Keith Benson

Curriculum Analysis

Dr. Ben Justice

2.28.2008

In thinking of how social studies teachers should teach a politically sensitive

subject touches the very core of what makes social studies an exciting subject to

teach and differentiates the discipline from others taught in school. Having said

that, there exists a wide chasm between teaching a history lesson that is

traditionally accepted and politically expedient and teaching actual history

grounded in true social studies principals. Disappointingly, too often, myself

included, social studies teachers teach lessons that have been traditionally

accepted, too general, homogenized and, oftentimes, inaccurate. How can social

studies teachers across the nation consistently and predictably make the same

mistake?

Perhaps the most popular example of history teachers kowtowing to

conventional, politically expedient and inaccurate lessons is that of Christopher

Columbus. In “Columbia, Columbus and Columbianism”, the author plainly states

that in order to celebrate the “hero” that is Christopher Columbus, as most

American students understand him, history teachers must be willing to ignore

blatant historical inaccuracies that would call into question Columbus’ being a hero

at all. The article makes clear that much of what is “known” and accepted about

Columbus is factually untrue, or remains untaught due to its iconoclastic nature.

Columbus’ nation of origin remains unclear though he is usually hailed as an Italian,

his religious affiliation remains unclear yet the assumption is that he was Catholic,

and his motives for making his voyage was to find a quicker route to the East to find
spices, too, is shrouded in inaccuracy. With the litany of erroneous details attributed

to the legend of the mythical Christopher Columbus, the question remains how

could one story so wrong, persist for so long?

Largely, the responsibility lies at the feet of school history/social studies

teachers. Rather than add to our knowledge base by gaining a deeper

understanding of the subject we teach, and the lessons within it, it is, using the

words of Lowen from Lies My Teacher Told Me, it simply easier to keep telling the

same story. Who are we to correct 150 years of sham scholarship? In reference to

Christopher Columbus’ tale specifically, true investigation of what prompted

Columbus’ journey could help aid in answering larger, overarching questions

students, specifically those historically oppressed non-Anglos, may have pertaining

to European dominance throughout the world. Fortunately, the information is out

there that could clarify and fill-in contested elements of the Columbus story for

teachers and students alike. Teachers, when teaching politically sensitive material

should make a habit out of questioning traditionally accepted stories and try to

employ other texts that allow students to form their own conclusions. That, I

presume, would also make history classes more interesting for students.