progress", textbooks seem to put their stock in continuing the indoctrination for our youth.
Loewen's suggestion for change in how history book's address the climate crisis is to more of a wake up call. "Continued unthinking allegianxe to the idea of progress in our textbooks can only be a deterrent, blinding students to the need for change." Instead, we should be inspiring them to think imaginatively about the problems at hand and help them see through the seductions of complacency or short-sighted gains.

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Such an interesting interview, I am in chapter 4 of the book, so some of this has been presented already in the intro and following chapters. I found the info on Texas so interesting though, because it is such a conservative state, I mean look what is happening there now with Abortion, and if that the state that we are using as the standard for textbooks, no wonder we have problems. It is also crazy to be that we are still revisiting the same issues we were when Lies first came out, that there are teachers using outdated textbooks, with information that is not accurate.

The other thing that struck me, is how we want textbooks to give answers that students memorize. That we do not want to give any room for thought, which is why history is often so boring. We need to be able to think for ourselves. For me, I want to get truth from the book study, I want to be challenged to think about what happened in our history, to be more open other ideas, I have a daughter who is 4 and I don't want her growing up with these textbooks, I want her to be taught to think for herself.

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The challenge that historians face when writing about recent history is that those who are living through it view it through their own bias and can be critical. The benefit is that there are an abundance of primary sources should individuals or teachers seek them out and consider them an important part of cultivating understanding. In fact, history is always in the making and part of developing critical thinking is to be asking the why questions now before the passage of too much time makes spinning the narrative to meet an agenda of always being the good guy the prevailing theme. If we aim to learn from our mistakes we must pay attention to them as they are made. Though it can seem mostly volatile, it is also powerful how technology has allowed for public discourse on current events to be so accessible to participate in.

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Although I was born in the Viet Nam era, I was shielded from direct knowledge. My family did not discuss it that I can remember and I did n ot learn about it in high school. I think most of what I know is from film as an adult and from the obvious presence of vets who were  deeply affected and traumatized. I felt very much a part of the national psyche change, particularly on the youth rejecting societal norms.
I remember the monk who immolated himself and how stark and unimaginable that was.
Reading this chapter clarified the sense of inhumanity that war, in particular, one where there is not a clear reason or cause, brings out in the people involved. The toxic behaviors described are very reminiscent of stories of war crimes from Nazi Germany. While I think it is important to see those images, and to feel the impact of actions that took place far away and a long time ago, I can see how the textbook publishers are following the same sanitized pattern of not rocking the boat. I don't understand how we are supposed to learn without feeling the impact of our mistakes and wanting to do better.

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Describe the “international good guy” view of the United States government.  How does this view correspond with the image of the government that Loewen has constructed over the course of previous chapters?
Though college political science courses will either take the "American colossus" approach or a realpolitik view, high school history textbooks take a different tack. Loewen describes how, "They see our policies as part of a morality play in which the United States typically acts on behalf of human rights, democracy, and the "American way"." Our motives were  always good, hence the "international good guy" view. This corresponds with the heroification Loewen has been highlighting throughout the previous chapters. Textbooks portray a heroic state, which Loewen posits converts textbooks into handbooks for acquiescence. He  highlights the twists and turns required to spin some of the darkest moments in our Foreign policies as symbols of altruism rather than hegemony, and mostly to keep popular consensus out of any equation or decision-making. Loewen continues by describing the manipulation of perception that it was the government taking the lead on civil rights or environmental legislation, when these have been largely driven by popular action of citizens and directly obstructed by the government.
Regarding the lack of mentioning of multinational companies in textbooks, I think Loewen is concerned for students may be at the effect of their corrupt practices. He mentions that students may find their jobs eliminated through outsourcing to other countries or even being sent to fight in a foreign country due to some corporate deal with the devil!

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I do agree with Loewen that omitting any narrative of labor's diminished power and making unions appear anachronistic has a profound effect on students. My own experience, both moving through the public educational system, as well as many years of employment, left me largely unaware of the effects of social class or the concerns of my rights and well-being. The factory model of unquestioning participants has been perpetuated by the dominant narrative in publishing history books. When they omit terms like class, social stratification, income distribution, or inequality, students lose out on opportunities to see beyond their immediate perceptions. Loewen points out, "When my students from non-affluent backgrounds learn about the class system, they find the experience liberating." (p.211) They can let go of their negative self-image.
It is ridiculous that textbook authors face being labeled Marxist for discussing social class. Still, this is the era we are in. The dominant power structures don't want people questioning or advocating for themselves. Loewen reminds us again of the tendency to heroification, pointing to America as the hero that should not be subjected to criticism.

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I had no idea that disease had ravaged the Native Population to that extent. Entire villages were wiped out. Yes, it absolutely was the most important geopolitical event of the early seventeenth century.  Without disease ravaging the population the arrival of the Pilgrims would have been received so differently - and they would not have had the lands that had already been cleared for them by the Indians.

Before reading the book I knew that the story of Thanksgiving was not happy fluffy narrative that we are told growing up. As a child I believed it, but as I got older and educated myself I learned that there were many more layers to the story. I knew that the idea that we provided anything for the Indians was not factual and I knew that it was not actually called Thanksgiving until many years later.

I was also always saddened by the fact that I knew the end of the story. That eventually the Indian's were slaughtered, enslaved, and forced off their land by the very people they helped.

I didn't realize that the Pilgrim's didn't even have anything to do with Thanksgiving until much later. I also didn't realize a lot of the more subtle implications, how the story is ethnocentric, that in fact, the entire story of Thanksgiving, as pointed out by Loewen, is that it marginalizes Native Americans. That "the popular history of the Pilgrims has not been a process of gaining perspective, but of deliberate forgetting."

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I was raised on the traditional story of  Columbus discovering the new world, as an explorer. That he was this grand adventurer setting out against the odds to discover America. The fact that it really had to do with money and power, in terms of the arms race is not surprising. I have known for a long time that the Columbus story is not all it was  cracked up to be, so has America, that is why we no longer celebrate it, so to find out the real reason was greed actually makes a lot more sense.  And yes, I think traditionally history books want to portray a certain story that puts white males in a good light, so yes, the historical truths, just like in the the case of Wilson, did not fit the narrative, so were omitted.  Interesting question, do the corrections threaten narratives alive today. Well, we started a few years ago to make corrections to the Columbus story and it is interesting how we are able to compartmentalize our truths. We seem to be able to say well he was actually not what we thought, but still not look at history as a whole to see how it may have been altered to fit the narrative we want. Wilson being a perfect example. The truth SHOULD threaten our narratives though, because if we can use heroification with Columbus, we should look at where else in history it has happened.

If we were allowed to introduce controversy into history books, students would actually be engaged - they would be able to think and have discussions. History would come alive. We would have better adults because they were not fed a cookie cutter version of what we want them to believe, but be asked to think, evaluate and come up with conclusions of our own.  We might also get to see that we are not the center of the world, as history tries to portray us. We might be more open to other cultures, and viewpoints.

Textbooks leave it out for the same reason we discussed, it does not fit the narrative. I was SHOCKED to learn the extent of the abuse, that it led to entire populations nearly be wiped out. I had no idea it was that extensive. Textbooks leave them out because it is unpleasant. It portrays our ancestors in a bad light. They absolutely should not leave these out. It is important to understand our history so we do not repeat it. And because we have not owned what we did and our past mistakes, we do see history repeating itself. Yes, we face alienating the powers of control when we include them and that is the issue. Omitting it continues to marginalize the ethnic minority and continue the cycle of abuse started with Columbus. It is the story though out history - those with power controlling those who don't - be that through a history narrative or actual subjugation.

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Loewen claims history is the least-liked subject in high school in most districts. is he right? Do you agree with his explanation?

I remember really liking history - for me it was something that actually happened and it was interesting to learn about. I specifically remember we were formed into groups and each group had to take a decade and do a presentation on it. We got the 80s! So, it is hard for me to answer this question as my experience has always been positive. He has done his research though, I do find it interesting that he cites several instances where once students really got engaged with history and understood it they really liked it.

1. What is heroification?

" a degenerative process that makes people over into heroes. Turning real people into perfect people. They are good examples of the process, we leave out Keller's socialism because it doesn't fit the narrative and also Wilson's faults because of the same. What is interesting especially in Wilson's case is that there is SO MUCH that must be changed to fit the narrative that he is a hero and yet over and over the history books do it.

The three taboos, are sex, religion and social class.

I think people like to make jokes and Keller makes an easy target for jokes. It also does make her easier to relate to. In many ways she is not real, she is a story and not a person so it is easier to make fun of her.

