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Essay / Research Paper Abstract
4 pages in length. School history texts can sometimes read like a bestselling fictional novel under the guise of being authentic accounts. The reason that such discrepancies even exist in what is supposed to be a chronological compilation of what actually occurred in the past is, according to author Frances Fitzgerald, a combination of various movements throughout the decades as well as the political and literary license inherent to textbook publishing. No additional sources cited.
Page Count:
4 pages (~225 words per page)
File: LM1_TLCFranFitz.rtf
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Unformatted sample text from the term paper:
supposed to be a chronological compilation of what actually occurred in the past is, according to author Frances Fitzgerald, a combination of various movements throughout the decades as well as
the political and literary license inherent to textbook publishing. Between now and World War IIs end, there have been no less than three primary perspectives upon American history, a
reality based upon whatever disposition had overtaken the nation at the time. Clearly, the middle decades were particularly celebratory due to what Fitzgerald (1979) claims was the result of
Americas "can do no wrong" reputation where it was considered as being the worlds most perfect country that exemplified precisely what freedom, democracy and technological advancement should be. The
United States had been a kind of Salvation Army to the rest of the world...Throughout history, it had done little but dispense benefits to poor, ignorant and diseased countries...American motives
were always altruistic (Fitzgerald, 1979). This radiant appeal was but one side of the tri-edged sword that filled the pages of Americas history textbooks, inasmuch as a number of
not-so-attractive characteristics were also portrayed in other versions meant to teach students about their past. Allowing such social ills as xenophobia, immigration, multiculturalism and reconstruction to cloud the truth
and cultivate biased perspectives has caused Americas history textbooks to be comprised of skewed recollection, embellished facts and wholly arbitrary versions of what actually happened throughout the nineteenth century all
the way up to the 1970s (Fitzgerald, 1979). The authors examination delves deeply into the structure of what school textbooks offer in the way of information, whether it relies upon
firsthand accounts and if it only glosses over some of the pasts most monumental events as a way in which to downplay a particularly unsavory piece of the American story.
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