A few weeks ago I was contacted by Prof. Gregory Pfitzer, who is currently teaching a course in American Studies at Skidmore College. His students are examining various aspects of Civil War memory and as part of their reading Prof. Pfitzer assigned one of my blog posts on the recent controversy surrounding the SCV’s Davis-Limber statue that was supposed to be placed on the grounds at the Tredegar Ironworks in Richmond. I agreed to respond to their comments. I did my best to respond to every student and on more than one occasion the give and take resulted in lengthy threads. The students’ comments were incredibly thoughtful and forced me to rethink some of my own assumptions about this story. [Skidmore comments begin with #17 on March 11]
Prof. Pfitzer and I decided to follow up the assignment with a Skype interview, which we thought would give students a chance to ask further questions about the subject or anything else on their minds about Civil War Memory.
Harry Truman ordered the Atomic bombing of Japan to intimidate the Soviets with “Atomic Diplomacy”.
Schweikart goes on to say that there is no evidence in the newly opened Japanese archives (not sure what he is referring to here) to confirm that Japan intended to do anything other than fight to the death. Rather than head straight to the textbooks, however, let’s take a look at the 1988 DBQ that focused specifically on the decision to drop the Atomic Bomb in 1945. Here is the prompt and question:
The United States decision to drop an atomic bomb on Hiroshima was a diplomatic measure calculated to intimidate the Soviet Union in the post-Second World-War era rather than a strictly military measure designed to force Japan’s unconditional surrender.
Evaluate this statement using the documents and your knowledge of the military and diplomatic history of the years 1939 through 1947.
We all know that the College Board is a bastion of left wing ideology and that a committee of history professors and history teachers formulate the DBQs so we should be able to find the kind of bias that Hannity and Schweikart, and Richard Williams are trying to protect us from. Check it out for yourself. You will notice that the documents force students to acknowledge that the decision to drop the bomb must be understood from multiple perspectives. Students must weigh the specific sources, along with their background knowledge and come up with a solid thesis statement. I’ve used this DBQ every year that I’ve taught the AP course and every year my students disagree. A student can earn a score of 9 for any number of positions. The 9, however, almost always includes a concession paragraph that acknowledges that the question is complex and can be answered in more than one way. It is the responsibility of the student to justify why he/she has taken a specific approach. Is there something wrong with this question? Are we teaching our students to hate America because we ask them to weigh evidence rather than see American history in black or white? Where is the “Lie”?
I went and took a quick look at the same textbooks that I referenced yesterday as well a few more and not one offered the simplistic explanation that Schweikart believes is pervasive in college classrooms throughout the country. In fact, I was pretty impressed with the amount of attention given to this question. Most give equal weight to the goals of ending the war swiftly to minimize the loss of American life, the role of domestic and international politics, and a host of other factors.
This report is disturbing on so many different levels. It’s difficult to see how this is “fair and balanced” in any way shape or form. If a student handed this in as an example of investigative journalism I would give it a grade of F. There may, in fact, be a liberal conspiracy at work in our history classrooms, but you need to provide real evidence if you hope to convince folks beyond those that already believe that this must be the case. The quality of this piece and the decision of at least one blogger to post it without any explanation reflects something much more disturbing than anything about the so-called liberal bias in history textbooks.
I know that FOX News and Sean Hannity are usually “fair and balanced” but it seems to me that this report about corrupt liberal elite academics and their biased textbooks is missing some important elements of investigative journalism – specifically, the investigative part. I’ve never heard of Prof. Larry Schweikart or his new book about how liberals are destroying all that is good about American history. I’m sure it’s filled with all kinds of examples, but what I find curious is that there is no attempt to confirm anything in this FOX report. It should come as no surprise that I came across this video over at Richard Williams’s site. It should also come as no surprise that Mr. Williams fails to include any commentary concerning the claims made in this video. One must assume he believes the report to be an accurate reflection of the most popular history textbooks that are currently being used across America. It certainly conforms to his own assumptions about higher education.
