I know it may seem like we have rehashed much of the first half of US History, but stick with me! There is method to my madness…   =)

Please take a look at this writing assignment.  All of the instructions are included in the assignment sheet, but if you have questions, please feel free to email me over the weekend.

Ultimately, I want you to take everything you’ve read and use them as your sources to write this paper. You do need to cite throughout your papers from your readings.

This should be a 3-5 page paper.

Good Luck!

Written Exam #1 “Its easier to fool people than to convince them they have been fooled.” -Mark Twain

I decided to use this quote to start off this paper for two reasons. Number one I think it perfectly

pertains to what we have been learning over these last few assignments. Number two, because this

quote cannot be found in any book or article associated with Mark Twain. Yet this so called Internet

“meme” has been circulating through many social network sites for some time now, with no

confirmation that the quote is actually from Mark Twain. I think that it just goes to show how easily we

are fooled and how easily history can be skewed. While many people take this quote at face value as

coming from Mark Twain, some who actually are great fans of his work quickly point out that, though

it’s a great quote, it cannot be attributed to Mark Twain because in anything they have ever read, never

have they heard this quote before. I myself spent about a half hour trying to find the source of this

quote to no avail. Then I had to laugh to myself in the realization that I had become the butt of this joke.

I myself was easier fooled than convinced that I had been fooled by it. So I thought that perfectly

pertained to the essence of what we discussed in this class.

While it’s important for us as a society to study and learn from history, it’s even more important to

confirm our sources of information and its accuracy. What I have loved most about what Zinn and

Loewen have done is the way they have presented history how we have learned it, then provided the

other side to it. Whether you call these corrections or contradictions, I appreciated a fresh perspective

and new opposing information. The quotes “History is written by the conquerors” and “Who controls

the present, controls the past” are both very relevant and accurate. We should take heed of this saying,

because as I have learned in this class so far, what we learn from history, even from “reputable sources”,

is very often a distortion of the truth if not an outright lie. As Loewen says, “Textbooks are often

muddled by the conflicting desires to promote inquiry and to indoctrinate blind patriotism” (Loewen 6).

If you expect to learn anything from history, or claim yourself to be a lover of history, you must be open

to learning multiple tellings of these historical stories from multiple perspectives. I believe only then can

you start to uncover the truth that makes sense to you. Like finding pieces of a puzzle that fit together,

once you find two its much easier to find three because the bigger picture starts to present itself. You

must take in and process each piece of information and compare and contrast them from what you have

previously understood. Again I refer to Loewen who says, “[History] textbooks also keep students in the

dark about the nature of history. History is a furious debate informed by evidence and reason” (Loewen

7). As W.E.B. DuBois suggests, “When we skip over the bad parts, our histories begin to lose their value

as ‘incentive and example’.” Both Loewen and Zinn take an unflinching and unfiltered look at American

History and the birth of our nation. From Columbus to the Revolution, the perspective they provide is a

refreshing look at our nation’s past. The damage done by our current and recent past history textbooks

is immense and colors our outlook so much that at times it is hard to stomach some of what Zinn and

Loewen are saying. At times want to dismiss it, but sources they cite for the most part, cannot not be

argued. As I continued on with our reading assignments again and again my jaw dropped; yet everything

made sense in connection to those events and the current state of affairs of the world in which we live. I

cannot express my anger and disgust at the outright lies I have been led to believe as a child and young

adult. I felt in some ways violated and used, having been indoctrinated to feel so much pride in our

country, when in fact there is so much of which we should be ashamed. Even as someone who loves

history and considers it one my most favorite subjects, I felt that I had been mentally crippled from

thinking critically about our nation’s history.

I can’t think of anyone who can’t recite from memory the story of Columbus and the origin story of the

Pilgrims. However, to learn the history from the other side, from the perspective of the natives of the

Americas, and even to hear some of Columbus’ own quotes about the prostitution of young girls, is

really hard to process. It seems that there was little honor in the life of Columbus, and as Howard Zinn

points out, the choice of history textbook authors to “emphasize the heroism of Columbus and his

successors as navigators and discoverers, and to deemphasize their genocide, is not a technical necessity

but an ideological choice” (Zinn 9). This is entirely inexcusable for those who call themselves educators.

