Teaching History Honestly, Not Ideologically
Welcome to the season of first-day-of-school front porch photo shoots, new routines, pep talks, and field trips. If you’re a parent or educator, you have all our best wishes.
For many, the return to school comes with the return of major concerns. For parents—what biases are my children being exposed to in class without my knowledge? And for educators—how do I teach the truth about hard topics without injecting my own ideology?
We’re witnessing a similar tension in other educational sites. For example, tours and exhibits at the Founding Fathers’ historic residences are shifting toward “woke” history, yet the U.S. Postal Service is shutting down a historic station for presenting difficult parts of history.
How do we talk about our complex, shared past in an honest way? How do we talk about the Founding Fathers? Do we discuss the negative parts of our history that might offend people? What about the positive contributions of complex men? Do we address both sides with our students to foster critical thinking? What is the role of history in the classroom?
Check out a few of the pieces that have prompted discussion for our team, and let us know what you think in the comments.
What would you expect to experience on a visit to Thomas Jefferson’s home? Maybe learning more about the author of the Declaration of Independence? Perhaps you’d expect to come across a few of his inventions, enjoy his architectural designs, or walk through his world-famous music room? Google “Monticello”—if you expect to see an honest yet praising portrayal of Jefferson’s life, you may be disappointed:
What do you take from the visitor testimonies in this New York Post article? One Monticello spokesperson recently shared that their “goal is to present an honest, inclusive history of Monticello in all its aspects.” Is their current approach revising or balancing the historical record?
What about James Madison’s home at Montpelier? All American flags have been removed from the site, and new exhibits hammer home a direct connection between slavery, the Constitution, and challenges facing Black Americans today. The exhibits for children and those about the Constitution focus on race and slavery exclusively. There are no exhibits on James Madison’s accomplishments.
Is this one-sided presentation of history isolated to the museum? One of the developers of “The Mere Distinction of Colour” exhibit also co-authors the Southern Poverty Law Center’s “Teaching Hard History” K-12 curriculum. In one preface, he writes:
“Some say slavery was our country’s original sin, but it is much more than that. Slavery is our country’s origin.” — Hasan Kwame Jeffries
Is this the most productive way to teach students to approach our nation’s history? Is it the most honest?
Yet slavery and segregation are a part of our nation’s complex story. This exhibit at the Montpelier Station Post Office displayed the original segregated ticketing and waiting facilities to “inspire a nation to never lose sight of its principles.” USPS shut the post office down, claiming the site was “unacceptable” to the Postal Service.
What is the role of history in our public spaces? Is it helpful to be confronted with the negative aspects of our history? Does it always need to be balanced with the positive?
We value the access to history that historic sites like the Founders’ homes provide. By all means, follow their social media accounts and take your children there! But also—take the time to think through how our educational and historical institutions, whether schools or the Founders’ homes, are presenting history to the next generation. When only one aspect of our nation’s story is being told, are your students prepared to think critically and challenge that narrative?