Unit7 Rewriting American HistoryWord文档格式.docx

Unit7 Rewriting American HistoryWord文档格式.docx

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2）enumerateitsmajorpartsintheirorderandrelationandoutlinetheseparts;

and3）definetheproblemorproblemstheauthoristryingtosolve.Inclass,youcanaskyourstudentsto1）identifyandinterprettheauthor’skeywords,forexample,“rewriting”,“change”,“problems”,“patchwork”,“diversity”,etc.;

2）grasptheauthor’sleadingpropositionsbydealingwithhermostimportantsentences;

3）knowtheauthor’sarguments,byconstructingthemoutofsequencesofsentences;

and4）determinewhichoftheproblemsshepresentstheauthorhassolved,andwhichshehasnot.Attheendoftheweek,youcanaskyourstudentstoassessFitzGerald’swritingandpresentgoodreasonsforanycriticaljudgmentstheymake.

StructureoftheText

PartIIntroduction

（1）Itishardtoimaginehistorytextbooksasbeingsubjecttochange.

PartIIAmericanHistorySchoolbooksRewritten

SectionI:

changinghistorytextbooks

（2-4）Examplesofchangesthathavetakenplace

（5）Itisnotsurprisingthattextbooksreflectchangingscholarlyresearch,butthechangesremainshocking.

SectionII:

threetypesofchangesthathavetakenplace

（6-9）politicalchange:

patchworkreplacingunity,problemsreplacingprogress

（10-11）pedagogicalchange

（12-13）physicalchange

PartIIIConclusion

（14-15）Thereisnoperfectobjectivity,buttheproblemwithconstantlychangingschoolhistorytextbooksisthateachgenerationofchildrenreadsonlyitsowngeneration’stextbooksandthereforelearnsonlyoneparticularandtransientversionofAmerica,whichremainstheirversionofAmericanhistoryforever.

OutlineandTopicSentences:

PartI

Para.1

Topicsentence:

ThoseofuswhogrewupinthefiftiesbelievedinthepermanenceofourAmerican-historytextbooks.

Transitionalsentence:

Butnowthetextbookhistorieshavechanged,someofthemtosuchanextentthatanadultwouldfindthemunrecognizable.

PartII

Para.2

Onecurrentjunior-high-schoolAmericanhistorybeginswithastoryaboutaNegrocowboycalledGeorgeMcJunkin.

Example:

GeorgeMcJunkin,Negrocowboy,discoveryofremainsofanIndiancivilizationin1925civilizationsbeforeEuropeanexplorers

Para.3

Anotherhistorytext—thisoneforthefifthgrade—beginswiththestoryofhowHenryB.Gonzalez,whoisamemberofCongressfromTexas,learnedabouthisownnationality.

HenryB.Gonzalez,questionofnationality:

birthrightorculturalheritage,meltingpotvs.saladbowl

Para.4

PoorColumbus!

Heisaminorcharacternow,awalk-oninthemiddleofAmericanhistory.

Columbus,prominenceinU.S.historyfadingwithtimeandrevision,alongwithotherself-promotingfiguresinU.S.history.

Para.5

Ofcourse,whenonethinksaboutit,itishardlysurprisingthatmodernscholarshipandmodernperspectiveshavefoundtheirwayintochildren’sbooks.Yetthechangesremainshocking.

Para.6

ThehistorytextsnowhintatacertainlevelofunpleasantnessinAmericanhistory.

Examples:

thelast“wild”Indiancapturedanddisplayed,childcoalminersofPennsylvania,crueltyintheAmerican-FilipinoWar,crueltyofpatriotsagainstroyalistsintheAmericanRevolution,andJapaneseinternment.

Para.7

Ideologicallyspeaking,thehistoriesofthefiftieswereimplacable,seamless.

Para.8

Butnowthetextshavechanged,andwiththemthecountrythatAmericanchildrenaregrowingupinto.

Aradicalwayofreconceptualizingpastandfuture:

Ø

Society:

uniformapatchworkofwealth,ages,gender,andraces

Smooth-runningsystemarattletrapaffair

Pastfuturerelationship:

progresschange

Thepresent:

ahavenofscientificadvancesatangleofproblems

oExamples:

problemsofconsumersociety;

problemsofthepoorandagedwhodependonsocialsecurity.

oScienceandtechnologystilldeemedtobethemagicbulletforsocialproblems

Para.9

Evenmoresurprisingthantheemergenceofproblemsisthediscoverythatthegreatunityofthetextshasbroken.

