Document Type

Article

Journal/Book Title/Conference

The Oregon Journal of the Social Studies

Volume

13

Issue

1

Publisher

Oregon Council for the Social Studies

Publication Date

2025

Journal Article Version

Version of Record

First Page

1

Last Page

15

Abstract

Some veteran history teachers I have met over the years have explained that early in their careers they were encouraged to teach from the textbook. One teacher indicated this has been the dominant mode of teaching for the large portion of her career (J. Baker, personal communication, July 11, 2023). This can be problematic if textbooks do not contain multiple perspectives of events. Keith Crawford and Stuart Foster (2007) write that nations often do not tell the full truth about themselves. U.S. History curriculum is often missing a complete and accurate representation of historical events (Anyon, 1979). Textbooks often support dominant cultural views and promote nationalist metanarratives (Anyon, 1979; Camicia 2007; Loewen 1996). This could stem in large part from the desire of politicians to portray history in a way that strengthens national identity (Grever & Van der Vlies, 2017). One consequence of nationalist history curriculum is that it may not guide individuals to seek the betterment of their country which can lessen improvement in the future (Loewen, 1996). In a democratic society, education is essential, especially education in which students analyze multiple points of view. The real safeguard of democracy is education (Lo & Geiger, 2018). In this study I am comparing perspectives in curriculum concerning the atomic bombs the United States dropped on Japan in World War II. The focus will be on textbooks and non-profit curriculum makers.

Comments

We have permission from the editors to publish the article. https://sites.google.com/site/oregoncouncilforsocialstudies/O-J-S-S/o-j-s-s-issues

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