Tag Archives: accurate history

Preferred History

A few days ago, I came across a Facebook post that spoke to the current frenzy about “critical race theory.” The post was actually directed at defenses of confederate statutes and the confederate flag, but what really struck me was the following litany about the contents of most history classes. 

You learned about Helen Keller instead of W.E.B, DuBois
You learned about the Watts and L.A. Riots, but not Tulsa or Wilmington.
You learned that George Washington’s dentures were made from wood, rather than the teeth from slaves.
You learned about black ghettos, but not about Black Wall Street.
You learned about the New Deal, but not “red lining.”
You learned about Tommie Smith’s fist in the air at the 1968 Olympics, but not that he was sent home the next day and stripped of his medals.
You learned about “black crime,” but white criminals were never lumped together and discussed in terms of their race.
You learned about “states rights” as the cause of the Civil War, but not that slavery was mentioned 80 times in the articles of secession.
Privilege is having history rewritten so that you don’t have to acknowledge uncomfortable facts.

At the conclusion of the list was the following: “Racism is perpetuated by people who refuse to learn or acknowledge this reality. You have a choice. – Jim Golden”

I don’t know who Jim Golden is or was, but I think this list is an excellent illustration of what is at stake in the current fury over the teaching of history.

No history class can cover every aspect of America’s past. Selectivity is inevitable–but it is abundantly clear that the selection incorporated into most high school history texts and consuming the majority of class time in most of the nation’s schools has been wildly unbalanced. 

How many American high school students have been taught that the Civil War was about “state’s rights”? What percentage of them were ever confronted with this statement about  the genesis of the war?

Our position is thoroughly identified with the institution of slavery—the greatest material interest of the world. Its labor supplies the product which constitutes by far the largest and most important portions of commerce of the earth. These products are peculiar to the climate verging on the tropical regions, and by an imperious law of nature, none but the black race can bear exposure to the tropical sun. These products have become necessities of the world, and a blow at slavery is a blow at commerce and civilization. That blow has been long aimed at the institution, and was at the point of reaching its consummation. There was no choice left us but submission to the mandates of abolition, or a dissolution of the Union, whose principles had been subverted to work out our ruin …

The quoted paragraph is only one of several that can be found at the link–which is to an article from the Atlantic by Ta-Nehisi Coates. Coates simply assembles the official statements of the “Southern Gentlemen” who led the Confederate States into secession.

Elsewhere, I found  this one, from Alexander Stephens, Vice-President of the Confederacy, rebutting the position of the abolitionists:

Our new Government is founded upon exactly the opposite ideas; its foundations are laid, its cornerstone rests, 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 moral condition. This, our new Government, is the first, in the history of the world, based upon this great physical, philosophical, and moral truth. 

The only state right that was being defended was the right to own black human beings. American students have a right to know that.

Granted, a curriculum that only included the information that is currently not being taught would be as one-sided and inaccurate as the curriculum that is still predominantly in use. What is needed is a syllabus balanced between the good and bad, the beautiful and ugly– lesson plans that accurately show students where we have been, and how far we have come–lessons that would provide them with a context for deciding how far we still have to go.

Most of the people in my age cohort didn’t learn actual history–we were spoon-fed an inaccurate, Whitewashed mythology that didn’t prepare us for the shock most of us felt when we learned the less admirable elements of our past. Thanks to the work of historians and scholars, however, we now know a great deal about those less admirable elements, and revelations continue to emerge.

All the White Nationlists’ hysteria about Critical Race Theory will not succeed in obscuring the reality of America’s Original Sin. What it doesn’t obscure is the racism that prompts it.