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Loewen notes that Lies My Teacher Told Me is not a comprehensive critique of the gaps in history education but rather an approach for all of us to become independent learners who can sift
through arguments and evidence and make reasoned judgments. If you were writing your own version of Lies, what would you include? I think having voices from more than one side and the bare facts and how the facts have been interpreted from both sides allowing for collaborative discussions from the classroom would honor his vision the most. I think it is the discussion and engagement with history where we will find the most interest in history.
Before reading the book, did you feel your education in history was sufficient and/or historically accurate? If so, did reading the book challenge this? No, living in another country and seeing how other people engaged with their history taught me the most. To call bombings of children, schools, historical buildings and government buildings 'troubles' seems the most egregious understatement that is meant to minimize the damage the those who are oppressed are trying to give voice to and yet the damage that was done to families and neighbors, people still live with someone 'just down the road' who never paid for their crimes or a family lost their farm when the eldest son was intentionally killed the night before his wedding or someone went down into town with his mates and left early but never made it home. There are so many many individual and collective stories that I was honored to hear about because American tried to intervene and all that the Americans did was make a horrible situation so much worse. All I could do was listen. I think most importantly out of all of this I learned the importance of listening. I was embraced by the Catholic community for ending the troubles, for Bill Clinton putting attention on what was happened it was a very odd feeling, in the past I had claimed to be Canadian, because Americans were not welcome when I was traveling abroad in my 20's.
After reading the book, what were the points that Loewen made that you found the most shocking? What were the points that were most affirming? I would like to say I was horrified and shocked, but I think all of us know someone or something that tells us that what we are reading in textbooks is so far removed from what happened. I think the focus on engagement and on developing student interest is the most important part is bringing our history more clearly into focus. -Kristen Miller

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Before reading this chapter, what did you know of the Vietnam War? I knew a lot of facts, which I have forgotten. I never thought it was a 'good' war. Had you seen these photographs? I have seen these pictures before, except for one of Ngyen Ngoc Loan. I don't remember seeing them in textbooks though. Knowing what you know now, and having seen or revisited these photographs, has your
opinion on the war and the politics of it changed? Reading this has just confirmed my opinion of the war and given me more information.
If you are familiar with photographs and stories of the Vietnam War, how do you feel about these being omitted from textbooks? I think the pictures are omitted because they are trying to appease parents and school districts and have their textbook published and adopted. What do you feel present-day students are missing out on? Students are missing out on critical thinking skills and authentic voices of the people in history.
Why might publishers avoid including photographs of the Vietnam War in particular? I don't think they wanted to be controversial.
How has the mystification of the Vietnam War informed discussions of contemporary war and violence in the United States, according to Loewen? I think it will always be compared to other times when we have to withdrawal troops. The withdrawal from Afghanistan was awful and compared to Vietnam. Have you observed this personally, regarding discussion of the war in Iraq? Yes in bits and pieces I have had discussions about fake reasons for invading Iraq and the oil industries influence on our politics. -Kristen Miller

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13. What Is the Result of Teaching History Like This?
Loewen claims that emotion “is the glue that causes history to stick,” but rote memorization leaves students “with no resources to understand, accept, or rebut historical referents used in arguments” by political candidates, professors, or journalists. In the current-age of “alternative facts,” what do you feel would make students more capable and equipped to discern truth from lies? (p. 342)
I think that students need to be able to learn from authentic voices, people who were in that time and moment of history will be more impassioned to have a better understanding of the motivations of the people involved in historical moments, authentic accounts will be more realistic.
In school, did the narrative of “the exceptional fairness of America” rub you the wrong way? If not, did Loewen’s argument convince you that it should have? (p. 344) Yes, Loewen's arguments are meaningful and appropriate and necessary in order to represent and understand other people's experiences we have to listen to more tan just one person's point of view or perception. -Kristen Miller

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12. Why Is History Taught Like This?
Loewen outlines multiple sources for the inaccuracies of the American textbook, including publishers, authors, and local and state curriculum adoption boards. Based on the arguments Loewen provided, which of these sources do you find most credible and why? (pp. 307–308) I find that there isn't one to point to. Everyone needs part of the blame, authors want their books to be adopted, publishers want their books to be published, local and state adoptions boards may have been limited by people who are offended or by how people may believe others will be offended can color their opinions. I think in part we are all to blame. We need to keep speaking up for honesty and the importance of facts and critical dialogue. It isn't fair to blame everyone else for this. We need to expect educators to have the space to have honest critical discussions in the classroom and in our homes.

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Loewen discusses the American “faith in progress,” in particular regarding the usage of the terms “developed” and “developing nations” in textbooks. Did Loewen’s critique on progress and development challenge your notion of history? (p. 284) I found that in teaching Benchmark this year when fifth grade was looking at corn and how it spread through the continent. I found the images and descriptions were not insightful or developed when referencing Native Americans. I found that the students and I talked about how information is shared and described in textbooks.

How does Loewen suggest a change in history textbooks could affect the current climate crisis? (pp. 290–294) The exceptionists and environmentalists show that we haven't made the progress we need to make to save ourselves or the planet. We are still persuaded and controlled by companies and multinationals especially when textbooks do not speak, educate or promote discussion of global warming.

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What are the challenges that historians and textbook authors face when writing about recent history? What are some advantages? (pp. 260–262) Some of the challenges of recent history is that people were alive during that time in history and so it is easy to alienate them either one way or another politically or bland. Changing times in history can change people's perspectives. Also I thought it was a fair point that teachers run out of time at the end of a book. Letting the present time be bland or short allows, as time passes and the next edition is written for the passage of time to frame how we look at the past and how policies once implemented became successes or failures.

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Before reading this chapter, what did you know of the Vietnam War? I have seen pictures and I have been taught at university about Vietnam, I don't have a lot of facts, that I remember. I am learning how important it is to say when I don't think something is a good idea. The Vietnam war wasn't a war that America needed to be involved in. Had you seen these photographs? I think I have seen all of these photos except for Nguyen Ngoc Loan.  Knowing what you know now, and having seen or revisited these photographs, has your opinion on the war and the politics of it changed? I believe even more strongly that the war was not a good idea.  I had heard about Mohammad Ali and Martin Luther King Jr's ideas about the war. If you are familiar with photographs and stories of the Vietnam War, how do you feel about these being omitted from textbooks? I am ever grateful to my teachers who opened these discussion and conversations. What do you feel present-day students are missing out on? I think most importantly they are missing out on critical thinking skills. They don't know to question the history they encounter. I have read most of the banned books (old lists) because I was taught them in SJUSD and at University. I am so grateful for those experiences. Why might publishers avoid including photographs of the Vietnam War in particular? How has the mystification of the Vietnam War informed discussions of contemporary war and violence in the United States, according to Loewen? I think his point about critical thinking and how texts that look to our history and attempt to have open classroom conversations can make a difference in how we talk with each other and look at what and how we define ourselves and the lives we want. Have you observed this personally, regarding discussion of the war in Iraq? I was outside fo school during the Iraq war, but I remember being more persuaded by Tony Blair and the British Parliament and believing them to be more honest and reliable than our government. I was horrified that the British government doctored a student's university paper to justify the war in Iraq. 

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Before reading this chapter, what did you know of the Vietnam War? I have seen pictures and I have been taught at university about Vietnam, I don't have a lot of facts, that I remember. I am learning how important it is to say when I don't think something is a good idea. The Vietnam war wasn't a war that America needed to be involved in. Had you seen these photographs? I think I have seen all of these photos except for Nguyen Ngoc Loan.  Knowing what you know now, and having seen or revisited these photographs, has your opinion on the war and the politics of it changed? I believe even more strongly that the war was not a good idea.  I had heard about Mohammad Ali and Martin Luther King Jr's ideas about the war. If you are familiar with photographs and stories of the Vietnam War, how do you feel about these being omitted from textbooks? I am ever grateful to my teachers who opened these discussion and conversations. What do you feel present-day students are missing out on? I think most importantly they are missing out on critical thinking skills. They don't know to question the history they encounter. I have read most of the banned books (old lists) because I was taught them in SJUSD and at University. I am so grateful for those experiences. Why might publishers avoid including photographs of the Vietnam War in particular? How has the mystification of the Vietnam War informed discussions of contemporary war and violence in the United States, according to Loewen? I think his point about critical thinking and how texts that look to our history and attempt to have open classroom conversations can make a difference in how we talk with each other and look at what and how we define ourselves and the lives we want. Have you observed this personally, regarding discussion of the war in Iraq? I was outside fo school during the Iraq war, but I remember being more persuaded by Tony Blair and the British Parliament and believing them to be more honest and reliable than our government. I was horrified that the British government doctored a student's university paper to justify the war in Iraq. 

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8. Watching Big Brother: What Textbooks Teach About the Federal Government

What are the two approaches that college courses and textbooks take when analyzing U.S. actions overseas? What are the effects of these views? (pp. 221–223)

One approach is the American Colossus that America "now typically act to repress the legitimate attempts at self-determination of other countries" (221) and the realpolitik to maintain disparity and as an "American good guy view" this seems to be international gaslighting where Americans are trying to control other countries and America's efforts are just "Misunderstood" when they aren't appreciated.
Describe the “international good guy” view of the United States government. How does this view correspond with the image of the government that Loewen has constructed over the course of previous chapters? Loewen has shared how textbooks omit facts or change what actually happened and the "peacekeeping burden" that America is 'obligated' to 'suffer' but 20 European and other Arab cultures "devote much larger portions of their GDP...to foreign aid than does the United States"

Why does Loewen take issue with the fact that multinational companies like Walmart or Mitsubishi are not mentioned in American textbooks? (p. 224) He says "Mulitnationals may represent a threat to national autonomy" these companies may send us to war for their interests, impact our economy and impact every aspect of our country, how many conversations does anyone have without their iphone in the room, when was the last time someone had a conversation that they didn't have advertising pop up on their phone about. (An NPR guy talked about how he was getting pregnant in front of his phone to test how long before his phone started to advertise to him about pregnancy products (it took less than one day). Iphones have more data about us then we understand..

