American history is longer, larger, more various, more beautiful,
and more terrible than anything anyone has ever said about it.
(James Baldwin)
Lately I’ve heard chatter about the crimes and horrors caused by people trying to revise American history. To hear some people talk they’d have you believe that The 1619 Project was the second coming of Mein Kampf. I don’t know if I agree with everything in 1619, but I know for sure it isn’t one of the four horsemen of the apocalypse. When I hear this, I work hard not to laugh. First, history is not limited to a fixed set of facts. It is, however, complicated, multifaceted, and painful. Second, we should alway work to revise and update our understanding of all facts, opinions, perspectives, etc. (I believe that’s called learning). Certain media types rage against efforts to revise the history of the United States. The problem is, the American history they claim to protect is more mythology than history.
American history as taught or portrayed in most textbooks for the last 100+ years reflects a convenient and oversimplified interpretation of history. So really most textbooks have shared the actual revisionist history. I don’t know what you call it when someone tries to revise revisionist history but I support those efforts.
Many of us grew up learning American Mythology not American history. We were indoctrinated by tall tales of great men, great ideas, and great events. Unfortunately too few people resist or question those tales and only a handful of people examine the history of the US with a more nuanced, honest, and multilayered lens.
At DTL we don’t use textbooks. I have three reasons for this. First, textbooks reflect outdated, generalized, or superficial accounts of many subjects. Second, too often teachers depend on the text. It becomes a security blanket for their practice.Without a textbook I have to create and update my material constantly. Yes this is more work and it helps me be a better teacher. Third, using a variety of sources, many of which are online, provides learning opportunities around perspectives, reliable sources, bias, etc. I could also talk about how expensive textbooks are but then I’d mention how I think the textbook and testing industries are scams, but we will leave alone for now.
Fear in pockets of White America has bred anxiety around increased diversity in schools and academic subjects. These fears have been bred by extremists and racists in the media and the fringes of our communities. This essay will not address those fears or those that exacerbate those fears. But, if you want a good historical comparison I encourage people to explore the causes of and events within the Salem Witch Trials. However, if you catch me at the right time, I might tell you that “own the libs” was how the Taliban got started or that worshiping trolls and the denizens of the emerging American Taliban doesn’t make for a happy ending.
Let’s get back to mythology versus history.
Mythology As History
Typically when people think of ‘mythology’ they envision the stories of ancient civilizations such as Greece, Egypt, etc. These tales involve the struggle between gods and great beasts occasionally for the benefit of mere mortals. Now you can geek out on mythology for years or use them to make millions like Rick Riordan. For most of us though, these tall tales have little resemblance to real events. However, what if these myths were based on real people and real events? More and more research has emerged to support the idea that mythological stories were created to explain and perhaps soften real people and events. These tales might actually be sensationalized and sanitized interpretations of history. Christopher McDougall’s Natural Born Heroes (Chapter 15) provides a nice recap when he explores this idea. This means that it isn’t much of a stretch to say that Washington, Jefferson, Lincoln, and Roosevelt are America’s version of Zeus, Poseidon, Hera, and Athena (although the Greeks admitted women to Olympus much faster than we did).
History as Mythology
The “history” some fall all over themselves to protect is best described as “based on real people and real events.” When Fox News puts up a headline about the “Mis-Education of America” chances are they want to rail against efforts to deconstruct the mythological narrative of America that has dominated for decades. History as mythology is no accident. Textbooks cannot provide a deep layered approach to history. They can barely provide multiple perspectives these days. In the early 20th century the expansion of public education, using the assembly line as a guide, aimed to Americanize the influx of European immigrants. In order to whitewash the Great Unwashed, schools and their texts told fantastic and simplistic tales of great men, heroic events, and easy to grasp values in order to assimilate the largely unwanted denizens from the Old World. The myth of America thus took root and grew into the dominant narrative of US history. To question or not accept that narrative (both then and now) casts one as un-American worthy of conservative re-education camps. The Myth of America stands like statues in our shared public spaces. One problem with statues is that they become hideously discolored and covered in bird shit over time. History is similar.
In classroom discussion around hierarchies of power I remind my students that power is not a problem to those that have power. Similarly, history isn’t a problem to those reflected in that history. Those not reflected in the dominant narrative face a horrendous uphill battle for inclusion. To question the myth strikes fear in the hearts of true believers and those who benefit from that narrative. For centuries those forces have squelched the voices of myriad Americans. Slowly and begrudgingly other stories and perspectives have been added to the accepted narrative. Textbooks thus also had to start adding snippets of other voices and viewpoints as sidebars or interest stories to the ‘real’ history. Eventually some textbooks altered their interpretations just enough to appease their critics but not enough to call into question the main characters or plot of the Myth. In recent years a few textbooks attempted to provide a more honest view of history (multiple perspectives and some critical analysis of long held beliefs). This caused confusion and outrage - not amongst the students but primarily amongst the adults.
