The First U S History Textbooks

The First U.S. History Textbooks

This book analyzes the common narrative residing in American History textbooks published in the first half of the 19th century. That story, what the author identifies as the American “creation” or “origins” narrative, is simultaneously examined as both historic and “mythic” in composition. It offers a fresh, multidisciplinary perspective on an enduring aspect of these works. The book begins with a provocative thesis that proposes the importance of the relationship between myth and history in the creation of America’s textbook narrative. It ends with a passionate call for a truly inclusive story of who Americans are and what Americans aspire to become. The book is organized into three related sections. The first section provides the context for the emergence of American History textbooks. It analyzes the structure and utility of these school histories within the context of antebellum American society and educational practices. The second section is the heart of the book. It recounts and scrutinizes the textbook narrative as it tells the story of America’s emergence from “prehistory” through the American Revolution—the origins story of America. This section identifies the recurring themes and images that together constitute what early educators conceived as a unified cultural narrative. Section three examines the sectional bifurcation and eventual re-unification of the American History textbook narrative from the 1850s into the early 20th century. The book concludes by revisiting the relationship between textbooks, the American story, and mythic narratives in light of current debates and controversies over textbooks, American history curriculum and a common American narrative.

Not Another U.S. History Textbook

Why on earth would two history nerds use their own free time to write another US history textbook? Well, that, intelligent human, is the right question. This work breaks from the traditional memorization of who, what, when, where, and focuses on why and how. The former is popular in schools due to its efficiency in quantification for testing. You're either right or wrong about remembering facts. But it's so boring that most students turn off their brains once they set foot in the class, and that habit continues well into old age, if not recognized and corrected. Why and how are more subjective, therefore harder to grade. But with their asking, people become re-centered in our collective story, where they belong. Only then can proper context be understood, and criticism and perspective be applied. We believe this approach to be the missing link in our education and understanding of current issues, norms, and discussion points. Hopefully, after reading this work, each reader's critical thinking will activate around all history permanently. That will certainly aid humanity's evolution and communication. Wait, does that mean this book can be categorized as self-help? Argue away!

The Treatment of International Agencies in School History Textbooks in the United States