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Afterword: The Future Lies Ahead- and What to Do About Them

Before reading the book, did you feel your education in history was sufficient and/or historically accurate?  If so, did reading the book challenge this?

For the most part, I believe my education in history was sufficient.  However, I don’t believe sufficient is good enough.  The topic that Loewen truly pinned as being so poorly taught was the chapter on Vietnam.  I always attributed it to my general disinterest in the subject, therefore, I didn’t think I paid enough attention.  However, I am realizing now that I probably lack interest due to the lack of education on the topic.

I do think that I was taught a slightly more accurate version of history then some of Loewen’s chapters indicated (I attended a public high school in the early 2000s).  For example, I do think my history teachers did a good job teaching about American Indians.  Granted, I know this is a critique of the textbooks, but in all honesty, I hardly remember any of my school textbooks.  Even though I remember learning about Native Americans, and I believe in a way that shaped my respect for all cultures, I didn’t realize some of the nuances that were inserted into my instruction.  For instance, I never learned the implications of being taught that the indigenous people who populated North America came by foot and “stumbled upon” this new continent.  I do believe that it’s small nuances like this that subconsciously cement the thought of superiority vs. inferiority- thankfully one that never grabbed ahold of me.

This book has prompted much analysis of my own education, and I only hope what I have learned can guide my future lessons and use of the U.S. history textbook I use to teach.

After reading the book, what were the points that Loewen made that you found the most shocking?  What were the points that were most affirming?

The specific chapter that was the most shocking to me was Loewen’s arguments about labor unions and social classes and their representation in history textbooks.  I never looked at those topics as being controversial or poorly taught.

Having joined the pilot team for our latest HSS textbook adoption, I cannot believe I had never thought about the adoption process beyond the room I was in.  I never thought about why these textbooks were written the way they were, and more importantly, who they were written by!

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13.  What Is the Result of Teaching History Like This?

Loewen claims that emotion “is the glue that causes history to stick,” but rote memorization leaves students “with no resources to understand, accept, or rebut historical referents used in arguments” by political candidates, professors, or journalists.  In the current-age of “alternative facts,” what do you feel would make students more capable and equipped to discern truth from lies?

At the root of my teaching history, I believe source analysis is the most important strategy we can use.  When analyzing primary and secondary sources, usually the first step for student is to complete the sourcing: who wrote this, what was their title, what might have influenced their opinion, etc.  This still can then be transferred to students if done frequently enough.  Students catch on to routine very quickly.  If enough historical sources are analyzed, we can then move on to analyzing current event articles.  By this point, it is our hope that students would be able to discern truths from lies just because they will be asking the right questions.

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Hi, I am Julie Morey.  I am the School Social Worker at Del Dayo Elementary. I have heard about this book for a long time and I want to read in a context where I can hear what others think and have a dialogue.

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12.  Why Is History Taught Like This?

Loewen outlines multiple sources for the inaccuracies of the American textbook, including publishers, authors, and local and state curriculum adoption boards.  Based on the arguments Loewen provided, which of these sources do you find most credible and why?

I believe the common threads are the publishers and the authors.  Sure, local and state boards absolutely play a role, but as Loewen mentioned, these boards are so different throughout the United States.  Tennessee and Alabama are polar opposites on this matter.

I enjoyed Loewen’s point about students reading Harry Potter, but not enjoying the unreadable clutter that exists in the American history textbooks.  I was on the latest adoption committee for San Juan, and I remember specifically thinking all about how some of these textbooks are so “pretty” and visually appealing.  However, they still aren’t doing the job.  Besides the publishers and their marketing team, the issue also remains that the textbook authors.  As we learned throughout this book, there are reasons why Vietnam and other topics are similarly dismissed.  Topics can remain too controversial.  Also, authors can insert their own biases, even in a subtle way.

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According to Loewen, modern textbooks seem to disregard John Brown's anti-racist ideology, tending instead to state limited historical events such as the Harper's Ferry raid and his execution in neutral terms. Though this may be an improvement from the more biased accounts of his "fanaticism", it does nothing to spark conversation or critical thinking for contemporary students immersed in a time of heated public debate around racism and how history is to be presented. This current quest to "protect" children from the "harm" of learning uncomfortable truths of our past and present, and removing opportunities for those voices of anti-racism to be heard and considered seems to be a time-honored legacy of the colonial past. Those in power will deem what is worthy of highlighting. In describing those who supported black rights in the South during Reconstruction, Loewen writes, "Textbooks need to show the risk, and the racial idealism that prompted most of the people who took it." (p. 201) It is encouraging to see the movement today towards support for antiracism and giving voice to and in support of those at the highest risk for harm.

Loewen states, "White Southerners founded the Confederacy on the ideology of white supremacy." He quotes Alexander Stephens, the vice president of the Confederacy, who said its foundations were laid,  "...upon the great truth that the Negro is not equal to the white man, that slavery—subordination to the superior race—is his natural and normal condition." (p.193) Modern textbooks still present the Confederacy as having fought, "for the preservation of their rights and freedom to decide for themselves.", effectively sidestepping any ideological concerns. (p. 196) He makes the comparison of the pride still held by some for the Confederate flag in contrast to the disgraced (by most) image of the Nazi swastika. This myth of "fine people on both sides" seems to be the way of keeping the status quo for the power structure this country was founded on.

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11.  Progress Is Our Most Important Product

How does Loewen suggest a change in history textbooks could affect the current climate crisis?

In the podcast at the beginning of this book study, Loewen mentions that the greatest lie in American history textbooks is that America started out great, and only got greater.  I enjoyed Loewen’s connection to this point on page 295 when he essentially writes that the treatment of environmental issues is so limited because it would directly contradict America’s “greatness” that had been built up over several hundred pages.

Loewen points out that so many textbooks avoid addressing environmental problems.  The issue with this is that it seems like there is no energy or climate crisis.  After reading this chapter, I researched and found a website that I want to supplement in my Civil War unit, which addresses the impact of the whaling on the environment.  Students are really interested in these issues and I think history teachers and textbooks can do a much better job including them in our units.

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10.  Down the Memory Hole: The Disappearance of the Recent Past

What are the challenges that historians and textbook authors face when writing about recent history?  What are some advantages?

I enjoyed Loewen’s comparison of the terms from African society for categorizing humans with textbook authors including recent history in the textbooks.  I understand their challenge and weariness of including much from the recent past.  Many people are much more opinionated on whether the United States should be at war today than whether we should have entered war with Britain in 1812.  This makes sense.  It is much easier to disagree and for all objectivity to disappear when you have lived through an event.  Therefore, textbook authors fear offending various groups that have a role in adopting their textbook, and thus, giving them their paycheck.  Another challenge is that teachers rarely finish covering cover-to-cover in a given year.

There are, however, some benefits to having lived through the recent past and including it in the textbook.  First, these authors have likely been able to gather much more evidence and information about the event.  “Second, multiple points of view are available, each backed by evidence, more or less convincing” (pg. 264).  Finally, because of the research they are able to conduct, they are able to make the chapters on the recent past more engaging with stories that might help draw students’ attention.

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9.  See No Evil: Choosing Not to Look at the War in Vietnam

Before reading this chapter, what did you know of the Vietnam War?  Had you seen these photographs?  Knowing what you know now, and having seen or revisited these photographs, has your opinion on the war and the politics of it changed?

What I remember from high school is that the Vietnam War was a conflict in the late 60s, at the height of the Cold War.  It was a war to stop the spread of communism and to ensure democracy thrived in this region, further spreading American values.  I also learned it was a devastating war that was traumatic for soldiers.  Unfortunately, I don’t remember learning much about the war.  I had seen those photographs, but I do feel like I saw them in a college course, and not in grade school.

If you are familiar with photographs and stories of the Vietnam War, how do you feel about these being omitted from textbooks?  What do you feel present-day students are missing out on?

I feel the same way about these photographs as I did in a previous chapter about the photographs of lynchings: they should be included, but with care.  I am actually not sure a textbook is the best place for them.  My reasoning is that not all teachers go from cover to cover of a textbook.  These images should be in a book that students might flip through out of boredom.  They should be delivered after careful introduction in a safe classroom setting.  Maybe there could be a textbook material by the publisher that includes these primary sources with a guide of how to introduce them.  I do feel students today miss out on some of the human aspects of history, including wars like the Vietnam War.  These stories and images would bring to light the reality that people, real humans, were affected by these events that are often glossed over.

Why might publishers avoid including photographs of the Vietnam War in particular?

These might avoid including Vietnam War photographs because it is viewed as a controversial war.  They are treading lightly, making sure not to choose sides with the different interpretations of the war.  “So which interpretation do they choose?  None of the above!  Most textbooks simply dodge the issue” (pg. 255).

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8.  Watching Big Brother

Describe the “international good guy” view of the United States government.  How does this view correspond with the image of the government that Loewen has constructed over the course of previous chapters?
To me, this “international good guy” view of the United States took me immediately back to the first chapter when we learned about the word heroification.  Instead of the “hero” referring to a person, the “international good guy” refers to history making the United States into a hero.  This is the perspective of the United States that Loewen claims high school history textbooks take on: “High school American history textbooks simply credit the government for most of what gets done” (pg. 236).  I feel that the Constitution unit in my 8th grade history textbook follows this pattern.  Like Loewen states on page 220, the textbooks imply that little has changed since 1789 and that our federal government is “the people’s servant.”  Students don’t realize that they are critically thinking about the concept of the role of the national government when (every year) students question why the United States is involved in so many foreign conflicts.  Textbooks are often found emphasizing the morality and goodness of the United States since its founding.

