Texas schools board rewrites US history

[MKSheppard]

Hey hey; Ann Althouse found the actual standards promulgated by the Texas School Board; and we learn kids, why it's important to go to PRIMARY SOURCE DOCUMENTS, rather than go to SECONDARY SOURCE DOCUMENTS, such as reading the lying hatfucker articles in the Washington Post and NY Times:

Link to School Board

Social Studies, Subchapter A. Elementary School

Not much controversial stuff here.

(2) History. The student understands how historical figures and other individuals helped to shape the community, state, and nation. The student is expected to:

(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;

...

(14) Citizenship. The student understands important symbols, customs, and celebrations that represent American beliefs and principles and contribute to our national identity. The student is expected to:

(A) explain state and national patriotic symbols, including the United States and Texas flags, the Liberty Bell, the Statue of Liberty, and the Alamo;

(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

Those damn Texans and their ALAMO, AND SAM HOUSTON AND PLEDGE TO THE TEXAS FLAG.

(4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

(A) describe the causes and effects of the War of 1812;

(B) identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States;

(C) identify reasons people moved west;

(D) identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;

(E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution;

(F) explain how industry and the mechanization of agriculture changed the American way of life; and

(G) identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.

---------------------------------------------------------------------

Social Studies Subchapter B. Middle School

(F) explain the impact of the election of Andrew Jackson, including expanded suffrage; and

(G) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.

...

(8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

(A) explain the roles played by significant individuals and heroes during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Abraham Lincoln, and congressional Medal of Honor recipients William Carney and Philip Bazaar;

(B) explain the issues surrounding significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and

(C) analyze the ideas contained in Jefferson Davis' inaugural address and Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address.

---------------------------------------------------------------------

Social Studies Subchapter C. High School

describe how McCarthyism, the House Un-American Activities Committee (HUAC), the arms race, and the space race increased Cold War tensions and how the later release of the Venona Papers confirmed suspicions of communist infiltration in U.S. government;

Course; there's more EVIL CONSERVATIVE STUFF LIKE:

(5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:

(A) evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments;

(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and

(C) evaluate the impact of third parties, including the Populist and Progressive parties.

......

(9) History. The student understands the impact of the American civil rights movement. The student is expected to:

(A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments;

(B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements;

(C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, and Betty Friedan;

(D) analyze the effectiveness of the approach taken by some civil rights groups such as the Black Panthers versus the philosophically persuasive tone of Martin Luther King Jr.'s "I Have a Dream" speech and his "Letter from the Birmingham Jail";

(E) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights Act of 1964, and the Voting Rights Act of 1965;

(F) describe the role of individuals such as governors George Wallace, Orval Faubus, and Lester Maddox and groups, including the Congressional bloc of southern Democrats, that sought to maintain the status quo;

(G) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process; and

(H) describe how litigation such as the landmark cases of Brown v. Board of Education, Mendez v. Westminster, Hernandez v. Texas, Edgewood I.S.D. v. Kirby, and Sweatt v. Painter played a role in protecting the rights of the minority during the civil rights movement.

...

(10) History. The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:

(A) describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;

(B) describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength;

(C) compare the impact of energy on the American way of life over time;

(D) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis;

(E) describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and

(F) describe significant societal issues of this time period.

later

...

(24) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

(A) describe qualities of effective leadership; and

(B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Hector P. Garcia, Thurgood Marshall, Billy Graham, Barry Goldwater, Phyllis Schlafly, and Hillary Clinton.

---------------------------

Okay, who got Hillary Clinton on that list after Schlafly?

Seriously, this is just your standard basic US Social Studies text -- they talk about MLK, Rosa Parks, Cesar Chavez, but don't talk about hatfuckers like H. Rap Brown or Malcom X; and it's also important to remember people -- that Reagan was elected about 30 years ago, and left office about 20 years ago. Likewise; Clinton was elected 17 years ago and left office ten years ago; so I wouldn't be surprised if the next major revision introduces the Clinton Years -- since by that point, Clinton's presidency will be 15-20 years in the past; enough for an objective look.

