Long, fact-laden history textbooks are “boring and intimidating,” writes teacher David Cutler in The Atlantic.
Textbooks present history as unchanging, but as time passes, our understanding and interpretation of the past constantly evolves.
Textbooks are one-sided, offering a top-down, often white-male-centric view of history.
Without a thesis or any semblance or argument, textbooks don’t accurately reflect how most scholars (at least good ones) write and present history. Teachers should assign readings that model effective historical writing.
Teachers “who don’t know history or the historian’s craft” use textbooks as a crutch, Cutler writes. “Teachers who depend on textbooks are likely to test what is in the textbooks: long lists of facts.” Students memorize, then forget.
“Kids don’t study history to ‘learn the historian’s craft’,” responds Robert Pondiscio on Facebook. “They study history so that they have some context in place and time for their own lives, and cease laboring under the misconception that the world was handed down to them in present form as they find it.”
And it’s just not true that teachers or textbooks present history as “a long list of facts,” writes Pondiscio.