Politically Sensitive Subjects

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.