[Elfdart]

(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

Compulsory pledges in the public schools have been unconstitutional since 1943.

[Alyrium Denryle]

(10) History. The student understands the impact of political, economic, and social factors in the U.S. role in the world from the 1970s through 1990. The student is expected to:

(A) describe Richard M. Nixon's leadership in the normalization of relations with China and the policy of détente;

(B) describe Ronald Reagan's leadership in domestic and international policies, including Reaganomics and Peace Through Strength;

They leave out Carter

(C) compare the impact of energy on the American way of life over time;

Stumping for Big Oil

(D) describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis;

(E) describe the causes and key organizations and individuals of the conservative resurgence of the 1980s and 1990s, including Phyllis Schlafly, the Contract with America, the Heritage Foundation, the Moral Majority, and the National Rifle Association; and

(F) describe significant societal issues of this time period.

Stumping for the Religious Right.

(B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Hector P. Garcia, Thurgood Marshall, Billy Graham, Barry Goldwater, Phyllis Schlafly, and Hillary Clinton.

---------------------------

Okay, who got Hillary Clinton on that list after Schlafly?

Seriously, this is just your standard basic US Social Studies text -- they talk about MLK, Rosa Parks, Cesar Chavez, but don't talk about hatfuckers like H. Rap Brown or Malcom X; and it's also important to remember people -- that Reagan was elected about 30 years ago, and left office about 20 years ago. Likewise; Clinton was elected 17 years ago and left office ten years ago; so I wouldn't be surprised if the next major revision introduces the Clinton Years -- since by that point, Clinton's presidency will be 15-20 years in the past; enough for an objective look.

Your argument might work if Hillary was not on the list

The issue is not what they include, but rather what they leave out. For example, the gay rights movement of the 70s is out. The AIDS epidemic in the 80s is not there.

[Questor]

(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;

Compulsory pledges in the public schools have been unconstitutional since 1943.

As the present Chief Justice said in dissent in the Gobitis case, the State may 'require teaching by instruction and study of all in our history and in the structure and organization of our government, including the guaranties of civil liberty which tend to inspire patriotism and love of country.' 310 U.S. at page 604, 60 S.Ct. at page 1017, 127 A.L.R. 1493. Here, however, we are dealing with a compulsion of students to declare a belief. They are not merely made acquainted with the flag salute so that they may be informed as to what it is or even what it means. The issue here is whether this slow and easily neglected route to aroused loyalties constitutionally may be short-cut by substituting a compulsory salute and slogan. This issue is not prejudiced by [319 U.S. 624, 632] the Court's previous holding that where a State, without compelling attendance, extends college facilities to pupils who voluntarily enroll, it may prescribe military training as part of the course without offense to the Constitution. It was held that those who take advantage of its opportunities may not on ground of conscience refuse compliance with such conditions. Hamilton v. Regents, 293 U.S. 245 , 55 S.Ct. 197. In the present case attendance is not optional. That case is also to be distinguished from the present one because, independently of college privileges or requirements, the State has power to raise militia and impose the duties of service therein upon its citizens.

I've bolded the parts that show that the people who wrote those standards have actually read the decision, rather than reading about it.

I'm not going to dissect the rest of it of the standards - some of which seem a little sketchy - but that one is on the level with the law Elfdart.

EDIT: For reference: Here are the California K-12 Content Standards I point to 1.3, 11.3, 11.9. These standards were last updated in 1998, but they still show at least a little more awareness of sanity than the TX version

[MKSheppard]

Compulsory pledges in the public schools have been unconstitutional since 1943.

They had us recite the pledge in MoCo, MD each morning; but nobody was penalized if they didn't stand up and deliver the pledge.

[eion]

Compulsory pledges in the public schools have been unconstitutional since 1943.

They had us recite the pledge in MoCo, MD each morning; but nobody was penalized if they didn't stand up and deliver the pledge.

Exactly, you were free NOT to recite the pledge. According to these standards, if I don't understand and recite the pledge I will be academically penalized, which means it is a de facto compulsory pledge.

[MKSheppard]

They leave out Carter

I think everyone wants to forget Carter.

Besides, you note they don't mention Eisenhower (at least as a President); he's mentioned in "leaders of WWII" next to Dugout Douglas.

