Reacting To The Past

Reacting to the Past

As the special investigations on Russian interference on the election continue, it appears that Americans remain confused about events and their impact. However, at this point there should not be any degree of doubt.  All of the government agencies have demonstrated that the Russians attacked social media, hacked emails, tried to search through and compromise voting systems and had legal and illegal contact with political campaigns.
            In fact, if one wants to translate the prevailing clues it would seem that the Russians courted the Clintons and when ultimately rejected (after some financial transactions) they moved on to the Trump campaign.  It clearly seems like both campaigns are involved in some immoral if not illegal practices.
Yet, while this “evidence” is broadcast on the news and newspapers, there is very little activity towards addressing the challenges presented by Russian interference.  And what seems even more astounding is that a sizeable portion of the American population feels this is a hoax.
So, there are three issues of national credibility-that Americans are not trusting of the press, that Americans are not trusting of the government, and that Americans are not trusting of politicians (especially Donald Trump and Hillary Clinton).
To lesser degree, and hidden in plain sight is the fact that younger Americans are equally not trusting of the value of education and those who are tasked with their enlightenment. As an educator and historian, it is extremely difficult to teach American history in such a climate.  Students are skeptical of everything that is said in class.  Conversations often led to disputes filled with alternative information acquired from less than reputable sources.  And coupled with the fact that a good third of my students don’t want to read their textbooks nor want to read newspapers every class is an adventure.
As a result, it is more important than ever to teach using primary sources-evidence from the past.  However, as students explore these sources their limited exposure to reach historical research reveals the inherent weaknesses in how American history is presented in K-12 education.  While historians should not have to teach about every wart or negative aspect of our history, students should not come to college believing that every aspect of our nation’s past is perfect.  American history needs to be taught in a more honest manner.  And, our history should not be shortchanged for preparation time for statewide and national tests.

But how can we make history, which has been labeled dull and boring for decades more relevant to younger people? How can we make patriotic citizens out a generation without faith?

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