Why does Loewen take issue with the fact that multinational companies like Walmart or Mitsubishi are not mentioned in American textbooks?
Loewen has a problem with the lack of information in American textbooks about the multinational companies because they are accumulating more wealth than the nations we are teaching them about. The implications of this are large considering our economy and political landscapes are interwoven. The fact that these corporations have influenced U.S. policy and are corrupt, flatly undermines the “international good guy” view that I previously wrote about. These textbooks take a stance to promote the humanitarian views of the U.S. with its foreign policies, yet make no mention of these corporations.

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Loewen notes that Lies My Teacher Told Me is not a comprehensive critique of the gaps in history education but rather an approach for all of us to become independent learners who can sift

through arguments and evidence and make reasoned judgments. If you were writing your own version of Lies, what would you include? I would make sure that my version was written with as many cultural background inputs and factual work and not include beliefs or judgements based on personal beliefs.

Before reading the book, did you feel your education in history was sufficient and/or historically accurate? If so, did reading the book challenge this? After reading the book I found that my education in history was not accurate as I once thought. This book opened my eyes to ideas that I never thought about, thus making me realize how different my understanding of history would have been if I was taught a different way back in school.

After reading the book, what were the points that Loewen made that you found the most shocking? What were the points that were most affirming? The point that facts were clearly left out in history so one could look like they were "great leaders" was alarming to me.

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Loewen claims that emotion “is the glue that causes history to stick,” but rote memorization leaves students “with no resources to understand, accept, or rebut historical referents used in arguments” by political candidates, professors, or journalists. In the current-age of “alternative facts,” what do you feel would make students more capable and equipped to discern truth from lies?
I think teachers and staff need to follow the curriculum in regards to how they teach the materials. From State standards to adopted curriculum within their district is what should be taught and followed. By doing so, students should have a fair and unbiased learning concept. This way students can decipher the materials how they see it and come to their own conclusions without being pressured by biased input.

In school, did the narrative of “the exceptional fairness of America” rub you the wrong way? If not, did Loewen’s argument convince you that it should have? The narrative did rub me wrong because recent history has shown that not everyone has the same education due to race, economic status and general biases.

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Loewen outlines multiple sources for the inaccuracies of the American textbook, including publishers, authors, and local and state curriculum adoption boards. Based on the arguments Loewen provided, which of these sources do you find most credible and why? Adoption committees need to really look at the writing and how historical items are depicted. They need to make sure things are accurately portrayed, even when it ruffles peoples feathers or makes them uncomfortable to talk about. Only then will students be able to look at history through a clear lens, thus having knowledge to make better choices on current issues and items in our world.

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Loewen discusses the American “faith in progress,” in particular regarding the usage of the terms “developed” and “developing nations” in textbooks. Did Loewen’s critique on progress and development challenge your notion of history? Loewen's critique on progress and development did challenge my thinking about American History and the textbooks I grew up with. It made me think and realize how the textbooks were written in a way that made it seem like we are still the land of dreams and total prosperity. Looking at our current situation in our country I see how we need to be more clear on what our history has shown and done for our country and that its not so easy for every person to have equality and freedoms.

How does Loewen suggest a change in history textbooks could affect the current climate crisis?

By changing how current text books are written and how we should look at historically correct data, could change the way students think and respond to current world situations.

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Though Loewen claims that modern textbooks handle the topic of slavery with more depth and understanding than before, he gives plenty of examples where people are let off the hook for it. "Although textbook authors no longer sugarcoat how slavery affected African Americans, they minimize white complicity in it. They present slavery virtually as uncaused, a tragedy, rather than a wrong perpetrated by some people on others." (p. 146) This points to a pattern of avoiding blame or taking responsibility and can be seen echoed in our current climate where so many white parents are adamant that their children should not be exposed to the kind of information (truth) that might make them feel bad or "guilty." This is so short-sighted as it robs humanity of the experience of awareness, empathy, and a desire for social justice. Though no contemporary individuals are in fact responsible for the atrocities of the past, they are benefitting from the results. This lack of acknowledgment keeps our society from healing. This speaks to the value of showing photographs (graphic portrayals of slavery and lynchings) and listening to recorded accounts of primary sources in a sensitive, guided educational forum. His mother's choice to show pictures of Emmet Till at his funeral was a significant moment for the Civil Rights Movement. People seeing George Floyd die at the feet of a white police officer sparked empathy (and anger)around the world and made it possible for justice to be served.

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7. The Land of Opportunity

Most textbooks do not mention the major strikes that labor lost in the late twentieth century, effectively omitting any narrative of labor’s diminished power today.  Do you agree with Loewen that this makes unions seem anachronistic and may convince workers it is unnecessary to have a voice in the workplace?
I do agree with Loewen.  I think another problem with not including the major labor strikes, is that students don’t grasp labor unions in general.  I remember as a student we simply learned about the Triangle Shirtwaist fire and earlier, the rise of labor unions.  I never remember truly understanding what unions were (this may have just been me).  They just seemed like another “history” thing.  I never conceptualized them or had anyone (or a textbook) relate them to 20th or even 21st century examples.  To me, this is unfortunate because as an adult entering the workforce, I felt completely uneducated. I remember hearing the District I worked for talk about unions and union dues and by that point I felt too embarrassed to ask.  I had to do my own research.

I have had a number of students in the past ask me why they don’t learn things in math like balancing a checkbook.  Concepts that will help them one day.  I believe if I don’t talk about unions and what they are, that I am doing a great disservice to my students.  I completely agree with Loewen and I’m glad he had a chapter on unions and social class because they are often overlooked topics in history textbooks AND classrooms in general.

Contrary to the rags-to-riches narratives told in textbooks, Loewen notes that only 3 percent of executives and financiers in America around the turn of the century started as poor immigrants or farm children while 95 percent of them came from upper-class and upper-middle-class backgrounds.  Did this surprise you?  Why do you think the rags-to-riches story has persisted despite historical fact?
This doesn’t surprise me at all.  I think there are many factors at work here.  First, as question 3 states, there is very little talk in schools of social stratification, income distribution, and inequalities.  Students don’t learn directly about society.  For example, Shays’s Rebellion, as mentioned earlier in the chapter is not shown as a social struggle in textbooks.  Additionally, students hear broad statements about Andrew Jackson being the president for the “common man.”  Students may hear this and come to their own conclusions about how this means he helped the middle class achieve greatness.  Interestingly, “economic inequality increased during the presidency of Andrew Jackson- a period known, ironically, as the age of the common man.”  Not only are stories not being told in a complete manner, but I do honestly believe that media plays a huge role in the misconception of the rags-to-riches.  Countless movies and TV shows reveal the rise of the protagonist.  Humans love these stories.  However, I do believe this can be detrimental.  “Could the other 99 percent of us be that lazy or otherwise undeserving?” (Page 216) To believe that in the United States it is easy to go from poor to wealthy, is not realistic.  Sure, it happens; however, if students think it is easy, they may begin to wonder why it isn’t easily happening for their own family.

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One of the quotes at the beginning of the chapter describes that as the invaders anticipated other Europeans questioning their morality, they needed to prepare propaganda to, "...overpower their own countrymen's scruples."
Writing history through the lens of Indigenous peoples' Neanderthalian inferiority and the myth of the primitive, uncivilized savage, serves the purpose of rationalizing conquest as an inevitability. Indians were in the path of progress (of white supremacy) and the more effectively the dominant narrative can remove them from sight or memory, the more readily it can offer comfort and pride to its descendants. "Red Eyes" helps us to come to terms with the value of feeling the discomfort— the knowledge and the will to make different choices.
The concept of syncretism, which Loewen defines as taking elements from multiple cultures to form something new, is woven throughout this chapter to reveal the power of possibility and true inevitability of how humanity and culture develops. It's as important to know that our ideas of democracy were influenced by tribal leadership models as be aware of the cringeworthy reality that Hitler was inspired by American concentration camps and extermination of native peoples. It is critical for students to learn our history accurately, to see all the contributions, mistakes and  tragedies to become determined to do better.  It is fascinating to learn how cultures benefitted and attracted each other and to imagine how syncretism could open doors for cooperation and integration of all peoples and ideas for the future.

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I got this lesson from the Facing History website, but I have had so much success with it, that I now include it in all books I teach in English that involve inequity or discrimination of any kind. This lesson really helps students begin to open their minds to the idea of a world beyond theirselves and their family.

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Students learn a new concept, "universe of obligation," and use it to analyze the ways that their society designates who is deserving of respect and caring.

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

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Students learn a new concept, "universe of obligation," and use it to analyze the ways that their society designates who is deserving of respect and caring.

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This is a documentary series from The New York Times about election fraud.

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A true story about election fraud.

Reported by Zoe Chace; produced by Nancy Updike, with help from Amy Pedulla; edited by Julie Snyder, Sarah Koenig, Neil Drumming and Ira Glass; original score by Kwame Brandt-Pierce; and sound design and mix by Phoebe Wang.