Johnson isn't also mentioned directly -- though I would imagine the Civil Rights - 1960s Section will deal indirectly with the Kennedy/Johnson Administrations when actually implemented in the classroom by teachers laying out curriculum.

Stumping for Big Oil

Only a stupid retarded fucker as you would say that.

ENERGY is key to the American Way of Life -- whether it lights our homes through Coal/Nuclear energy or fuels our vehicles. It's why we have one of the world's highest standards of living -- due to our profligate use of energy.

Stumping for the Religious Right.

Because nothing fucking happened in the 1980s. No sir.

Well, there was that actor who played a two-term president.

The issue is not what they include, but rather what they leave out. For example, the gay rights movement of the 70s is out. The AIDS epidemic in the 80s is not there.

Excuse me if your own personal pet causes aren't in there.

[Illuminatus Primus]

Excuse me if your own personal pet causes aren't in there.

I'm sure the same excuses were never offered by "look-the-other-way" racist Southern apologists.

[Questor]

Compulsory pledges in the public schools have been unconstitutional since 1943.

They had us recite the pledge in MoCo, MD each morning; but nobody was penalized if they didn't stand up and deliver the pledge.

Exactly, you were free NOT to recite the pledge. According to these standards, if I don't understand and recite the pledge I will be academically penalized, which means it is a de facto compulsory pledge.

Nice ignoring of the fact that the USSC specifically mentioned the difference between requiring you to know it and understand the symbolism and requiring you to recite it on a daily basis. EDIT: And my post pointing that out went in before yours did, so I assume you just didn't read it.

Amazingly, I can be required to learn about something without being required to believe in it. Repetition outside of educational goals is much closer to brainwashing.

EDIT again:

Shep, it would be much easier to judge the goals of these standards if sample test questions were out. I haven't seen any. The sample questions and detailed standards are much more revealing than the bare standards, many of which (in any state) can be interpreted in several different ways.

[MKSheppard]

I'm sure the same excuses were never offered by "look-the-other-way" racist Southern apologists.

There's an average of 180 days of instruction each year in US Public School Systems.

Generally, one period is spent on history; that's about 40 minutes -- that comes out to 7200 minutes a year. Subtract time spent on testing; having to discipline dumbass students; or total fucking morons who hold back the whole class; having to grade homework publically -- god that's so stupid; reciting last nights homework OUT LOUD wasting time...and the time really does disappear fast -- it's been forever since I was a HS History student -- but generally a lot was glossed over in favor of the BIG events like the Civil War, WWI, WWII, Cold War; the Civil Rights movement of the 60s etc.

EDIT: And even then; what you get is the incredibly condensed cliffs note version -- especially WWI and WWII.

Short version: America was trying to be all peaceful, then the Germans sank our ships with subs; or the Japanese bombed Pearl Harbor! We then kicked their ass. The end.

[Illuminatus Primus]

I know you don't realize this, but mil-sci/hist trivia requires the Cliffs Notes version. Who Rommel is and what the North African Campaign was is pretty trivial in the big picture of history and to develop a political and historical consciousness.

I think that the whole structure and form of U.S. history education is pretty useless, if not actively misleading. Lies My Teacher Told Me is pretty illuminating in this respect (though it has some weaknesses).

[Iosef Cross]

Ladies and gentlemen of the jury, I give you the People's exhibit (n+1) in the case of why the concept of State governments should be done away with.

Decentralization of political power into states is a very good idea. Here in Brazil we don't have such decentralization.

These problems that you speak of can happen to a centralized government as well.

[Alyrium Denryle]

I think everyone wants to forget Carter.

You are projecting.

Only a stupid retarded fucker as you would say that.

ENERGY is key to the American Way of Life -- whether it lights our homes through Coal/Nuclear energy or fuels our vehicles. It's why we have one of the world's highest standards of living -- due to our profligate use of energy.

Yes. And if this was not Texas I would agree with you. It is however, Texas. This section, when taught and tested will consist of extolling the virtues of oilmen past and present.

Because nothing fucking happened in the 1980s. No sir.

