In Teaching History, No Single View of the Past Prevails

By Lamb, Gregory M. | The Christian Science Monitor, October 6, 1997 | Go to article overview

In Teaching History, No Single View of the Past Prevails


Lamb, Gregory M., The Christian Science Monitor


History on Trial: Culture Wars and the Teaching of the Past

By Gary B. Nash, Charlotte Crabtree, and Ross E. Dunn

Alfred A. Knopf 308 pp., $26 'What did you learn in school today, dear little boy of mine?" asked the lyrics of satirist Tom Paxton a generation ago. "I learned our government must be strong./ It's always right and never wrong..../ That's what I learned in school." Should the role of America's classrooms be to serve as incubators of patriotism or as launching pads for unfettered inquiries into even the darkest corners of the history of our nation and the world? Does history teach values or pose questions? Is it a list of dates, events, and set answers, or a never-ending quest for new insights? The authors of "History on Trial: Culture Wars and the Teaching of the Past" found themselves at the heart of this national debate when they played key roles in the effort to draft The National History Standards in the early 1990s. In all, some 30 organizations and 6,000 parents, history teachers, school administrators, curriculum specialists, librarians, professional historians, and educations groups participated. But in the fall of 1994, even before the standards were released, the enterprise came under a withering attack. The good and the traditional elements of American history were being given short shrift, wrote former Reagan administration official Lynne Cheney in the opening salvo, a Wall Street Journal opinion piece. Other conservatives, including radio talk show host Rush Limbaugh, joined in with charges that a capitulation to forces of political correctness was under way, and that the negative and the obscure in American history were receiving unmerited attention. The nadir came when the US Senate censured the standards in January 1995. In writing this book, historians Gary Nash and Ross Dunn and curriculum expert Charlotte Crabtree set out to explain why and how things went wrong. As historians, they try mightily to write as objective an account as possible, considering that their point of view is from inside a blast furnace being stoked by their mostly conservative critics. Looking back from less than two years' perspective, the authors now believe that despite the acrimonious debate much of value has taken place. The good history teaching going on in many public schools has received attention. And despite the attacks, by the spring of 1997, more than 70,000 of the original and revised versions of the National History Standards were already in circulation, with 28 states making use of them. …

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