Whereasinthefiftiesalltextsrepresentedthesamepoliticalview,currenttextsfollownopatternoforthodoxy.

Portrayalofcivilrights:

asaseriesofactionstakenbyawise,paternalgovernmentvs.theinvolvementofsocialupheaval

PortrayaloftheColdWar:

havingendedvs.continuing

Para.10

Thepoliticaldiversityinthebooksismatchedbyadiversityofpedagogicalapproach.

Types:

Traditionalnarrativehistories

Focusingonparticulartopicswith“discovery”or“inquiry”textsandchapterslikecasestudies（withbackgroundinformation,explanatorynotesandquestions）（questionsareattheheartofthematter;

theyforcestudentstothinkmuchashistoriansthink,todefinethepointofviewofthespeaker,analyzetheideaspresented,questiontherelationshipbetweenevents,andsoon.）

oExample:

Washington,Jefferson,andJohnAdamsonthequestionofforeignalliances

Para.11

Whatiscommontothecurrenttexts—andmakesallofthemdifferentfromthoseofthefifties—istheirengagementwiththesocialsciences.

Inmattersofpedagogy,asinmattersofpolitics,therearenottwosharplydifferentiatedcategoriesofbooks;

rather,thereisaspectrum.

Politicalandpedagogicalspectrum:

opolitically,frommoderatelefttomoderateright;

opedagogically,fromthetraditionalhistorysermon,throughamiddlegroundofnarrativetextswithinquiry-stylequestionsandofinquirytextswithlongstretchesofnarrative,tothemostrigorousofcase-studybooks

Engagementwiththesocialsciences

o“Concepts”asfoundationstonesforvariouselementary-schoolsocial-studiesseries

▪Example:

the1970HarcourtBraceJovanovichseries,“ahorizontalbaseororderingofconceptualschemes”tomatchits“verticalarmofbehavioralthemes,”fromeasyquestionstohard

oHistorytextbooksalmostalwaysincludediscussionsof“role,”“status,”and“culture;

”someincludedebatesbetweeneminentsocialscientists,essaysoneconomicsorsociology,orpicturesandshortbiographiesofsocialscientistsofbothsexesandofdiverseraces

Para.12

Quiteasstrikingasthesepoliticalandpedagogicalalterationsisthechangeinthephysicalappearanceofthetexts.

ComparisonandContrast

The1950s

Current（1970s）

Overall

Showingsomeeffortinthematterofdesign:

theyhadmaps,charts,cartoons,photography,andanoccasionalfour-colorpicturetobreakupthecolumnsofprint;

Lookingasnaï

veasSovietfashionmagazinesbesidethecurrenttexts

Paragonsofsophisticatedmoderndesign

Print

Heavyandfartooblack,thecolorsmuddy

Photographsandillustrations

Photographs:

conventionalnewsshots;

Illustrations:

Socialist-realist-styledrawingsorincrediblyvulgarmade-for-childrenpaintingsofpatrioticevents

Fargreaterspacegiventoillustrations;

Thepicturesfaroutweighingthetextinimportanceincertain“slow-learner”books;

Theillustrationshavingamuchgreaterhistoricalvalue:

cartoons,photographs,andpaintingsdrawnfromtheperiodsbeingtreated

Para.13

Theuseofallthisartandhigh-qualitydesigncontainssomeirony.

Exampleofhowarttranscendsthesubjectmatter:

childlaborers,urbanslumapartments,theTriangleshirtwaist-factoryfire,junkyards,nucleartesting

Paragraphsummary:

Whereasinthenineteenth-fiftiesthetextswerechildishinthesensethattheywerenaï

veandclumsy,theyarenowchildishinthesensethattheyarepolymorphous-perverse.Americanhistoryisnotdullanylonger;

itisasensuousexperience.

PartIII

Para.14

Thesurprisethatadultsfeelinseeingthechangesinhistorytextsmustcomefromthelingeringhopethatthereissomewhereoutthere,anobjectivetruth.

Question:

whyisitdisturbingtoseethechangesinhistorytextbooks?

Thetexts,withtheirimpersonalvoices,encouragethishopethatthereisanobjectivetruth,andthereforeitisparticularlydisturbingtoseehowtheychange,andhowfast.

Para.15

Inhistory,thesystemisreasonable—exceptthateachgenerationofchildrenreadsonlyonegenerationofschoolbooks.Thetransienthistoryisthosechildren’shistoryforever—theirparticularversionofAmerica.

DetailedAnalysisoftheText

1.Thoseofuswhogre