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Essay / Research Paper Abstract
This 5 page paper discusses Jonathan Zimmerman's book "Whose America?" and outlines five points he makes and why they are important. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: D0_HVZimmer.rtf
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Unformatted sample text from the term paper:
critical analysis of the book that examines five of Zimmermans points and why theyre important. Discussion In general, Zimmermans concern is the way in which various special interests seek to
influence the curriculum in order to insure their story is told accurately. Some of the specific points include the controversy over the history curriculum; the fight over religious instruction in
schools; the fight over prayer in schools; and the charges and counter-charges with regard to whether or not texts were subversive. With regard to the struggles over the history curriculum,
many ethnic groups believed that American history was told from one viewpoint only, that of whites, and that the contributions of blacks and other minorities were downplayed or absent entirely
(Zilversmit, 2004). The idea that many issues of importance to minorities never even arise can be seen if we consider the doctrine of Manifest Destiny. This is the claim by
Thomas Jefferson and others that the United States had a "manifest destiny" to spread from the Atlantic to the Pacific. Most textbooks never even question this doctrine, they simply state
that this was American policy at the time. Few textbook editors apparently thought to examine this policy in detail; they simply accepted it as part of American history. By doing
so, they failed to follow up on the result of following that doctrine, which was the extermination of Native Americans by whites as they moved west. This is typical of
the way much of history was taught: certain issues which were actually controversial were presented as accomplished fact. Ethic groups resented this, as well they might, and protested textbooks that
didnt give them the credit they deserved for their contributions to the building of the nation (Zilversmit, 2004). Zimmerman relates that while many groups "disputed whose history should be taught
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