We are misled to believe that English Puritan settlers discovered this land we now call America. It’s a

story filled with nationalistic pride that we learn on our first Thanksgiving and retell every Thanksgiving

after that, but as I learned through the reading materials in this class, nothing could be farther from the

truth than what we have been told. Loewen points out that “More than any other celebration, more

even that such overly patriotic holidays as Independence Day and Memorial Day, Thanksgiving

celebrates our ethnocentrism” (Loewen 88). The term ethnocentrism is a new term to me, learned in my

recent reading assignments. But both Loewen and Zinn make a compelling case, chalk full of irrefutable

evidence, of it especially in the origin myth used to detail the landing of our ancestors on the shores of

this country. The Americas at that time were described to us as untamed wilderness, when the reality is

that these lands were already settled and inhabited by tribes of Native Americans and had been so for

centuries if not more than a millennium.

We are taught that the natives were a simplistic primitive people; when in fact, they were just as

developed as Europeans, and the early settlers learned much from them. Even the concept of

democracy came from the Iroquois. Yet our textbooks, our teachers, and even our parents neglect to tell

us these things. Maybe our of ignorance or maybe intentionally. However collectively as a country we

neglect to give credit where credit is due, instead opting to further our ethnocentrism by insisting that it

was the Europeans who brought with them the ideas and concepts of civilized society. However, as

Loewen points out, “Thoughtless use of the terms civilized and civilization blocks real inquiry into the

worldview or the social structure of the so called uncivilized person or society.” (Loewen 100) The

misuse of history, or as Loewen says “using history as a weapon,” has incredibly long lasting effects on

our society. What do people do when they hear the truth about our country’s founding? They come to

one of two conclusions: they either dismiss these facts and accuse those who reveal them as unpatriotic

further proving the point that we have been blindly indoctrinated into nationalism, or they make the

choice to accept these new facts, and in some respects feel shame for the atrocities committed by our

ancestors in the name of progress. It’s arguable that by choosing the latter, it makes it hard to enjoy the

freedoms that we as Americans have in being the richest, most powerful country on the planet.

Nevertheless, at some point we must all reflect on these facts regardless of how they make us feel.

I’d like to finish by quoting one of the most profound things I read in Howard Zinn’s book:

“My point is that we must not, in telling history, accuse, judge, condemn Columbus in absentia. It is too

late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as

a deplorable but necessary price to pay for progress-that is still with us. One reason these atrocities are

still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are

buried in containers in the earth.” (Zinn 8)

I think that is a statement that applies not only to Columbus but to all of history. As Loewen writes, “The

antidote to feel-good history is not feel-bad history but honest and inclusive history”(Loewen 92). In

order for us to progress and move forward as a society, we must accept these ugly truths of our past.

Only then can we understand what it means to progress and grow as a civilized society. Until we

understand that, we are doomed to a feedback loop of the past forever repeating the mistakes of our

ancestors.

Gradin

g

Rubric

Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Determine the
Extent of
Information
Needed

Diversity of
Communities and
Cultures

Analysis of
Knowledge

Ethical Self-
Awareness

Ethical Issue
Recognition

Score
(0-10)

Demonstrates evidence of
adjustment in own attitudes
and beliefs because of
working within and learning
from diversity of communities
and cultures. Promotes
others’ engagement with

Reflects on how own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits curiosity about what
can be learned from
diversity of communities and

Has awareness that own
attitudes and beliefs are
different from those of other
cultures and communities.
Exhibits little curiosity about
what can be learned from
diversity of communities and
cultures.

Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
diversity of communities and
cultures.

Connects and extends
knowledge (facts, theories,
etc.) from one’s own
academic
study/field/discipline to civic
engagement and to one’s
own participation in civic
life, politics, and

Analyzes knowledge (facts,
theories, etc.) from one’s
own academic
study/field/discipline making
relevant connections to civic
engagement and to one’s
own participation in civic life,
politics, and government.

Begins to connect
knowledge (facts, theories,
etc.) from one’s own
academic
study/field/discipline to civic
engagement and to tone’s
own participation in civic life,
politics, and government.

Begins to identify knowledge
(facts, theories, etc.) from
one’s own academic
study/field/discipline that is
relevant to civic
engagement and to one’s
own participation in civic life,
politics, and government.

Student can recognize
ethical issues when
presented in a complex,
multilayered (gray) context
AND can recognize cross-
relationships among the
issues.

