The Texas State Board of Education has “streamlined” the state’s social studies standards in a way that limits what students will learn about the American Revolution. Michael Oberg, Distinguished Professor of History at SUNY-Geneseo, describes the changes:
One of my favorite undergraduate professors, John Walzer, taught the course I took on the American Revolution a long time ago at Cal State Long Beach. One of his students once made a movie reenacting the Boston Tea Party. The local marina stood in for Boston Harbor, somebody’s fishing boat for The Dartmouth, and cardboard boxes for chests of tea. After the “Sons of Liberty” committed their act of defiance, the cameras followed them home. When they attempted to wash off their “Mohawk” disguises, no matter how hard they scrubbed, they would not come off.They were revolutionaries now, and there was no turning back.
I have always loved that story. It gets at the dramatic urgency of the colonists’ protest movement, and depicts that moment when defiant opponents of parliamentary taxation realized that their relationship to Great Britain as subject and citizen was broken beyond repair. The story of this film helps students see the excitement of the Revolution, but also its danger. It is a powerful and important thing for students to experience.
So I worry that if states like Texas have their way, we will lose the drama and the excitement of the Age of Revolution. In a set of revised learning standards, the Texas State Board of Education reduces the revolution to little more than a constitutional dispute with Great Britain, of value only because it produces the Declaration of Independence, the Constitution, and a new nation at its end. Nothing is at stake. Little will be lost. The revolution seems inevitable, and no more disorderly than a game of Canasta.
And here is another taste of Oberg’s piece at “Age of Revolutions”:
Given its history of social studies education and its highly politicized methods for revising curricula, it is easy to beat up on Texas. But here’s the thing. Too many of my students think of the Revolution primarily as a creature of the “Founding Fathers.” They associate it, barely, with the Revolutionary War, and know little of the protest movements that preceded it. They know little of the consequences of the Revolution, save for the fact that the United States emerged as a new nation at its end.
Texas offers its schoolchildren a highly truncated presentation of the Revolution, and that is both disappointing and a cause for concern. The state’s approach robs students of the opportunity to explore the contingencies, the rending compromises, and the internal conflict that characterized these years. It deprives students of the human drama, as ordinary Americans—Anglo-Americans divided by class and region, immigrants from Europe from a host of religious traditions, Africans and Native Americans in all their diversity—found themselves forced to choose sides. Revolutions never tolerate neutrality, and the American Revolution was no different. Our students are seldom asked to consider that the gains brought about by the Revolution often came at the expense of others.
Read the entire piece here.