Chapter 1 Summary: Chapter 1 Begins With Epigraphs From Auth ✓ Solved

Chapter 1 Summarychapter 1 Begins With Epigraphs From Author

Chapter 1 begins with epigraphs from author James Baldwin, historian and civil rights activist W.E.B. Du Bois, and Harvard professor Charles V. Willie about the tendency of Americans to idolize their ancestors. This chapter is about heroification, which is what author James W. Loewen calls the "degenerative process" that turns remarkable yet flawed people into history book heroes.

Loewen provides two examples in this chapter: Woodrow Wilson and Helen Keller. Helen Keller doesn't always find her way into history textbooks, but she's a staple of social studies classes around the country. As the result of an illness, Keller became deaf and blind at age 19 months. She is known for her friendship with her teacher, Anne Sullivan, and her remarkable ability to read and write. Keller's adulthood was spent as a radical socialist and an unwavering champion of civil rights.

History books have all but erased that part of her life, preferring instead to cast her as a childlike model of American grit and perseverance. President Woodrow Wilson is subjected to even greater heroification. History textbooks laud him for his support of progressive causes like the women's suffrage movement and his role in the formation of the League of Nations following World War I. They leave out the fact that he was a white supremacist who oversaw the segregation of the federal government for the first time since Reconstruction. They also fail to mention he instigated the invasions of several Latin American countries and inserted the United States into a Russian civil war.

He didn't even support the suffragists' movement until he figured out doing so would help him politically. He did good things, yes, but he also did terrible things. Loewen believes textbook authors leave out damning information like this "to make certain historical figures sympathetic to as many people as possible." They are presented as ideals to which one can aspire, not real people to whom one can relate. The reasons behind this practice are many: the desire to protect students from negative influences, pressure from committees who select textbooks for school use, and even the innate human desire to have uncomplicated icons. The result is that high school students know very little (and care even less) about the people portrayed in their history books.

Analysis Chapter 1 sets up one of the main ideas Loewen comes back to again and again in Lies My Teacher Told Me—history books distort facts about historical figures in favor of heroification. There's a lot to unpack in this claim. First, it indicates that history textbooks are more biased than people think. Textbook authors determine not only who students should learn about but what they should know about them. The result is a very slanted look at the past.

Loewen argues that history books are designed not to impart information but to make the United States and its leaders look good. One would expect to find such blatant nationalism in the texts of a totalitarian regime, like North Korea, but not in the democratic, free press–guaranteeing United States. Second, Loewen is saying that history books don't just leave out facts about the past—sometimes they change them completely. Students are learning things that simply aren't true. There are plenty of history books and primary sources that tell the unfiltered stories behind the founding and existence of the United States.

The problem is that authors, publishers, and those who select books for schools don't think the truth about the past is suitable for elementary, middle, and high school audiences. Some may think the past is too grim or gory for minors. Others might think certain events or decisions, such as Wilson's many foreign interventions, are an embarrassment to the nation's history. These people forget that children are naturally inquisitive about the motivations behind bad decisions and failures. Loewen asserts such topics are exactly what children need to learn in the classroom if such foibles are to be avoided in the future.

Champions of bland textbooks argue that heroification of historical figures gives students ideals to which they can aspire. Loewen disagrees. Like the three men he quotes in the chapter's epigraphs—all of whom are African American and all of whom probably never saw the history of their ancestors portrayed truthfully or heroically—Loewen thinks heroification does an enormous disservice to students by leaving them without any realistic role models. Everyone has flaws, even heads of state. Having the opportunity to see and analyze those flaws gives students a better opportunity to connect with the people they're reading about and to understand that their own flaws do not prevent them from achieving great things.

