Analysis Finds Shallowness In Latest History Textbooks
A forthcoming evaluation conducted by the American Textbook Council suggests that the American-history textbooks that may dominate the curriculum in the coming decade are visually appealing and informative but lack depth and coherent connections. The report criticizes the overemphasis on multiculturalism and argues that the textbooks fail to promote close reading skills and civic knowledge essential for a democracy. Gilbert T. Sewall, the director of the American Textbook Council, expresses disappointment in the direction of design and content in these textbooks.
The report, titled "History Textbooks at the New Century," focuses on textbooks used in 5th, 8th, and 11th grades, with particular attention to those adopted in California due to the state’s influence on national selections. Many of the criticisms raised in this report echo previous critiques by Sewall and other observers. These textbooks have been accused of simplifying history by providing minimal details about significant events and historical figures and by replacing traditional heroes with minority figures and women. Stephen D. Driesler, the executive director of the school division of the Association of American Publishers, argues that textbook publishers produce what customers demand, including multicultural content and visually stimulating features based on studies showing their impact on student engagement. Sewall believes that the focus on design compromises the clarity and coherence of the texts.
The report claims that these textbooks tend to be superficial, lacking in interesting details, and disjointed in their coverage of topics. The language used is often awkward and impersonal, making it difficult for readers to understand and remember. While some satisfactory history books exist, the report asserts that there are more unsatisfactory options available now than ever before. The limited selection of materials hampers teachers who attempt to find alternative ways to present history to their students.
The textbook council’s examination of California’s approved textbook list identifies some books that are considered "anti-educational." Although the panelists, who reviewed these texts on behalf of the California state school board, acknowledged certain flaws, they recommended most of the textbooks for adoption because they met the state’s criteria. Thomas Adams, a consultant to the California education department, highlights the challenge of balancing Sewall’s concerns with adhering to state policy guidelines. California’s criteria require textbooks and series submitted for adoption to undergo an evaluation by a panel of teachers that assesses their portrayal of the historical experiences of various racial, ethnic, and religious groups, as well as their alignment with the state’s academic frameworks.
Despite his disappointment with the current offerings, Sewall believes that teachers and parents will eventually push publishers to improve the content in these textbooks. He intends to create his own sample textbook series for American and world history in the coming year, although he acknowledges the challenge of finding a publisher willing to undertake such a venture.