A few years ago, Bladen County, N.C., made national headlines. In 2018, Mark Harris, a Republican, beat out his Democratic opponent for a congressional seat, but the election was later thrown out and a new election was called after his campaign was investigated over suspicions of absentee-ballot fraud.

But according to some local residents, the authorities got it all wrong. They say there's a powerful group still at work in the county, tampering with elections, bullying voters and stealing votes - a Black advocacy group, the Bladen County Improvement Association PAC. These accusations have never been substantiated, but they persist.

Join Zoe Chace as she travels to Bladen County to find out what's behind all this suspicion. Who exactly is making the accusations? And in small-town politics, where rumors and allegations abound, how can you be sure who is telling the truth?

During a hearing that followed the notorious case of election fraud in Bladen County, the Bladen Improvement PAC was mentioned and dragged into the scandal. Later, Horace Munn, one of the PAC's leaders, reached out to Zoe with an invitation to come down to North Carolina and hear what's behind all these cheating allegations.

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Zoe talks to people in North Carolina who believe the Bladen Improvement PAC has been cheating for years. She tries to get beyond the rumors and into specifics; in the process, she comes face to face with the intense suspicion and scrutiny leveled against the organization. In the middle of another election, Zoe follows members of the PAC to watch how they operate and tries to make sense of all these allegations against them.

Zoe delves into one of the most serious allegations against the Bladen Improvement PAC: an accusation about stealing votes from vulnerable people that goes back 10 years. In trying to figure out if there is any truth in this particularly persistent rumor, Zoe comes to understand how and why election cheating allegations are so sticky.

With the Bladen Improvement PAC's reputation suffering in light of years of cheating accusations, resentment is stirring within its ranks and a prominent member turns against the leadership. Nevertheless, Horace Munn, president of the PAC, joins with his closest allies to make a bold move by supporting a political upset at the center of the county.

The Bladen Improvement PAC's power is threatened when an unlikely candidate enters the race for county commissioner. People outside the PAC are starting to make clear that they have their own ideas about how to build Black political power in the county.

Zoe Chace, the reporter for this series, has been a producer at This American Life since 2015. Before that, she was a reporter for NPR's Planet Money team, as well as an NPR producer.

Nancy Updike, the producer for this series, is a senior editor at This American Life and one of the founding producers of the show.
Transcripts of each episode of The Improvement Association will be available by the next workday after an episode publishes.

The Improvement Association was reported by Zoe Chace; produced by Nancy Updike, with help from Amy Pedulla; edited by Julie Snyder, Sarah Koenig, Neil Drumming and Ira Glass; editorial consulting by R.L. Nave and Tim Tyson; fact-checking and research by Ben Phelan; and sound design and mix by Phoebe Wang.

The original score for The Improvement Association was written and performed by Kwame Brandt-Pierce.

Special thanks to Sam Dolnick, Julie Whitaker, Seth Lind, Julia Simon, Nora Keller, Emanuele Berry, Ndeye Thioubou, Alena Cerro and Lauren Jackson.

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Reported by Zoe Chace; produced by Nancy Updike, with help from Amy Pedulla; edited by Julie Snyder, Sarah Koenig, Neil Drumming and Ira Glass; original score by Kwame Brandt-Pierce; and sound design and mix by Phoebe Wang. A few years ago, Bladen County, N.C., made national headlines.

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Afterword: The Future Lies Ahead—and What to Do About Them

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Afterword: The Future Lies Ahead—and What to Do About Them

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1. Loewen notes that Lies My Teacher Told Me is not a comprehensive critique of the gaps in history education but rather an approach for all of us to become independent learners who can sift through arguments and evidence and make reasoned judgments. If you were writing your own

version of Lies, what would you include?
If I were writing my own version of Lies, I would not only include a section on the lack of teaching of climate change, but also about the inaccuracies in voting rights and laws in our country.

2. Before reading the book, did you feel your education in history was sufficient and/or historically accurate? If so, did reading the book challenge this?
Before reading this book, I did not feel that my education in history was sufficient and/or historically accurate. I am aware of the inaccuracies and also the lack of teaching that exists in the educational system. Reading this book affirmed what I already felt was true. It has inspired me to go a little deeper in my English classes in my lessons about history that I teach prior to my class reading a book such as Night by Elie Wiesel or To Kill a Mockingbiird by Harper Lee.

3. After reading the book, what were the points that Loewen made that you found the most shocking? What were the points that were most affirming?
The points that Loewen made that were most shocking were the blatant attempts to downplay or water down America's involvement in the atrocities of Vietnam and the war with Iraq. It is one thing to not mention something and make America seem a hero above all nations, but it is entirely different to imply little involvement or blame when there is so much evidence to prove the contrary. The points that were the most affirming is that the poor condition of American history books are due to not only the authors who write them, publishers who accept and publish them, but also school boards who adopt them. Until these three entities change their methods, our students will continue to suffer inaccuracies in their history education.

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13. What Is the Result of Teaching History Like This?

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13. What Is the Result of Teaching History Like This?

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1. Loewen claims that emotion “is the glue that causes history to stick,” but rote memorization leaves students “with no resources to understand, accept, or rebut historical referents used in arguments” by political candidates, professors, or journalists. In the current-age of “alternative facts,” what do you feel would make students more capable and equipped to discern truth from lies? (p. 342)
Teachers need to not only teach to the Common Core, but they need to include lessons that teach the skill of critical thinking, how to fact-check and question what is presented.

2. In school, did the narrative of “the exceptional fairness of America” rub you the wrong way? If not, did Loewen’s argument convince you that it should have? (p. 344)
In school, the narrative of "the exception of fairness of America" rubbed me the wrong way because all I had to do was look around my world and I could see that things are not fair based on race, gender and economics.  I remember getting my first real job and later learning that a male coworker who had the same job and was hired at the same time as me was hired making more money per hour than me. I also felt that I only learned about "white America" in high school. When I began college, I was excited to take course on women's history and African American history.

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1. Loewen outlines multiple sources for the inaccuracies of the American textbook, including publishers, authors, and local and state curriculum adoption boards. Based on the arguments Loewen provided, which of these sources do you find most credible and why? (pp. 307–308)
The sources for the inaccuracies of the American textbook that I find most credible are the authors and the local and state curriculum adoption boards. If authors wrote more accurately, our students would have a more balanced history. If local and state adoption boards refused to adopt until a textbook publisher presented textbooks that were more accurate, our students would not be in this predicament.

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11. Progress Is Our Most Important Product

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11. Progress Is Our Most Important Product

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1. Loewen discusses the American “faith in progress,” in particular regarding the usage of the terms “developed” and “developing nations” in textbooks. Did Loewen’s critique on progress and development challenge your notion of history? (p. 284)
Loewen's critique on progress and development did not challenge my notion of history.  I agree with him that "the archetype of progress has been losing its grip" (284).  How can we assume that things are going to get better when our planet faces such devastating climate change? Also, despite some social progress, there are always the concerns of economic challenges especially when one considers the national debt, population, medical costs and now airborne viruses like COVID-19.

2. How does Loewen suggest a change in history textbooks could affect the current climate crisis?

(pp. 290–294)
Loewen suggests a change in history textbooks could affect the current climate crisis by ceasing the "siren song of progress" (295). We need to educate our young people about the realities of what is happening and have them begin learning as much as possible about science and climate to begin troubleshooting this issue now, not when they are grown and may just begin learning about it. We need to present accurate and unbiased information that does not gloss over the detrimental effects that climate change is having on all life on earth and will affect later.

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6. John Brown and Abraham Lincoln: The Invisibility of Antiracism in American History Textbooks

How is John Brown remembered today?  What does this say about the current political climate in the United States and the viability of antiracism?
"From 1890 to about 1970, John Brown was insane.  Before 1890 he was perfectly sane, and after 1970 he has been slowly regaining his sanity."
In the period that followed 1890, John Brown, an extreme abolitionist/antiracist, was seen as insane.  That was also a time in which Jim Crow Laws set precedent in the South and lynchings were prevelent.  "From 1882 to 1968, 4,743 lynchings occurred in the U.S., according to records maintained by NAACP."  This would make it difficult to understand the ideologies of someone so extreme in their anti-racism.
Today, John Brown is "slowly regaining his sanity" because there is more understanding surrounding antiracism.  However, this is still a constant battle for our country to fight.  He was someone who didn't just protest slavery, but put his beliefs into action.

Textbooks often cite states' rights as a key reason for secession.  According to Loewen, this is flatly wrong.  What is the present-day view on the origins of the Confederacy?  What mythology was the Confederacy founded on?
"White Southerners founded the Confederacy on the ideology of white supremacy" (pg. 193). I still hear many teachers cite states' rights as the reason for secession, and thus, civil war. Even though it is wrong, some teachers teach this because of political ideologies. I wonder if others teach it this way because it is an easy way to approach the subject? They don't need to discuss the uncomfortable subject of racism the the Confederacy was founded on. By teaching this way, educators are removing the racial divides from the Civil War.