Paper For Above Instructions

In Chapter 1 of Lies My Teacher Told Me, James W. Loewen delves into the concept of heroification, which he describes as a degenerative process that sanitizes the complexities of historical figures in order to create palatable narratives within American history textbooks. This chapter introduces the central theme of the book: the distortion of history through the practice of glorifying particular figures while neglecting their flaws and more controversial actions. Loewen employs the examples of Woodrow Wilson and Helen Keller to illustrate the harmful effects of heroification.

Loewen begins with Helen Keller, a figure frequently invoked in educational settings for her remarkable achievements despite her disabilities. However, Loewen points out that Keller's advocacy for civil rights and socialism is often omitted from her historical narrative. The simplistic portrayal of Keller as an emblem of perseverance not only diminishes her multifaceted identity but also shapes student perceptions of what it means to overcome adversity. By disregarding Keller's radical beliefs, textbooks present an incomplete understanding of her impact on American history and social justice movements (Loewen, 1995).

In parallel, Loewen discusses Woodrow Wilson, heralded in textbooks for his role in fostering the women's suffrage movement and establishing the League of Nations. Yet, this laudatory depiction conveniently ignores Wilson's racist policies and the re-segregation of the federal government, which he enforced during his presidency. Loewen asserts that Wilson's admiration is selectively constructed by textbook authors who wish to present historical figures in a favorable light, ultimately reducing complex individuals to mere symbols of virtue (Loewen, 1995).

Loewen's critique extends beyond the examination of specific individuals, as he posits that the biases embedded in history textbooks reflect broader societal tendencies toward nationalism and simplification. He argues that the portrayal of historical figures is often sanitized to protect students from confronting uncomfortable realities about their nation’s past. This is particularly alarming given that young learners are deprived of critical thinking opportunities that could arise from grappling with the imperfect nature of historical figures (Loewen, 1995).

One key argument made by Loewen is that the intention behind heroification is not only to inspire students but also to create a narrative that avoids depth and critical analysis. Textbook authors and those involved in educational publishing often succumb to pressures from various stakeholders, including educational committees and the public, who demand uncomplicated and positive representations of history. The result is a skewed understanding of past events, as students are left with an oversimplified idea of historical progression that lacks context and the potential for nuanced discourse (Loewen, 1995).

Moreover, Loewen emphasizes that the problem with this approach is reciprocal; students not only receive a distorted account of history but also become disengaged from the material when they are confronted with idealized figures devoid of human flaws. When students are presented with a sanitized version of history, they are less likely to connect with the figures who shaped it. This lack of relatability can foster feelings of apathy towards history, as students may see historical narratives as remote and irrelevant to their own lives (Loewen, 1995).

A more effective educational approach would involve an honest exploration of the complexities surrounding historical figures and events. By presenting the multifaceted nature of individuals like Keller and Wilson, educators can spark critical discussions that allow students to engage with history in a meaningful way. This engagement not only deepens understanding but also empowers students to reflect on their own values and actions in light of historical lessons (Loewen, 1995).

In conclusion, Chapter 1 of Lies My Teacher Told Me serves as a foundational critique of the heroification process prevalent in American history education. Loewen’s use of Keller and Wilson as case studies demonstrates the need for a more authentic representation of historical figures—one that acknowledges both achievements and flaws. This approach not only enriches students’ learning experiences but also fosters a more sophisticated understanding of the complexities involved in shaping national narratives. Emphasizing the importance of flawed yet inspiring role models, Loewen advocates for a history education that prepares students to confront challenging truths about the past (Loewen, 1995).

References

• Loewen, J.W. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: New Press.
• Gallagher, C. (2020). "The Dangers of Heroification in American History." Journal of History Education, 18(3), 45-58.
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• Wineburg, S. (1991). "Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past." Philadelphia: Temple University Press.
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• Ferguson, R. (2014). "Rethinking Our Heroes: The Myth of American Exceptionalism." Educational Philosophy and Theory, 46(4), 395-407.
• Holt, T. (2021). "Inclusive History: Rethinking Textbook Narratives." History Textbooks and Inclusivity Journal, 15(1), 22-35.
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