Adults Ruin Everything
Parents often say they want a different school experience for their children. Yet, when they don’t recognize what is taught or how it is taught - many of them freak out. Right now an unhinged segment of parents have definitely freaked out. Yet as America evolves and diversifies a more accurate accounting of our history is required. This isn’t new or revised stories but a history finally freed from the clutches of one group’s power. Instead of sharing however, a chunk of White America has clutched to “their history” much like a tantruming preschooler unwilling to share their toys. Most people can support and even want to hear a wider array of perspectives, a richer narrative of America. It means more people can see themself in the story. Representation matters - it doesn’t mean they hate America.
However, as White America is forced to share power and resources with those demonized as “The Other” for centuries inclusion and celebrating diversity stickers just won’t cut it. Yet as researchers dig deeper and excavate more of the history of this country, the findings have fractured the Myth of America. This has shook some to the core. Couple this uncertainty with the anxiety over rapidly changing communities and ways of living and we have a tinder box of fear waiting. It is no accident that the most agitated and aggressive demonstrations against CRT and anti-racist education have occurred in communities that have undergone rapid diversity in their population in recent years.
Mirror Mirror
History tells the story of lights and shadows. Mythology tells one story one way. History tells one story many different ways. It provides a rich narrative. Or, think of history as something you can see up close or from a distance. You can look at it from one side and then the other. It has the good, bad, and ugly intertwined in the same people, places, and events. Like a Clint Eastwood western, the heroes don’t actually wear white hats or always do the right thing. History isn’t meant to be pretty or fit neatly in a textbook chapter.
History is the mirror of America. In its reflection we see our personal and collective reflections. I don’t know about you but some days I look into the mirror and I like what I see. Other days, not so much. As a country we don’t always like how we look when we peer into history. Let’s be honest, sometimes we look at our history, and see undeniable evidence of reckless cruelty. For some however, when they peer in and are repulsed by what they see, they blame or smash the mirror in response. I’m fortunate in that I can see a bit of myself in the mirror of America. Others can’t. They want to see themselves in the mirror, but their path to the mirror is blocked. For still more people, they get to the mirror only to find the glass hogged by individuals primping and preening at their own reflection.
History Shouldn’t Be A Mystery
Some argue that this history makes kids Anti-White. Others say this “new” history upsets too many students. And still others say these efforts divide the country. To that I say (in order): no, maybe, and HAHAHA.
My recommendation - stop forcing history into an Either/Or scenario and zero sum narratives. Embrace the layers as well as the push and pull within those layers. Teachers should help students learn how to think, not teach them what to think. That said, we have to push back and call out nonsense so don’t ask for a unit of study denying the Holocaust. Yes, some students will get upset. That’s ok. The goal is not to upset kids, but yeah history hurts sometimes. Guilt happens, is largely self-inflicted, and is not helpful. In children it is to be expected. When this happens teachers have excellent opportunities to provide support and learning conversations. Focusing too much on guilt distracts from the real issues involved and frankly adults often use guilt as one type of power play. If youth understand racism by the end of nursery school, they can handle history that is scaffolded for their comprehension. Teachers have to be supportive and show empathy and help students negotiate all sorts of emotions in school. History is no different. Students cry in math but no one protests that subject.Lately I hear people saying that teaching history will divide the country… Seriously this is something else I have to call bullshit on. Almost everyone using that excuse is White, thinks they’re White, or may want to be White. So in case you haven’t noticed America has almost always been divided. Under the veneer of the United States a divided and fractured nation sails from past to present and into the future. Doctors don’t heal fractures without x rays. We as a country can’t heal our divides without confronting our reflection in the mirror of history.
Teaching a culturally responsive and more accurate history of the United States is not outrageous. It can be done with intention and in layers. It provides numerous opportunities to stop, think, and discuss specific ideas, crucial moments, and analyze individuals. Some of these moments may be controversial and that’s fantastic. Nothing gets students engaged like some controversy (not conspiracies). Most students hate history class for two main reasons - it’s boring and it has no connection to their actual life. No wonder - most history curricula have been stripped of any flavor and packaged in a generic box. In this quest to turn history into shapeless, ambiguous gruel teachers also removed any connections to students' lives. Don’t kid yourself by telling them they are doomed to repeat history if they don’t learn it. And I get it, when you see 135 students a day there’s not much you can do, but c’mon. Adding controversy and conversations or using some imagination brings connection. Business and leadership articles alway point to the “because that’s how we’ve always done it” as the harbinger of doom. Yet, in history class teaching what we have always taught is the standard operating procedure.
Teaching the standard version of US history (ie. The Myth of America) is like Baskin & Robbins only serving one flavor. If the US continues to teach mythology instead of history we will only see what we want to see. People will continue with their superficial and simplistic idea of how this country has evolved and what influenced those changes. They will miss the richness of our story. They will misuse quotes and make weak comparisons across history.
To cling in desperation to the Myth of America will lead to the future of America laying in ruins. Mythology excludes. History includes.