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1. What are the challenges that historians and textbook authors face when writing about recent history? What are some advantages? (pp. 260–262)
Some challenges that historians and textbook authors face when writing about recent history are the concerns of possibly offending the community of parents, school board members, teachers, and students. If someone is offended by the content, no matter if it is an actual reality, he/she may not purchase, use or read a textbook. In the end, this censorship leaves students without important information about history. Some advantages when writing about recent history are "the recency of the events . . .provide the writers with a wealth of information from television, journalism, and conversations" (263). Also with access to multiple points of view that are backed by recent evidence, students have a greater chance of getting a wealth of information (if it isn't offensive). Lastly, "authors are free to do the research themselves" to add to enrich the writing and presentation (264).

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9. See No Evil: Choosing Not to Look at the War in Vietnam

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9. See No Evil: Choosing Not to Look at the War in Vietnam

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1. Before reading this chapter, what did you know of the Vietnam War? Had you seen these photographs?

Knowing what you know now, and having seen or revisited these photographs, has your opinion on the war and the politics of it changed?
Before reading this chapter, I knew much about the Vietnam war.  I had seen the photographs mentioned.  From the chapter and the information about the photographs, my opinion remains the same and my politics have not changed.  I see it in the same way I see the war with Iraq.  Both wars did not need US involvement and the consequences of getting involved outlast any positive effects if any the US involvement may have made.

2. If you are familiar with photographs and stories of the Vietnam War, how do you feel about these being omitted from textbooks? What do you feel present-day students are missing out on?
I did find it very interesting to learn about these photographs, their power to endure despite the fact that textbooks continue to omit them. I agree with Loewen that these five images "made history, prompting news stories and changing the way the viewers around the world understood the conflict" (248).  With very little context about who and what may be involved, the pictures invoke emotion.  People may not remember what they are told, but they don't forget how something makes them feel.  This is the power of these photographs. By not having access to these photographs, students are missing out on an element of history that may draw them in, engage them, connect to them or help them gain an understanding and possibly develop empathy.

3. Why might publishers avoid including photographs of the Vietnam War in particular?
Publishers may avoid including photographs of the Vietnam War because they cause controversy. They spark questions about why, who, and sometimes these answers do not paint America or its leaders in a positive light. "Fear of controversy" and the fear of a possible loss of textbook sales waters down the selection of photographs and therefore information provided (257).

4. How has the mystification of the Vietnam War informed discussions of contemporary war and violence in the United States, according to Loewen? Have you observed this personally, regarding the discussion of the war in Iraq?
The mystification of the Vietnam War has led to the questioning and doubt of our leaders in more recent military involvements such as the war in Iraq.  People wonder who to trust, what information is being censored and "unfortunately, censorship is the cause, not the remedy, of confusion about the war" (250).

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5.  "Gone With the Wind": The Invisibility of Racism in American History Textbooks

Loewen claims that textbooks now handle the topic of slavery with "depth and understanding."  On what grounds does Loewen make these claims, and why did this change occur?  Do you feel this has changed the way slavery is understood in public discourse?
It seems that Loewen addresses how the Civil Rights Movement was what led to this change.  When looking through the textbook I have in my classroom, there is more depth to the topic of slavery than I received when I was a kid.  However, I do think that addressing slavery in the North in more depth would be important for students.  They often view the North as "good" and the South as "bad".  I would like to see them challenge this mindset to think about slavery with a bit more depth.
Although our textbook does give many reasons that our country eventually ended in a civil war, the book still heavily emphasizes South Carolina's (and others') belief that state's rights were what led to the war, rather than the immoral system of slavery.

Loewen states that there are two legacies of slavery that persist in contemporary American society.  What are they and what ideology does Loewen state is tied to these legacies?  Have you observed these at work in your own communities?
The two legacies of slavery are, "the social and economic inferiority it conferred upon blacks and the cultural racism it instilled in whites," as Loewen states.
At my school, I have definitely observed the social/economic inferiority of students of color within our honors courses.  If you were to walk into my grade level classes, you would feel you are at a different site than if you were to walk into my honors courses.  The stark contrast demonstrates the differences of these systemic inequalities.

Loewen points out that few American textbooks include photographs of lynchings or other acts of white violence and terrorism against black people.  Do you think they should?
I do think these historical images should be included in textbooks. We do not need to sugarcoat history since many students see far worse. We can use it as an opportunity to teach history AND empathy. However, that being said, I do feel that there needs to be a conversation and students need to feel they are in a safe classroom. If there is no lead to viewing these images, it could make the point of them totally meaningless. Therefore, I agree, but with certain conditions!

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https://thelearnerlab.com/podcast/

The Learner Lab, hosted by Alex Belser and Trevor Ragan, asserts that "learning is a skill, one that anyone can better at, and there is a lot of science that shows us how." I was interested in this podcast for the same reason I was interested in reading Lies- I am a committed life long learner and am constantly seeking new ways to learn more and better my understanding of the world. I believe most teachers are this kind of learner. In the first episode, The Pygmalion Effect, Belser and Ragan take a deep dive into the way that our expectations effect the performance and development of the people around us.
My intention is to listen to this podcast weekly as I really believe it can shape my teaching and improve my classroom practices.

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THE LEARNER LAB PODCAST

Each episode we focus on one topic that can help you become a better learner. We do our best to keep it short, useful, and engaging. Whenever possible we bring in the experts to share their research and work.

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THE LEARNER LAB PODCAST Each episode we focus on one topic that can help you become a better learner. We do our best to keep it short, useful, and engaging. Whenever possible we bring in the experts to share their research and work.

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4. Red Eyes
1. Loewen writes that textbooks speak of the first people ot settle in North America as "primitive savages, vaguely Neanderthalian," while European settlers like Columbus are upheld as grand adventurers on a mission.  According to Loewen, why do authors assert that earlier settlers were less civilized?  What are the implications of this kind of history?
This was the question that I liked the most from this section because it became eye-opening. I never thought about how when I was younger, I never bat an eye at the theory of the first peoples populating North America being people who cross the Beringia Strait. Now, looking back, it is interesting how the theory that took hold so easily was one about native populations originally having "wandered" to where they ended up. Closing my eyes to truly think about this makes them seem so ridiculously unintelligent. There is no way humans would just aimlessly wander. But it's such a simple narrative. And one that contrasts so sharply with the origin story of Europeans in North America. This contrasts because everything was meticulously planned, while we were taught that this same planning could never have happened with "less civilized" populations.

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Before reading this chapter what did you know about the Vietnam War? Had you seen these photographs? Knowing what you know now, and having seen or revisited these photographs has your opinion on the war and the politics of it changed. 

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Before reading this chapter what did you know about the Vietnam War? Had you seen these photographs? Knowing what you know now, and having seen or revisited these photographs has your opinion on the war and the politics of it changed. 

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I knew very limited information about the war. All I know is what I have seen in movies and what relatives have shared with me who lived during that time. For instance, I wasn't told why they were fighting but just that America always wants to get involved in others countries wars.
The only photo I have seen before is the man on fire. Honestly, I didn't know what the photo was about or why the man was on fire, I can just recall seeing somewhere before.
Knowing what I know now significantly changes my views on things not just with the Vietnam war but with all other important pieces of history I have read in this book. Prior to reading this chapter, I am not surprised that Vietnam was kept so hidden, America needs to keep its heroism as history shows. I don't see an problem with keeping photos like these in the text books. As long as it is age appropriate, students need to understand the severity of the issues the country has faced.

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If you were writing your own version of Lies, what would you include?
In some ways, Loewen answered this question for me on page 355 when he wrote that his book includes little about Hispanic history, women's history, the history of gender. It seems a daunting task to me but critically important if we are going to systematically change our approach to teaching history. I would want to include more about the history of Asian people in the US. I think about the little I have learned since moving to CA about the Japanese internment camps. I knew nothing of these growing up in Maryland and what I know now could fit in one paragraph.
Before reading the book did you feel your education in history was sufficient and/or historically accurate? If so, did reading the book challenge this?
Before reading this book I definitely did not think my education in history was sufficient but I had never given a single thought to whether the little I knew was historically accurate. After high school, I don't think I took a single history class in college. I have family members who read biographies of leading historical figures for fun and this has never appealed to me. I have always known that my knowledge of history is minimal but reading this book blew my mind at how inaccurate it also is.

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In the current age of "alternative facts," what do you feel would make students more capable and equipped to discern truth from lies?
I think engaging students in thoughtful learning in American history and critically thinking about their learning would make students more capable of discerning truth from lies. Loewen has shown us in the text how students are not learning history, why they aren't engaged and are bored by high school history. "Students are simply not learning even those details of American history that educated citizens should know. Still less do they learn what caused the major developments in our past. Therefore, they cannot apply lessons from the past to current issues" (p 342). If they don't have the critical thinking skills to think about the past and form opinions of what happened in our history, they have no basis to think critically about the present and without that skill they are ill equipped to tell truth from lies. Loewen has also shown that most high school history classes place all their emphasis on the far distant past and spend very little time on the more recent history. He says:  "By stressing the distant past, textbooks discourage students from seeking to learn history from their families or community, which again disconnects school from other parts of students' lives" (p343). If school is disconnected from their present lives and current events, they aren't learning the skills they need to think critically about those current events.