At one point Schweikart claims that most college textbooks claim that President Roosevelt and the federal government knew that the Japanese would attack Pearl Harbor, but failed to act on that information. Since the report fails to include one textbook reference it is impossible to connect the individual claims to a specific textbook. I will start with my own left leaning textbook authored by Eric Foner. We all know that Eric Foner is one of the most popular of the liberal academics out there so his book should be helpful.
To this day, conspiracy theories abound suggesting that FDR knew of the attack and did nothing to prevent it so as to bring the United States into the war. No credible evidence supports this charge. Indeed, with the country drawing ever closer to intervention in Europe, Roosevelt hoped to keep the peace in the Pacific. (p. 850 in Give Me Liberty!)
Confrontation with Japan now looked likely. U.S. intelligence had broken the Japanese diplomatic code, and the president knew that Japan was preparing for war against the western powers. Roosevelt’s advisers expected an attack in the southern Pacific or British Malaya sometime after November: General Douglas MacArthur alerted his command in the Philippines. (p. 755)
Roosevelt had an advantage in the negotiations with Japan, for the United States had broken the Japanese secret diplomatic code. But Japanese intentions were hard to decipher from the intercepted messages. The American leaders knew that Japan planned to attack, but they didn’t know where. In September 1941, the Japanese decided to strike sometime after November unless the United States offered real concessions. The strike came not in the Philippines but at Pearl Harbor, the main American Pacific naval base, in Hawaii. (p. 810)
Officials in Washington, having “cracked” the top-secret code of the Japanese, knew that Tokyo’s decision was for war. But the United States, as a democracy committed to public debate and action by Congress, could not shoot first. Roosevelt, misled by Japanese ship movements in the Far East, evidently expected the blow to fall on British Malaya or on the Philippines. No one in high authority in Washington seems to have believed that the Japanese were either strong enough or foolhardy enough to strike Hawaii. (p. 871)
I have five additional textbooks on my shelf that fall into line with what I’ve already referenced. Perhaps tomorrow I will check out one or two additional claims made by this individual. Click here for a review of Schweikart’s own texbook.
Today I received a letter for an essay contest sponsored by the local chapter of the United Daughters of the Confederacy here in Charlottesville. I have to say that I got a kick out of it. The contest offers students in three different grade levels the opportunity to compete for a prize of $50. Students in grades 4-6 must write a 1,000 word essay on Commodore Matthew Fontaine Maury; students in grades 7-9 will write about the life of Judah P. Benjamin; and high school students in grades 10-12 get to explore the important contributions of Stand Waite. Your guess is as good as mine as to why Stand Waite was chosen.
The guidelines are quite telling. My favorite is the following:
Use “War Between the States” rather than “Civil War” unless quoting directly from a source.
The UDC also offers the following observation concerning sources:
The internet plays such an important role in education today that books are no longer being used. Please encourage students to use at least one book as a source for their information.
Guess what ladies, you can actually find books on this thing called the internet.
[Image: Mrs. Homer S. (Jane) Durden III, President General, 2008–2010]
do I also need to test for it as well? In other words, do I need to test my students to ensure that they leave my class understanding that the United States is an exceptional nation? Would I need to fail a student who vehemently disagrees and arrives at her own conclusions? What do I do with students who arrive at opposing ideas of what is exceptional about American history? Do I need to continue?
The more I listen to members of the Texas Board and other proponents of this nutty view the more disgusted I become. Do we really think so little of our students to believe that they need to be told what to think? What exactly is the point of education if we don’t even trust them to think through difficult questions about their own history? Perhaps I am missing something fundamental, but the thought that as a teacher I should intentionally work to steer my students to believe a set agenda is morally repugnant to me. This is called indoctrination, not education.
Honestly, I don’t care at all what my students believe about the broad sweep of American history. I am as indifferent to a student who believes that the United States is the greatest nation in the history of the world as I am with a student who believes the exact opposite. What I care about is whether they can articulate reasons for their preferred view. I care about whether they can utilize the tools of a historian that I do my best to teach year after year.
I can’t help but think that this agenda reflects a deep-seated insecurity on the part of those who believe that this is a history teacher’s responsibility. It stems from an inability to accept that free thinking people can, should, and must arrive at different conclusions about complex historical questions.