'Lies My Teacher Told Me' by James W. Loewen and America's Post-Truth Era

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Loewen spent roughly two years at the Smithsonian Institution looking over twelve driving secondary school course readings of American history. He found a humiliating mix of flat positive thinking, daze patriotism, and plain falsehood (“Jim Loewen,” 2000). Loewen’s analysis of the American myth explains that history education conveyed in America’s study halls Were discovered that those materials habitually encouraged understudies about subjects including the 1st Thanksgiving, the Civil and Vietnam Wars, and the Americas before Columbus landed in fragmented, contorted, or generally faulty ways (Wong, 2018).

A few reading materials provided to public schools talk about union strikes, yet hardly any give a genuine sense for the long history of financial misuse and obstruction in this nation, or of the issues that American laborers face today. Most reading material does exclude the expressions of social class, lower class, class structure, or imbalance in their files. They make the dream that class battles and other labor questions are old, inane wonders. They give the feeling that America has consistently been a place where there is upward social versatility, as a distinct difference to the inflexible class frameworks of Europe.

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These textbooks underline bits of enactment, for example, the GI Bill, which advanced upward mobility through instruction, while making light of bills that fortified the rich at the poor’s cost. At the point that understudies are unmindful of class history, it’s simpler for students to grow up accepting that less fortunate individuals have the right to be poor. Without a doubt in a place where there are opportunities that only certain individuals neglect to be effective, resulting in an unsuccessful life.

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America seems to be a genuinely average nation for quality and social versatility, when contrasted with other industrial countries. These course readings overlook imbalance in America altogether. There are numerous reasons why course books bypass disparity. One reason is that writers risked being named Marxists on the off chance that they accentuated class issues. Another explanation is that distributing boards, the establishments that control what understudies were read by students, are regularly ruled by well off individuals. On the off chance that textbooks were changed, history reading material could serve a significant social capacity. They could show how they and their folks, their networks, and their general public came to be as they are. One of the significant ways that reading material underscores the significance of the government is by talking about presidential organizations at extraordinary length. Presidents are obviously essential to American history, yet it appears to be off-base that coursebooks commit numerous pages to generally irrelevant presidents, while to a great extent overlooking America’s most noteworthy essayists, painters, philanthropic people, and researchers. America has constantly drilled an international strategy intended to safeguard its own advantages. In any event, when doing so requires brutality or defilement. School reading material contend nothing of that sort, they present the U.S. as an ethical specialist that has consistently organized harmony and a system of government around the globe. These Course readings also infrequently notice America’s huge organizations, which have occasionally affected the central government to destabilize different nations and introduce ruthless pro-American tyrants. Most of U.S. history course readings forget about international strategy choices, when the course readings do specify the choices. They give almost a similar legitimization for America’s activities. As a general rule, the U.S. government occupied with conduct that it would characterize as state-supported psychological oppression when rehearsed by another nation. The motivation behind why reading material overlooks a discourse of American international strategy is clear. Such an exchange would conflict with America’s notoriety for being a law-based country. This would likewise show that the government has lied about its secretive activities. Loewen isn’t contending that history books need to record all cases of the U.S. intruding in different nations. Rather, not to withhold reading material that showed how the U.S. government has pressure now and again and interceded in different nations to destabilize equitably chose systems and introduce fascisms (Jackson, 2019).

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'Lies My Teacher Told Me' by James W. Loewen and America's Post-Truth Era. (2019, Dec 01). Retrieved from http://studymoose.com/lies-my-teacher-told-me-by-james-w-loewen-and-americas-post-truth-era-essay

'Lies My Teacher Told Me' by James W. Loewen and America's Post-Truth Era

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