In school did the narrative of "the exceptional fairness of America" rub you the wrong way? If not, did Loewen's argument convince you that it should have?
Looking back, I think I was rubbed the wrong way in a sense but not exactly in the classroom. In my sophomore year of high school I took a history elective call History of Japan and China and had the opportunity at the end of the school year to travel with the teacher to Tokyo on an exchange program. I lived with a family and attended school with their daughter for 2 weeks. I remember feeling so sad to go home at the end of that stay and I remember a large part of that was a feeling of being embarrassed to be an American. When I told my mom I remember her telling me I had the "ugly American" syndrome- that suddenly my perspective had been blown open and I wasn't seeing our country through a lens of white privilege. It wasn't exactly the same as being outraged that it is the white experience and the heroification of historical figures that is predominantly expressed in our textbooks but I think on a small scale it was a version of this. It's been more recently in my adult life, though, that I have become more and more outraged by the lack of representation of people of color in all aspects of our schools and education.

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What are the challenges that historians and textbook authors face when writing about recent history? What are some advantages? 

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What are the challenges that historians and textbook authors face when writing about recent history? What are some advantages? 

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Some of challenges they face or the "too soon" notion. As if its not ok to talk about tragedy and trauma especially done by our own people if it happened within 10 years time. However, if we don't student start to show in college classrooms with out foundational information. Or end up in society to continue to kick up the status quo of the country. Some advantages of history that has taken place more recent is you still have people to use as evidence. Those who are alive to tell the story on either side.

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Describe the "international good guy" view of the United States government. How does this view correspond with the image of the government that Loewen has constructed over the course of previous chapters?

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Describe the "international good guy" view of the United States government. How does this view correspond with the image of the government that Loewen has constructed over the course of previous chapters?

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This is the idea that America as hero's and that we are only involved in helping and supporting rather than the later. Where were the American hero's when the country was founded and stolen from the natives? Also, very interesting the picture on page 223 that highlights the American doing good and the development of America. Yes,  the text books are "US" texts but what would actually happen if publishers allowed for more truth and less cover up? To the question of multinational companies, why cant we have relations and collaboration with international affairs? What are we trying to hide with making children think that anything good should be made in America? Furthermore, what is the American way?
I would love to ask these questions to a group of social science students. After reading 9 chapters, I am beginning to see how much is left out and its almost comical that we are living our lives in such tunnel vision.

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What are the challenges that historians and textbook authors face when writing about recent history? Some challenges historians face when writing about recent history is that the facts might be skewed due to the author living through it or being exposed to it via social media and television. This can change or alter what really took place, thus causing misinformation in text books.

What are some advantages? Some advantages are exactly the same as above. People who have first hand experience and who have lived through it, might be able to shed light through a different lens as others. They can tell what really took place, giving details and pictures to help show what they are writing about. This can be a powerful way for the writer to show they know what they are talking about and get their facts across to others.

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Before reading this chapter, I thought I knew a little about the Vietnam war. From what I have been told and read over the years, the war was horrific and caused many social and emotional issues for years to come.

As for the photos, I have not seen them before and honestly, the pictures make it even more visually sad for people. It does change the way I thought of the war, the pictures shed light as to what really took place and happened. I think the photos should not be removed from text books. The visual representation of what took place (be it horrific) should be viewed. This can help people in the future note make the same mistakes about war or think it was something easier than what really took place.

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Sarah Ruano - First Thanksgiving Lesson Plan

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Sarah Ruano - First Thanksgiving Lesson Plan

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This lesson is intended for Grades 9-10 English Language Learners in English III Transitions. Students will learn about "The First Thanksgiving" narratives in the United States while building their English Language skills. Ideal for November, in preparation for the observed holiday.

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First Thanksgiving Lesson Plan-2021 S Ruano

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7. The Land of Opportunity Most textbooks do not mention the major strikes that labor lost in the late twentieth century, effectively omitting any narrative of labor’s diminished power today. Do you agree with Loewen that this makes unions seem anachronistic and may convince workers it is unnecessary to have a voice in the workplace? (pp. 205–206)Have the recent teacher strikes and Janus ruling made you more curious about the history of workers’ rights in the United States? What losses do students face in school and civic life when history books omit terms like class, social stratification, income distribution, or inequality? What is the risk that textbook authors face if they discuss social class? Why does Loewen take issue with defining everyone as part of the middle class? How would you define middle class?Contrary to the rags-to-riches narratives told in textbooks, Loewen notes that only 3 percent of executives and financiers in America around the turn of the century started as poor immigrants or farm children while 95 percent of them came from upper-class and upper-middle-class backgrounds. Did this surprise you? Why do you think the rags-to-riches story has persisted despite historical fact? (p. 213)

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7. The Land of Opportunity Most textbooks do not mention the major strikes that labor lost in the late twentieth century, effectively omitting any narrative of labor’s diminished power today. Do you agree with Loewen that this makes unions seem anachronistic and may convince workers it is unnecessary to have a voice in the workplace? (pp. 205–206)Have the recent teacher strikes and Janus ruling made you more curious about the history of workers’ rights in the United States? What losses do students face in school and civic life when history books omit terms like class, social stratification, income distribution, or inequality? What is the risk that textbook authors face if they discuss social class? Why does Loewen take issue with defining everyone as part of the middle class? How would you define middle class?Contrary to the rags-to-riches narratives told in textbooks, Loewen notes that only 3 percent of executives and financiers in America around the turn of the century started as poor immigrants or farm children while 95 percent of them came from upper-class and upper-middle-class backgrounds. Did this surprise you? Why do you think the rags-to-riches story has persisted despite historical fact? (p. 213)

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The history of labor in America has not been accurately portrayed in history texts. The authors and publishers of the texts would be limited by the influence of the purchasers, I agree with Loewen's assessment. I do think that the rise of the international businesses are limiting conversations about labor unions. I have had conversations in more than one country about worker's rights, the protective gear, limiting hours and overtime pay and how those protections keep sending business overseas into countries without these requirements. It's a shame, instead of sharing protections and moving for international rights people have internalized these limitations and blamed themselves instead of the systems that have been in place. It is interesting to see the how to have the hard conversations about social class and systemic inequities can give the students insight into the world around them and how they can have access to it. My interaction with family and friends who have had difficult medical situations reinforce the economic disparities. Poor children with different health issues because of prenatal care, lack of preschool, the rags to riches stories are entertaining, but demonstrate the myths that fail to be accurate and yet reinforce stereotypes.

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The epidemics that ravaged Native populations in New England—diseases carried by European Americans—constituted the most important geopolitical event of the early

seventeenth century. Not only did they wipe out 95% of Native populations, they reinforced the "God is on our Side" belief system of supremacy that allowed European domination to persist.
I have been learning for years more and more of the truth behind the myth of Thanksgiving. I had heard about the censorship of Frank James speech and that it is a Day of Mourning for so many. Like Columbus Day, I have been searching for meaningful ways to relate to these Holidays. I like how Loewen proposes the idea of the value of controversy as a way to pose questions that open the door to being more thoughtful and tolerant.

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6. John Brown and Abraham Lincoln: The Invisibility of Antiracism in American History TextbooksHow is John Brown remembered today? What does this say about the current political climate in the United States and the viability of antiracism? Textbooks often cite states’ rights as a key reason for secession. According to Loewen, this is flatly wrong. What is the present-day view on the origins of the Confederacy? What mythology was the Confederacy founded on?

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6. John Brown and Abraham Lincoln: The Invisibility of Antiracism in American History TextbooksHow is John Brown remembered today? What does this say about the current political climate in the United States and the viability of antiracism? Textbooks often cite states’ rights as a key reason for secession. According to Loewen, this is flatly wrong. What is the present-day view on the origins of the Confederacy? What mythology was the Confederacy founded on?

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Brown is remembered today in a more honorable manner. He is not considered insane, but there is a more realistic representation of him. Though I think that his history is still not fully developed or understood. I think there is a lot of basic knowledge that is still lacking around slavery, the civil war, reconstruction, the great migration, civil rights etc. I think the current political climate is still very volatile and there are many different points of view and history is being retold to fit whichever opinion someone holds. "White Rage" uses quotes from Lincoln to demonstrate that his actions were racist, and some of his words were as well. The argument of states rights has been disputed by many different texts, and others support it. I think that people are not listening to each other and the facts are so polarized by heroism on both sides that there isn't room for grey areas. I think that politicians have to find compromises and work with people and money is a part of politics as well, there are business interests that involve the states economy as well. History isn't perfect just because it is in the past.

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5. “Gone With the Wind”: The Invisibility of Racism in American History Textbooks Loewen claims that textbooks now handle the topic of slavery with “depth and understanding.”On what grounds does Loewen make these claims, and why did this change occur? Do you feel this has changed the way slavery is understood in public discourse?Loewen states that there are two legacies of slavery that persist in contemporary American society. What are they and what ideology does Loewen state is tied to these legacies? Have you observed these at work in your own communities? (pp. 142–146) Loewen describes his shocking encounter with students discussing their opinion of the Reconstruction era. Did this anecdote surprise you? Why or why not?Loewen points out that few American textbooks include photographs of lynchings or other acts of white violence and terrorism against black people. Do you think they should? 

