Understanding History Through Multiple Perspectives

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
CorderDirections“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...
Grading 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
cultures.
Expresses attitudes and
beliefs as an individual, from
a one-sided view. Is
indifferent or resistant to
what can be learned from
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
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
Begins to identify knowledge
(facts, theories, etc.) from
one's own academic
study/field/discipline that is
relevant to civic

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
core beliefs.
Student states both core
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
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.

Understanding History Through Multiple Perspectives

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