Why Real History Isn't Taught in Schools: A Critical Examination

High school students in the United States often find themselves complaining about not learning 'real history.' This gap in historical education can be traced back to the limited time allocated for teaching such vast periods of history, combined with the subjective interpretations and cultural biases that often influence the curriculum.

Time Constraints and Omissions

Teachers in 11th-grade U.S. history in California have a mere 170 hours to cover 248 years of history. This intense time constraint leaves many favorite topics and significant events left out. It is almost inevitable that the classroom environment, filled with distractions like student complacency, daydreaming, and interaction, further contributes to the superficiality of the historical education.

Post-Schooling Impact

Upon graduating, students often lament not having learned 'real history' and never engage in further reading. This can be corroborated by public interviews, such as those conducted by news programs. For instance, a recent interview revealed that many individuals who claim to be college graduates do not know basic facts about key historical figures like George Washington. A person interviewed was even unsure about the country the United States gained its independence from, answering 'Canada' instead of 'Great Britain.'

Cultural Bias and Curriculum Omissions

Curriculum restrictions often stem from a desire to instill a sense of cultural pride and bolster morale within the society. One glaring example from California is the period between 1821 and 1848, which is conveniently ignored in standard public schooling. This is largely because this period illustrates a complex and often uncomfortable history of decolonization and exploitation, which includes the trading of slaves and the brutal treatment of Indigenous populations. Teaching this period would challenge the myth of a morally superior and utopian history, which poses a risk to the cultural narrative.

Historical Education in the UK

In the United Kingdom, history is taught in all schools but is largely optional in secondary schools. In primary schools, the curriculum tends to cover facts but remains quite general and heavily focused on British achievements. Secondary schools are more influenced by the national exams: GCSEs taken at 16 and 'A Levels' taken at 18. These exams typically focus on key periods in British history, such as Tudor England (16th century) and the 20th-century world wars. While no one attempts to censor historical teaching, it can be influenced by the so-called culture wars, leading to a more nuanced, but still biased, interpretation of British history.

Conclusion

The question of why 'real history' isn’t taught in schools is not just about time constraints and distractions. It is deeply intertwined with cultural biases, political sensitivities, and the way we choose to present and interpret the past. Understanding and addressing these biases can lead to a more comprehensive and truthful historical education, challenging the myths and enabling a more informed and critical society.