Student can recognize
ethical issues when issues are
presented in a complex,
multilayered (gray) context
OR can grasp cross-
relationships among the
issues.

Student can recognize basic
and obvious ethical issues
and grasp (incompletely) the
complexities or
interrelationships among the
issues.

Student can recognize basic
and obvious ethical issues
but fails to grasp complexity
or interrelationships.

Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs and discussion
has greater depth and
clarity.

Student discusses in
detail/analyzes both core
beliefs and the origins of the
core beliefs.

Student states both core
beliefs and the origins of the
core beliefs.

Student states either their
core beliefs or articulates the
origins of the core beliefs but
not both.

So
ci

a
l R

es
p

on
si

b
ili

ty

Has difficulty defining the
scope of the research
question or thesis. Has
difficulty determining key
concepts. Types of
information (sources)
selected do not relate to
concepts or answer
research question.

Defines the scope of the
research question or thesis
incompletely. Can
determine key concepts.
Types of information
(sources) selected partially
relate to concepts or
answer research question.

Defines the scope of the
research question or thesis
completely. Can
determine key concepts.
Types of information
(sources) selected relate
to concepts or answer
research question.

Effectively defines the
scope of the research
question or thesis.
Effectively determines key
concepts. Types of
information (sources)
selected directly relate to
concepts or answer
research question.

In
fo

rm
a

tio
n

Li
te

ra
cy

Pe
rs

on
a

l R
es

p
on

si
b

ili
ty

Grading Rubric
Exemplary Accomplished Developing Beginning
(Capstone) (Milestone) (Milestone) (Benchmark)

10 8 5 3

Sources and
Evidence

Content
Development

Influence of
Context and
Assumptions

Student’s Position
(perspective,
thesis/hypothesis )

Conclusions and
Related
Outcomes
(implications and
consequences)

TOTAL:

Score
(0-10)

Demonstrates skillful use
of high-quality, credible,
relevant sources to
develop ideas that are
appropriate for the
discipline and genre of
writing.

Demonstrates consistent
use of credible, relevant
sources to support ideas
that are situated within
the discipline and genre
of the writing.

Demonstrates an attempt
to use credible and/or
relevant sources to
support ideas that are
appropriate for the
discipline and genre of
the writing.

Demonstrates an attempt
to use sources to support
ideas in the writing.

Uses appropriate,
relevant, and compelling
content to illustrate
mastery of the subject,
conveying the writer’s
understanding, and
shaping the whole work.

Uses appropriate,
relevant, and compelling
content to explore ideas
within the context of the
discipline and shape the
whole work.

Uses appropriate and
relevant content to
develop and explore
ideas through most of the
work.

Uses appropriate and
relevant content to
develop simple ideas in
some parts of the work.

Specific position is
imaginative, taking into
account the complexities
of an issue. Limits of
position are
acknowledged. Others’
points of view are

Specific position takes
into account the
complexities of an issue.
Others’ points of view are
acknowledged within
position.

Specific position
acknowledges different
sides of an issue.

Specific position is stated,
but is simplistic and
obvious.

Conclusions and related
outcomes are logical and
reflect student’s informed
evaluation and ability to
place evidence and
perspectives discussed in
priority order.

Conclusion is logically
tied to a range of
information, including
opposing viewpoints;
related outcomes are
identified clearly.

Conclusion is logically
tied to information; some
related outcomes are
identified clearly.

Conclusion is
inconsistently tied to
some of the informatioon
discussed; related
outcomes are
oversimplified.

Thoroughly analyzes own
and others’ assumptions
and carefully evaluates
the relevance of contexts
when presenting a
position.

Identifies own and others’
assumptions and several
relevant contexts when
presenting a position.

Questions some
assumptions. Identifies
several relevant contexts
when presenting a
position. May be more
aware of others’
assumptions than one’s

Shows an emerging
awareness of present
assumptions. Begins to
identify some contexts
when presenting a
position.

