Tag Archives: k12

Textbook Writers Use Passive Voice to Exonerate Enslavers

Ellen Bresler Rockmore, “How Texas Teaches History,” The New York Times, October 21, 2015, http://www.nytimes.com/2015/10/22/opinion/how-texas-teaches-history.html.

In the excerpts published by Jezebel, the Texas textbooks employ all the principles of good, strong, clear writing when talking about the “upside” of slavery. But when writing about the brutality of slavery, the writers use all the tricks of obfuscation. You can see all this at play in the following passage from a textbook, published by Houghton Mifflin Harcourt, called Texas United States History:

Some slaves reported that their masters treated them kindly. To protect their investment, some slaveholders provided adequate food and clothing for their slaves. However, severe treatment was very common. Whippings, brandings, and even worse torture were all part of American slavery.

Notice how in the first two sentences, the “slavery wasn’t that bad” sentences, the main subject of each clause is a person: slaves, masters, slaveholders. What those people, especially the slave owners, are doing is clear: They are treating their slaves kindly; they are providing adequate food and clothing. But after those two sentences there is a change, not just in the writers’ outlook on slavery but also in their sentence construction. There are no people in the last two sentences, only nouns. Yes, there is severe treatment, whippings, brandings and torture. And yes, those are all bad things. But where are the slave owners who were actually doing the whipping and branding and torturing? And where are the slaves who were whipped, branded and tortured? They are nowhere to be found in the sentence.

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SPLC Makes Doubtful Curriculum Claims

The Southern Poverty Law Center has released a new report, Teaching the Movement: The State of Civil Rights Education in the United States 2011, that claims that ” Across the country, state educational standards virtually ignore our civil rights history.”

The report reaches this claim by comparing ” state standards and curriculum frameworks” to “the generally accepted core knowledge about the movement.” But I think the comparison could have been more thorough.
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