They are less a reflection of the current state of historical knowledge than a collection of stories adults think will do children good, the educational equivalent of making the kids eat theirpeas.
What distinguishes one company’s books from another is not the stories they tell, but their “differentials”—the ancillary features that come bundled with a majoradoption: test banks, online primary sources, hefty teacher’s editions, downloadable flashcards, and just about every other shiny object that glistens
It wasn’t until the civil rights movement of the 1960sthat Attucks became a regular feature in textbooks
. Among the first was Henry Graff’s 1967 The Free and the Brave: “Attucks and his fellow victims had become the first martyrs in the American struggle against Britain.” A <a href="https://www.amazon.com/First-Martyr-Liberty-Crispus-American/dp/0199731616">review</a> of seven textbooks published between 2003-2009 found that all but one featured Attucks in their narration of the Boston Massacre.
Nothing could be further from the truth.
Sam Wineburg exposes how John Adams used the presence of Crispus Attucks in defense of the Boston Massacre Soldiers
Race-baiting proved a winning strategy. The jury found Captain Preston not guilty, along with six of his soldiers.
With the Kaplans’ text in hand, the authors of <strong>The</strong> <strong>Americans</strong> made a choice. Instead of helping young Americans see how a Black (or mixed race) body wasstamped from the beginning, to invoke Ibram X.Kendi’s phrase, and thereby prompt an examination ofthe hoary legacy of race-baiting, stretching fromCrispus Attucks to the Scottsboro boys to <a href="https://slate.com/news-and-politics/2014/11/darren-wilsons-racial-portrayal-of-michael-brown-as-a-superhuman-demon-the-ferguson-police-officers-account-is-a-common-projection-of-racial-fears.html">Michael Brown</a>, they performed laser surgery on Adams’ words in an act that would do Winston Smith proud. As Farah Peterson notes, Black people are allowed onto the stage of American history only if they satisfy certain conditions: “when they intersect with the triumphal tale of the creation of a white American republic.”
“We must clear away the twisted web of lies in our schools and classrooms” and teach our children a kind of history that will make them “love America with all of their heart and all of their soul.”
History that impels us to look at the past, unflinchingly and cleareyed, doesnot diminish us or make us less patriotic. The oppositeis true: It makes us grow up. Understanding who we were allows us to understand who we are now. Only then can we commit to doing something about it. That should be the goal of history education.