Well, there was that actor who played a two-term president.

Again-Texas. The school board happens to be composed of people who are members of those organizations. Several of them homeschool their kids and think that public education is a tool of the devil. How exactly do you think this is going to be taught?

Excuse me if your own personal pet causes aren't in there.

I am sorry what? Talking about rights movements through American History, particularly in the 60s and 70s and leaving out the gays is not cool. Also: The 80s AIDS epidemic was kind of a big deal.

the Civil Rights movement of the 60s etc.

And the gays were a part of and continuation of this. The least they can do is mention the stonewall riots and the assassination of Harvey Milk. Heaven forbid.

[eion]

Nice ignoring of the fact that the USSC specifically mentioned the difference between requiring you to know it and understand the symbolism and requiring you to recite it on a daily basis. EDIT: And my post pointing that out went in before yours did, so I assume you just didn't read it.

I didn't actually see your post, sorry.

Amazingly, I can be required to learn about something without being required to believe in it. Repetition outside of educational goals is much closer to brainwashing.

Agreed. It really depends how it is implemented. If the pledge is taught to comprehension once, then that's fine. If it becomes a weekly or daily segment of instruction, then it could become an issue. Nothing in the standards really provides for the method of instruction, which is to be expected, I guess.

I doubt some of the conservative members of the Texas Schools Board would agree with your argument as it applies to the teaching of evolution or sex education.

[eion]

There's an average of 180 days of instruction each year in US Public School Systems.

Generally, one period is spent on history; that's about 40 minutes -- that comes out to 7200 minutes a year. Subtract time spent on testing; having to discipline dumbass students; or total fucking morons who hold back the whole class; having to grade homework publically -- god that's so stupid; reciting last nights homework OUT LOUD wasting time...and the time really does disappear fast -- it's been forever since I was a HS History student -- but generally a lot was glossed over in favor of the BIG events like the Civil War, WWI, WWII, Cold War; the Civil Rights movement of the 60s etc.

Clearly the answer is to implement year round instruction. This should give more time to provide a comprehensive view of history, to include many "pet" causes. Hell there might even be time for some elective comparative-religion or history courses.

[Questor]

I doubt some of the conservative members of the Texas Schools Board would agree with your argument as it applies to the teaching of evolution.

While I'm sure they don't, here's what they wrote:

§112.34. Biology, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisites: none. This course is recommended for students in Grade 9, 10, or 11.

(b) Introduction.

(1) Biology. In Biology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment.

(2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.

(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

(5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.

I'd be interested in determining if the wording on that prevents teaching of ID. I would say it does, but then again, I disagree with ID.

[eion]

It also could be interpreted as a teaching of the faults of biological evolution, rather than a true instruction of the strength and predictability of the theory.

[Questor]

It also could be interpreted as a teaching of the faults of biological evolution, rather than a true instruction of the strength and predictability of the theory.

I hadn't thought of that, which is why we need to see the test to know what's going on.

[Lost Soal]

The curriculum is written in generalities and on its own could be taught a hundred different ways depending on the teachers beliefs and methods. Presumably there is an official marking scheme which is what will determine if this whoha means anything or not since its the marking scheme which will dictate what viewpoints are given preference, i.e.
E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution;

Unless a marking scheme says otherwise you would tend to go with the written order which places slavery in third place for causes of the Civil War.

[Lonestar]

I think that the whole structure and form of U.S. history education is pretty useless, if not actively misleading. Lies My Teacher Told Me is pretty illuminating in this respect (though it has some weaknesses).

That same book also notes how most US History classes end somewhere in the '50s and '60s due to time constraints. You can only cram so much history into one year of American History in high school.

[Alyrium Denryle]

It also could be interpreted as a teaching of the faults of biological evolution, rather than a true instruction of the strength and predictability of the theory.

I hadn't thought of that, which is why we need to see the test to know what's going on.

The fight over the science standards was last year. They tried to get ID pushed through into the standards, but public outcry (from the very small secular minority here... We got ANGRY) was so massive that they put the weasel words in instead.

[MKSheppard]

You are projecting.

Maybe. But everyone kind of wants to forget him as a president -- he's more widely regarded as an ex-president than POTUS.

