Christopher Columbus was the gentle white man who co-existed peacefully alongside the indigenous people. Thomas Jefferson indeed was the savant who penned our nation's most admirable document. And Abraham Lincoln, the lanky, equitable man who inherently felt the plight of the slaves, these are some of our nation's most romanticized heroes. These images of the gentle white man, the pensive savant, and the trustworthy giant, are lies we are telling our children.
[...] This is scholarly article explores different tactics of teaching history in the United States. Liberal and conservative views points are represented. Conservatives argue multicultural history emphasize too heavily the negative aspects of America's past. Liberals argue that future generations need to know the truth in order to propel America forward. “Professor and Retired Army Colonel.” The Bob Edwards Radio Show. Podcast. Host Bob Edwards April May 2009. This podcast with Andrew Bacevich provides support for the claims that America is an imperialist country with concerns for self above all else. [...]
[...] Annotated Bibliography “America and Imperialism: The Growth of Imperial Ideas.” Sage History May 2009 < http:>. This article explores America's imperialistic nature and the country's imperial projects. It includes a history of imperialistic efforts and explores imperialism as related to Hawaii, Puerto Rico and Cuba. Crusius, Timothy W., and Carolyn E. Channell. The Aims of Argument: A Brief Guide. 6th ed. New York: McGraw-Hill Higher Education < http: b31451d9>. Aims of Argument is the source of both Kimball's and Martinez's essays on multiculturalism in the United States. [...]
[...] This idea of coming together and bonding as Americans is the exact reason why multicultural history should not only be presented but taught to future generations. With almost one half of public school children representing a minority it is vital that they hear stories of truth, stories of the horrible atrocities that were committed against their race(s) and stories of the hope and strength of the people whole rose above the abuse. It is vital that all students, across ethnicities, learn of Cesar Chavez and Susan B. [...]
[...] Stearns suggests by not by- passing, but rather delving into, the not so glorified parts of American history students can learn valuable amounts about inter-racial and inter- gender relations within society, in addition to history. Moreover, new ways of teaching history have proven to be beneficial for students. It is not so much about memorizing facts and dates anymore but rather about analyzing documents, discussing them and engaging in moderated discourse about their meanings. It is about studying Martin Luther King as a black activist and not about glorified Abe Lincoln; it's about comparing the sober reality of who Lincoln was to the hopeful audacity of who King was. [...]
[...] The so often portrayed glorious people of this new American land began to capture and enslave Africans. Zinn writes, 1637 the first American slave ship, the Desire, sailed” (29). The ship, and others like it, was a brutal killing machine. Slaves died of suffocation, threw themselves overboard, and were beaten to death. The slave deck was covered with blood and mucus that it resembled a slaughter house. Under these conditions, perhaps one of every three blacks transported overseas died, but the huge profits (often double the investment on one trip) made it worthwhile for the slave trader, and so the blacks were packed into holds like fish” ( Zinn 29). [...]
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