W
rit

te
n

C
om

m
un

ic
a

tio
n

C
rit

ic
a

l T
hi

nk
in

g

W R I T T E N

E X E RC I S E # 1
“ O N E I S A S T O N I S H E D I N T H E S T U D Y O F H I S T O RY A T T H E R E C U R R E N C E O F T H E I D E A T H A T
E V I L M U S T B E F O R G O T T E N , D I S T O R T E D , S K I M M E D OV E R . W E M U S T N O T R E M E M B E R T H A T
DA N I E L W E B S T E R G O T D R U N K B U T O N LY R E M E M B E R T H A T H E W A S A S P L E N D I D
C O N S T I T U T I O N A L L A W Y E R . W E M U S T F O R G E T T H A T G E O R G E W A H I N G T O N W A S A S L AV E
O W N E R … A N D S I M P L Y R E M E M B E R T H E T H I N G S W E R E G A R D A S C R E D I TA B L E A N D I N S P I R I N G .
T H E D I F F I C U L T Y, O F C O U R S E , W I T H T H I S P H I L O S O P H Y I S T H A T H I S T O RY L O S E S I T S VA L U E A S
A N I N C E N T I V E A N D E X A M P L E ; I T PA I N T S P E R F E C T M E N A N D N O B L E N A T I O N S , B U T I T D O E S
N O T T E L L T H E T R U T H . ”
~ W. E . B . D U B O I S ( B L A C K R E C O N S T R U C T I O N )

What is history? Why should we study history? Within the context of our stories
concerning Christopher Columbus, Native Americans, the Pilgrims, or slavery,
discuss how historians (Zinn and Loewen) have dealt with the above issues
specifically. How have history textbooks begun to complicate our histories even
further? With regard to the above topics, how have your readings and studies in
this class differed from the ways in which these topics have been portrayed (all the
way back to elementary school) to you in previous classes? In the quote above,
W.E.B. DuBois suggests that in our studies of history, when we skim over the bad
parts, our histories begin to lose their value as “incentive and example.” What
does he mean by this? What are the far-reaching consequences of the ways in
which so many of us have been taught history?

“ H I S T O R Y I S F I C T I O N , E XC E P T F O R T H E PA R T S T H A T I L I K E , W H I C H A R E , O F C O U R S E , T R U E . ”
~ J I M C O R D E R

U N I T E D S T A T E S H I S T O R Y

A M Y B E L L

DIREC TIONS

1) Your response to the question must be typed—twelve point font, double-spaced,
one-inch margins. In writing your answer, please do not exceed five pages.

2) In your response, use only your assig ned text(s), the instructor’s handouts, or
class notes taken from discussions. Do not use additional library or internet
sources.

3) Your generalizations must be supported by direct citations from the text, class
notes, or instructor’s handouts.

4) Citations should be made in MLA format. For class notes or presentations, you
might use: (60’s handout) or (class notes).

Note: You must cite parenthetically throughout your narrative. Please follow this format. There
should be many citations throughout your response taken from the sources noted above because
assumptions and interpretations must be bolstered by citations. The strength of your response is
dependent largely upon your citation of the assigned sources.

5) Do not include a bibliography.

6) You may consult with your classmates in formulating an answer to this question.
However, you must write your own, unique, independent answer to this question.

7) Date Due: See eCampus Instructions

“ C O M P R E H E N S I O N D O E S N O T M E A N D E N Y I N G T H E O U T R A G E O U S , D E D U C I N G T H E
U N P R E C E D E N T E D F R O M P R E C E D E N C E , O R E X P L A I N I N G P H E N O M E N A B Y S U C H A N A L O G I E S A N D
G E N E R A L I T I E S T H A T T H E I M PA C T O F R E A L I T Y A N D T H E S H O C K O F E X P E R I E N C E A R E N O
L O N G E R F E L T. I T M E A N S , R A T H E R , E X A M I N I N G A N D B E A R I N G C O N S C I O U S L Y T H E B U R D E N
W H I C H O U R C E N T U RY H A S P L A C E D O N U S – N E I T H E R D E N Y I N G I T S E X I S T E N C E N O R
S U B M I T T I N G M E E K L Y T O I T S W E I G H T. ”
~ H A N N A H A R E N D T

2

• “One is astonished in the study of history at the recurrence of the idea that evil must be forgotten, distorted, skimmed over. we must not remember that Daniel webster got drunk but only remember that he was a splendid constitutional lawyer. we must…
• “History is fiction, except for the parts that I like, Which are, of course, true.” ~ Jim Corder
• Directions
• “Comprehension does not mean denying the outrageous, deducing the unprecedented from precedence, or explaining phenomena by such analogies and generalities that the impact of reality and the shock of experience are no longer felt. It means, rather, e…