Yes. And if this was not Texas I would agree with you. It is however, Texas. This section, when taught and tested will consist of extolling the virtues of oilmen past and present.

And god bless oilmen -- they gave us independence from the schedules of trains, made aviation possible, and enabled the backbreaking work of stokers to be eliminated.

Again-Texas. The school board happens to be composed of people who are members of those organizations. Several of them homeschool their kids and think that public education is a tool of the devil. How exactly do you think this is going to be taught?

Again with the "Texas" like it explains everything.

By that standard; I could just deride almost everything that comes out of the Northeast or California with the words "Again--New York City." or "Again--California".

I am sorry what? Talking about rights movements through American History, particularly in the 60s and 70s and leaving out the gays is not cool.

Let me put it in simple words. There isn't enough time to teach every god damn pet cause. Otherwise they would have the DEAF CULTURE movement that got off to a big start in the early 1990s and tossed out the President of Gallaudet University and replaced them with a deaf president...in the textbooks.

Also remember...that the Black Community, particularly the old civil rights people; virulently hate the attempts by the Gay community to draw parallels between the Civil Rights Movement of the 1960s and the gay rights movement of the modern era.

So....lets see...who do we appease; the 12% of the composite US population who is black; or the 1.51% that is GLBT?

GLBTs will be tossed under the bus in any kind of prioritization; except in certain places like San Francisco.

Sad, but fact of life.

Also: The 80s AIDS epidemic was kind of a big deal.

You mean the GLBT community's entire "head in the sand" moment, setting up a battle between those in the Public Health sector who could identify the major transmission routes of AIDS; and those most at risk, who refused to change their behavior?

"Stop doing unprotected bare sex with multiple sexual parters mang!"

"NEVAH!" *dies*

The least they can do is mention the stonewall riots and the assassination of Harvey Milk. Heaven forbid.

In the wave of murders of known political figures in that era; Harvey Milk rates pretty low; well behind JFK, MLK, and RFK. Most people of that era when asked; can remember when JFK/MLK/RFK was shot. Harvey Milk? Nope.

[Questor]

It also could be interpreted as a teaching of the faults of biological evolution, rather than a true instruction of the strength and predictability of the theory.

I hadn't thought of that, which is why we need to see the test to know what's going on.

The fight over the science standards was last year. They tried to get ID pushed through into the standards, but public outcry (from the very small secular minority here... We got ANGRY) was so massive that they put the weasel words in instead.

I must have missed that. I still say we need the grading standards of whatever standardized tests they're using.

[eion]

Also: The 80s AIDS epidemic was kind of a big deal.

You mean the GLBT community's entire "head in the sand" moment, setting up a battle between those in the Public Health sector who could identify the major transmission routes of AIDS; and those most at risk, who refused to change their behavior?

"Stop doing unprotected bare sex with multiple sexual parters mang!"

"NEVAH!" *dies*

um, never heard of Act-Up I take it? You know the whole Silence=Death people. I think you have the gay community confused with Ronald "I WON'T SAY GAY OR AIDS" Reagan.

The least they can do is mention the stonewall riots and the assassination of Harvey Milk. Heaven forbid.

In the wave of murders of known political figures in that era; Harvey Milk rates pretty low; well behind JFK, MLK, and RFK. Most people of that era when asked; can remember when JFK/MLK/RFK was shot. Harvey Milk? Nope.

Of those four, Harvey Milk is the only one whose assassin only did 5 years in prison for his crime. He's also the FIRST gay man to be elected to public office; you don't think that's a worthwhile bit of information to impart to children?

But more importantly, your argument for not teaching children something is the fact that they don't already know it?

[Illuminatus Primus]

I think that the whole structure and form of U.S. history education is pretty useless, if not actively misleading. Lies My Teacher Told Me is pretty illuminating in this respect (though it has some weaknesses).

That same book also notes how most US History classes end somewhere in the '50s and '60s due to time constraints. You can only cram so much history into one year of American History in high school.

Well I think education entirely should be structured differently, but there's also the issue of needing a generational gap to dispassionately, contextually and at least somewhat apolitically treat the material.