Rethinking History and Text
History textbooks have the nearly impossible task of summarizing a nations entire history within one short school year. Authors of the textbook must decide which events and historical figures should be included along with how much information and space should be provided. In addition, the textbook must be a desired product that school districts want to purchase. This means the U.S. History textbook must educate and at the same time, minimize potentially offensive and/or controversial material. Because of this difficult task, students may find textbooks “boring” or lacking in relevant content. As historians in a U.S. History class, it is our duty to engage in discussion and critical thought to any omissions (perceived or real) that our textbook might contain. We are to remember that we as a class can create active solutions to the visible discrepancy that a textbook may have.
Required:
1/22/2016
Selected subject is approved.
- Selectedhistorical figureor historical event is not in the provided history textbook.
-Selected historical figure is an American woman or minority. If the individual immigrated into the United States that is acceptable but the assignment requires that their accomplishments occurred within the time frame of United States history.
-Selected historical event must be approved by teacher.
2/5/2016
First 1 and 2 paragraphs of paper submitted
-Paper will include a brief critique of United States history books and history textbooks in general. Explain the limitations of U.S. history textbooks. Explain the pros and cons of using a textbook in the classroom.
2/19/2016
Paragraphs 3 and 4 submitted.
-Paper will include a thorough critique of the classroom history textbook. Student will state changes (if any) they see beneficial to text. Students will give examples of historical events or figures for which the textbook did not cover in desired detail. Students will give examples of historical events or figures that occupied more than desired space within their textbook (example- Too much attention specific events or figures).
3/4/2016
Paragraphs 5 and 6 submitted
-Paper will include the case for the inclusion of selected individual or event.
-Paper will include brief history of the individual’s family life, geography, socio economic status, and maturing experience OR
-Paper will include a brief background of the event’s causation.
3/18/2016
Paragraphs 7 and 8 submitted
-Paper will include the contributions the individual made in United States history explained in detail OR
-Paper will include the impact and consequences of chosen event.
4/3/2016 Final paper due.
Double spaced
Times New Roman 12pt font
1-inch margins
3-4 teacher approved sources
MLA style in-text citations (suggested link: or
MLA style works cited page (suggested link: or
Submitted digitally (i.e. Google Docs, email, or flash drive)
A 4 Paper
-All parameters are met
-Paper thoroughly analyzes history textbooks, classroom text, and chosen individual/event
-Paper make convincing and compelling argument for inclusion of chosen individual/event in textbook.
-All claims are well-supported with facts and details
-Sources are properly referenced
3 Paper
-All parameters are met
-Paper proficiently analyzes history textbooks, classroom text, and chosen individual/event
-All claims are sufficiently supported with facts and details
-Most sources are properly referenced
2 Paper
-All parameters may not be fully met
-Paper superficially analyzes history textbook, classroom text, and chosen individual/event
-All claims may not be sufficiently supported with facts and details
-Some sources are properly referenced
1 Paper
-Paper falls well short of meeting all parameters
-Paper fails to analyze history textbooks, classroom text, and chosen individual/event
-Claims are unsupported
-Sources are not properly referenced