History on Trial: Culture Wars and the Teachings of the Pastby Gary B. Nash
A great national controversy over the setting of voluntary standards for the teaching of history in our elementary and high schools erupted in 1994, opening up a new front in the nation's culture wars. As the authors Gary B. Nash, Charlotte Crabtree, and Ross E. Dunn show, this phenomenon was not unfamiliar in the United States. Public debate over history has frequently occurred during the past two centuries, usually involving a clash of views, along the ideological spectrum, regarding the objectives of education in a democratic society. What, the authors ask, is the purpose of teaching history to children? Do we revise and reinterpret the past to tell previously ignored stories because they reflect present-day democratic values and speak to the issues of our own time? Or do we believe that the primary role of schools, textbooks, and museums is to preserve traditional versions of the past, to teach the basic facts, and to instill patriotism in our students? How has this country grappled with these questions and developed its standards in contrast to other nations?
As head of the National Endowment for the Humanities from 1986 through 1992, Lynne Cheney funded the creation of national standards in various disciplines. History was assigned to an office at the University of California, Los Angelesdesignated the National Center for History in the Schools where Nash and his colleagues began to gather ideas and opinions from all sectors of the educational community.
After the standards were written and published in 1994, Cheney attacked them in the Wall Street Journal for being too politically correct, for not adequately recognizing some of the great figures ofthe past, and for giving too much attention to women and minority groups. Rush Limbaugh, Pat Buchanan, and other conservative voices denounced the standards and their writers in a media war that continued for more than a year and culminated in action by the U.S. Senate. History on Trial tells the story of this rancorous debate, how changes in the standards were made, and how the resulting documents are now being widely used in our schools to further the accessibility and relevance of history.
When Lynne Cheney was head of the National Endowment for the Humanities, her organization funded a large and ambitious project to develop national standards for the study of history in high schools. Nash (History/UCLA), Crabtree (Education/UCLA), and Dunn (History/San Diego State Univ.) were all closely associated with the attempt to formulate a coherent, representative model of what "American high school students should understand about American and world history." But when the study appeared in 1994, Cheney was the first to vilify it publicly as an exercise in political correctness. Crabtree, Nash, and Dunn delve deeply and lucidly into the background of this highly contentious, highly politicized affair (high-school history as a patriotic indoctrination into an unchanging national essence vs. high-school history as a way of learning to make critical differentiations about thorny, mutable issues). In addition, they show that the debate about what kind of history should be learned in school has always been contentious and acrimonious.The authorswho staunchly defend the national standards they helped to establish, as well as the concept of history as a distinct disciplinealso clarify the often aloof relationship between practicing historians in universities and the teachers of history in high schools. Finally, the authors deliver sensible, judicious, nuanced discussions of buzzwords (multiculturalism, Afrocentrism, identity politics) that have become confusing, and discuss the now loaded idea of Western civilization.
A provocative, detailed, and illuminating explanation of how we got into the so-called "culture wars" and what is at stake in them. Essential reading for anyone interested in understanding the relationship between history as an intellectual discipline and as a subject in school.
"A stunning book...compelling drama quickly and unexpectedly takes over." St. Louis Post- Dispatch
"Fascinating...eloquent...a service to the nation's history teachers."The Nation
- Knopf Doubleday Publishing Group
- Publication date:
- Edition description:
- 1 ED
- Product dimensions:
- 6.56(w) x 9.57(h) x 1.30(d)
Meet the Author
Gary B. Nash teaches American history at UCLA. Charlotte Crabtree taught curriculum studies at UCLA for over 30 years. Ross E. Dunn is Professor of History ar San Diego State University.
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