As America approaches the 250th anniversary of the Declaration of Independence, discussions around the teaching of history are fraught with controversy. Various initiatives, notably The New York Times 1619 Project, aim to center slavery in American history, yet there is significant pushback against teaching race and racism. The decline in American history proficiency, with only 13% of eighth graders achieving proficiency, highlights a troubling trend. This reflects a broader shift away from objective historical knowledge amid rising partisanship, making the anniversary a moment for both celebration and reflection on these divisive issues.
Teaching history should encourage students to think critically about the past, allowing them to form their own emotions about it, patriotic or otherwise.
As America approaches its 250th anniversary, reflection on how the revolutionary past is taught reveals deep partisan divides in education regarding race and identity.
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