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5. “Gone With the Wind”: The Invisibility of Racism in American History Textbooks Loewen claims that textbooks now handle the topic of slavery with “depth and understanding.”On what grounds does Loewen make these claims, and why did this change occur? Do you feel this has changed the way slavery is understood in public discourse?Loewen states that there are two legacies of slavery that persist in contemporary American society. What are they and what ideology does Loewen state is tied to these legacies? Have you observed these at work in your own communities? (pp. 142–146) Loewen describes his shocking encounter with students discussing their opinion of the Reconstruction era. Did this anecdote surprise you? Why or why not?Loewen points out that few American textbooks include photographs of lynchings or other acts of white violence and terrorism against black people. Do you think they should? 

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I do not think that history text books deal honestly with slavery. I think that there are many misunderstandings and that there is a lot of information lacking in historical discourse. It certainly was missing in my classrooms, it wasn't until high school english classes at El Camino discussing Beloved, that there were more full discussions of slavery. By that point many students had already formed opinions that facts wouldn't change and reading a fictional text did not introduce enough facts. I learned about Harriet Tubman and chose her as my historical figure to research in sixth grade. Many boys chose our historical Forefathers which rarely had any facts that refuted their heroic role. The anecdote doesn't surprise me about Reconstruction. I read the Warmth of Other Suns to learn about the Great Migration and most people haven't read or learned enough about American history to change their opinions.

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Learning about the arms race as a factor in Columbus's voyage to the Americas along with the religiously sanctioned greed—and how they are played down—reinforces my understanding that history is written for the dominant Eurocentric culture. Loewen does a good job pointing out how the textbook's spin perpetuates the intellectual supremacy and rational for domination. Developing a more complete perspective on the Columbus story definitely threatens the bedrock of modern socioeconomic status and its stakeholders.   It seems to be becoming increasingly controversial and even dangerous to try and define truth and accuracy in the accounting of events, let alone to try and right some of the inequities of the past.
Loewen advocates for introducing controversy into history curriculum to allow students to weigh

evidence and arguments regarding pre-Columbian explorers—including those from Phoenicia,

Africa, Siberia, and elsewhere. I  think this kind of historical education would have positive on students in school and in civic life as they promote "human possibility" or "the prowess of a multiracial society." Representation of all races and their contributions is valuable in promoting equity and inclusion for all students.
When textbooks leave out the firsthand accounts of violent subjugation of Natives into slavery, for both labor and sex, they keep us unaware of important questions and perpetuate the likelihood of identifying with the oppressor. When they leave out Las Casas, they deprive us of identifying with an idealist. Everyone whose story is omitted is offended.

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4. Red Eyes Loewen writes that textbooks speak of the first people to settle in North America as “primitive savages, vaguely Neanderthalian,” while European settlers like Columbus are upheld as grand adventurers on a mission. According to Loewen, why do authors assert that earlier settlers were less civilized? What are the implications of this kind of history? (p. 97) Loewen defines “syncretism” as taking elements from two (or more) cultures to form something new. He says it is “how cultures typically change and survive.” Had you heard of the term? Might learning it help decrease Americans’ ethnocentrism? When Loewen speaks to Native Americans, he emphasizes syncretism as the way out for Native youth to avoid having to “choose” between “Western culture” and “Indian culture,” both of which, he points out, are already syncretic. Do you think choosing both is possible?

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4. Red Eyes Loewen writes that textbooks speak of the first people to settle in North America as “primitive savages, vaguely Neanderthalian,” while European settlers like Columbus are upheld as grand adventurers on a mission. According to Loewen, why do authors assert that earlier settlers were less civilized? What are the implications of this kind of history? (p. 97) Loewen defines “syncretism” as taking elements from two (or more) cultures to form something new. He says it is “how cultures typically change and survive.” Had you heard of the term? Might learning it help decrease Americans’ ethnocentrism? When Loewen speaks to Native Americans, he emphasizes syncretism as the way out for Native youth to avoid having to “choose” between “Western culture” and “Indian culture,” both of which, he points out, are already syncretic. Do you think choosing both is possible?

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Yes, I think that painting Native Americans as less civilized is intended by the textbooks and the white settlers as more heroic, implying that destroying the Native American way of life and enslaving people because of their culture. I think the syncretism term is accurate, but I had not heard of the term before. I think that honoring and respecting the history of cultures is inclusive and necessary in the classroom and I wouldn't presume to speak for people from other cultures.

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Based on my experience and that reported by my high schooler son, I concur that conventional history courses are the least-liked by most. My memory was that it was a very technical course, all about taking proper notes to accumulate the body of information. There was definitely no personal relevance or framework in mind that would make the information compelling on it its own. And there was no cultivation of student discussion and reflection. Even though my son's experience is a more modern and multidisciplinary approach, I think it is still hard for him to find personal relevance because his life experience is limited. I find history compelling now because have lived long enough to recognize and care how history repeats itself.
I think that the idea of "heroes" captivates the imagination of children so it completely makes sense that it would be used (and abused) by history books to present ideas to students. Helen Keller and Woodrow Wilson were great examples to use because they were so much more than the narrow slice that was touted for the public narrative. Their complete story provides a startling contrast that helps illuminate the  whitewashing.
The three taboos—sex, religion, and social class—all speak to the pressure to control the narrative, unfortunately in the interest of preserving the status quo, the dominant narrative.
I accept Loewen's position that HK jokes are more about deflating the pretentious symbol of someone whose example was unattainable. I also agree that it is unfortunate that her real story and power were lost in the process.

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3. The Truth About the First Thanksgiving Loewen notes that the epidemics that ravaged Native populations in New England—diseases carried by European Americans—constituted the most important geopolitical event of the early seventeenth century. Is he right? Before reading the book, what did you know about the first Thanksgiving? How has this chapter confirmed or refuted what you previously knew? (pp. 85–88)

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3. The Truth About the First Thanksgiving Loewen notes that the epidemics that ravaged Native populations in New England—diseases carried by European Americans—constituted the most important geopolitical event of the early seventeenth century. Is he right? Before reading the book, what did you know about the first Thanksgiving? How has this chapter confirmed or refuted what you previously knew? (pp. 85–88)

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The epidemics' impact on Native American's religion was something I had never heard of before. The impact of how many people were killed by epidemics and how that shaped the history of our country has never had as much consideration in our countries history books and has added weight and relevancy as it does today, with the impact of covid 19. The first Thanksgiving I had heard some of the information Loewen shared, the help from Native Americans had always been part of Thanksgiving and more recently, since Columbus has been dethroned (we no longer celebrate Columbus Day), but only from university classes.  Many people open meetings thanking the Native Americans for the land we are meeting on and many Thanksgiving meals people now acknowledge and thank the Native Americans for their support and the survival of the pilgrims. I know this still lacks so much crucial background. This chapter confirmed what I already knew, and developed and added to it.

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2. 1493: The True Importance of Christopher ColumbusHow does learning about the European arms race as a factor in Columbus’s voyage to the Americas affect your understanding of American history?Do you think Loewen is right in his diagnosis of why textbooks have omitted important historical truths about Columbus?Do Loewen’s corrections of the Columbus story threaten certain American narratives that are still alive today?Loewen advocates for introducing controversy into history curriculum to allow students to weigh evidence and arguments regarding pre-Columbian explorers—including those from Phoenicia,Africa, Siberia, and elsewhere. What effect do you think this kind of historical education would have on students in school and in civic life? (p. 45)Columbus and other members of his expedition left behind firsthand accounts of violent subjugation of Natives into slavery, for both labor and sex, but few textbooks incorporate these facts. Neither do they mention Columbus’s contemporaries like Las Casas who opposed slavery,land-grabbing, and forced labor. Why do you think textbooks leave out these matters? Do you agree that they should? Who might such omissions alienate? Who might including this material alienate? (p. 69)

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2. 1493: The True Importance of Christopher ColumbusHow does learning about the European arms race as a factor in Columbus’s voyage to the Americas affect your understanding of American history?Do you think Loewen is right in his diagnosis of why textbooks have omitted important historical truths about Columbus?Do Loewen’s corrections of the Columbus story threaten certain American narratives that are still alive today?Loewen advocates for introducing controversy into history curriculum to allow students to weigh evidence and arguments regarding pre-Columbian explorers—including those from Phoenicia,Africa, Siberia, and elsewhere. What effect do you think this kind of historical education would have on students in school and in civic life? (p. 45)Columbus and other members of his expedition left behind firsthand accounts of violent subjugation of Natives into slavery, for both labor and sex, but few textbooks incorporate these facts. Neither do they mention Columbus’s contemporaries like Las Casas who opposed slavery,land-grabbing, and forced labor. Why do you think textbooks leave out these matters? Do you agree that they should? Who might such omissions alienate? Who might including this material alienate? (p. 69)

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Yes, I think that this was a horrible chapter in American history, I agree with Loewen's assessment that creating Columbus to be considered such a hero effectively rewrites history and hides all the horrific actions committed in the name of 'civilization'. I do think that I lack a lot of basic knowledge and that I have to rely on Loewen's assessment. I think these omissions of history alienate everyone. Most students are disinterested in history, but the impact of this rewriting makes people of color seems to not have historical relevance. The contributions of other cultures and their importance in how they developed their societies and their values are superior to a history of slavery and horrific abuse. Textbooks leave out this information because it is appalling and hopefully would alienate any breathing human being. I almost stopped reading the book while reading this chapter. I am not surprised at the historical documentation of Columbus and the other men at this time in history. Las Casas's writings and choice to free his slaves is an important part of history that shouldn't be ignored.