This eye-opening book explores the ways in which American school textbooks have portrayed English history over the years. From the earliest colonial period to the modern day, Welsh examines the biases, distortions, and outright inaccuracies that have been perpetuated by textbooks and other educational materials. With a focus on critical thinking and awareness of historical context, this book is a valuable resource for anyone interested in how history is taught and remembered. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.

Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.

Excerpt from English History in American School Text-Books One of my earliest recollections is that of being taken to see the fireworks which were set off at the pierhead in Ramsgate harbor to celebrate the declaration of peace after the Crimean War. From that time until I went, when quite a young man, into the Gallery of Battles in Versailles - a gallery in which the glories of the French armies are celebrated in acres of canvas by the famous French artist Detaille - I never fully realized that Englishmen had ever been defeated by land or sea. I had been brought up in the belief that one Englishman could beat three Johnny Crapauds. But here all my illusions on that score were shattered at one rude blow, for about one picture in. Every three represented a defeat of the English in either a naval or a military engagement. Then I made up my mind with Sir Robert Walpole, that I would study anything but history, for history must be false. Some such awakening has no doubt come to almost every thinking man or woman who has been brought up on the old methods of teaching the history of their country, whether they be English or American, French or German, Turk or Russian - this no doubt has its effect in inspiring a patriotic feeling; in keeping alive a belief in the invincibleness of one's own nation; a faith in its good star, which has led men on to further victories and inspired them to yet more valorous deeds than their forefathers have performed. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The Higher History Course Notes helps teachers and students map their route through the CfE programme, providing comprehensive and authoritative guidance for the course. Course Notes give a practical, supportive approach to help deliver the new curriculum and offer a blend of sound teaching and learning with assessment guidance. Progress and attainment for all * A complete course text with six of the most popular topics covered in depth (The Wars of Independence; Migration and Empire; The Making of Modern Britain; Germany; Russia and USA) * 'Activities' will get students thinking about what they have learned and help them to develop the skills needed for the assessment * 'Activities' are mapped and indexed by Outcome so you can see at a glance which criteria each activity fulfils Active learning * 'Make the link' features encourage broader thinking between and across subjects * 'Hints' give helpful tips to support learning and highlight important information * 'Historiography' will help students to analyse the importance of historical events Assessment and practice you can rely on * 'Exam style questions' for every section ensure that students will be fully prepared for the assessment * 'Summary' sections and 'Learning checklists' enable students to monitor progress regularly

This book analyzes the common narrative residing in American History textbooks published in the first half of the 19th century. That story, what the author identifies as the American “creation” or “origins” narrative, is simultaneously examined as both historic and “mythic” in composition. It offers a fresh, multidisciplinary perspective on an enduring aspect of these works. The book begins with a provocative thesis that proposes the importance of the relationship between myth and history in the creation of America’s textbook narrative. It ends with a passionate call for a truly inclusive story of who Americans are and what Americans aspire to become. The book is organized into three related sections. The first section provides the context for the emergence of American History textbooks. It analyzes the structure and utility of these school histories within the context of antebellum American society and educational practices. The second section is the heart of the book. It recounts and scrutinizes the textbook narrative as it tells the story of America’s emergence from “prehistory” through the American Revolution—the origins story of America. This section identifies the recurring themes and images that together constitute what early educators conceived as a unified cultural narrative. Section three examines the sectional bifurcation and eventual re-unification of the American History textbook narrative from the 1850s into the early 20th century. The book concludes by revisiting the relationship between textbooks, the American story, and mythic narratives in light of current debates and controversies over textbooks, American history curriculum and a common American narrative.

"Almost all of the book appeared initially in the New Yorker." Bibliography: p. [227]-240.