| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "LIES TEACHER TOLD": |
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"Lies My Teacher Told Me", 2002.
An analysis of the book "Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong" by James W. Loewen.
1,658 words (approx. 6.6 pages), 0 sources, £ 36.95
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Abstract
This paper examines "Lies My Teacher Told Me" and shows it as an expose? on high school history books and the tremendous amount of misinformation they contain. The author studied the contents of twelve published high school history textbooks, debunks many of the myths contained in them, and in the process, transforms history from a bland recounting of two-dimensional people into an exciting exploration of the good and bad humankind has done in its history.
From the Paper
"In twelve chapters, Loewen demonstrates how the authors of high school textbooks distort history to the point that much of what the books contain is essentially untruthful. He has chapters on how writers make boring heroes out of interesting historical people; what roles Christopher Columbus actually did and did not play in history; the real truth about how the United States has treated its native indigenous peoples; the subtle forms racism has taken in history books; the ways efforts to foster racial equality have been left out; how completely the textbooks ignore social class no matter how important its impact on history; systematically-taught misinformation about the Federal government; how incompletely recent American history is covered or even left out; the facts about American history left out in order to present the history of the United States in an unreal but positive way; how history textbooks came to be so incomplete, inaccurate and distorted; and the harm that comes from teaching sanitized, politically-correct versions of history to students who have no way of intelligently questioning what they read. He argues that the sanitization of history means that students cannot see any relationship between cause and effect in history."
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"Lies My Teacher Told Me", 2005.
This paper offers a book review of "Lies My Teacher Told Me" by James Loewen.
900 words (approx. 3.6 pages), 1 source, MLA, £ 21.95
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Abstract
The paper analyzes the book; "Lies My Teacher Told Me" by James Loewen. The paper quotes the author's analysis of the content and style of history books used in American classrooms. The paper examines the author's claim that these history books focus is on patriotic highlights of American history rather than fostering critical thinking skills.
From the Paper
""High school students hate history." So begins the powerful book; "Lies My Teacher Told Me" by James Loewen, which seeks to establish the underlying reasons for why this statement is all too. As Loewen puts it; "Our situation is this: American history is full of fantastic and important stories. These stories have the power to spellbind audiences, even audiences of difficult seventh graders. Yet they sleep through the classes that present it." (Loewen introduction)"
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James Loewen's "Lies My Teacher Told Me", 2005.
Uses James Loewen's book, "Lies My Teacher Told Me", to discuss history textbooks in the U.S.
675 words (approx. 2.7 pages), 1 source, APA, £ 16.95
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Abstract
This paper discusses the biased-nature of history textbooks in the U.S, using James Loewen's book, "Lies My Teacher Told Me", to help illustrate the problem. The paper looks at the lessons taught in the book and how they can be applied toward shaping a better lifestyle for Americans.
From the Paper
"We are often told that history is written by the winners. In James W. Loewen's "Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong", the author illustrates how history is often interpreted and distorted due to the cultural perspective of those who record it.
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Lies My Teacher Told Me, 2007.
A review of the book 'Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong' by James Loewen.
2,721 words (approx. 10.9 pages), 2 sources, MLA, £ 56.95
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Abstract
This paper reviews, discusses and analyzes the James Loewen's book, 'Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong'. According to the paper, this book is one author's attempt to get to the bottom of American history. The paper goes on to say that Loewen offers great insight to not only the faults in American history education but to the truths about American history. The paper reports from the personal perspective of the author.
From the Paper
"At first glance, I thought this book would be awful to read. I thought that I do not need some Professor who knows everything to tell me I am uneducated in American history. But after reading this work, I came to realize the book is much more than that. It is a critique on so many factors in our society, which only one is the student's education. But it does not critique the American history student, and I felt this refreshing. If a student is not original in his or her thought, it was because he or she was not led towards originality. In truth, these problems are nobodies fault in particular and Loewen does not point fingers at me saying I am not a good history student or teacher. Rather he demonstrates the need and the process to be original in thought and interpretation and study of history and this resonated very strongly with me. "Some adults simply do not trust children to think," Loewen writes which means that it is not the students fault if he or she does not think originally about history (Loewen). Therefore it is in a student's power to correct the situation and within the adults power to help the student of American history to make progress. "
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John W. Loewen's "Lies My Teacher Told Me", 2005.
An analysis of John W. Loewen's book about the damage caused by inaccurate history books, "Lies My Teacher Told Me".
900 words (approx. 3.6 pages), 3 sources, APA, £ 21.95
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Abstract
This paper presents an analysis of John W. Loewen's book, "Lies My Teacher Told Me," which discusses the harm that misleading and inaccurate history textbooks do to students' perception of government and their future development.
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James W. Loewen's "Lies My Teacher Told Me", 2005.
Discusses James Loewen's book, "Lies My Teacher Told Me" about the misleading and inaccurate information in school history books.
900 words (approx. 3.6 pages), 3 sources, APA, £ 21.95
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Abstract
This paper examines James Loewen's contention in "Lies My Teacher Told Me," that U.S. history textbooks are filled with distortions, omissions, and outright lies, and the impact of these lies on American students.
From the Paper
"If you attended history class in US public schools, chances are you believe Columbus discovered America, Helen Keller was an inspirational and democratic American, and you more than likely view Woodrow Wilson as champion on human rights and world peace. All of these beliefs are either outright lies, misinformation or are guilty of lies by omission described by James W. Loewen in "Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong".
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"Lies My Teacher Told Me", 2006.
A critical review of Loewen's "Lies my teacher told me".
1,700 words (approx. 6.8 pages), 0 sources, £ 38.95
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Abstract
The paper discusses, reviews and critiques Loewen's book. It attempts to inform the reader how and why American history has been taught in the schools without particular attention being paid to the truth. The author of the paper also expands on the book's main themes, that of heroification, Eurocentrism and racism.
From the Paper
"Loewen employs the term 'Heroification' frequently when describing the country's past and defines the concept as a degenerative process that makes people into heroes regardless ones individual character flaw. Further, it appears that Loewen's greatest concern about 'Heroification' does not revolve around who gets chosen for inclusion in the history books rather what actually happens to them after they are included - a cart before the horse analogy. He cites two notable examples of people that had led colorful and extraordinary lives but are portrayed in our textbooks as people we should strive to become like. These two people referenced are Helen Keller and President Woodrow Wilson (Lies, 19). In these instances Loewen feels that heroification has distorted the lives of both Keller and Wilson and as a result can no longer think candidly about them. However, he does not merely reference these two notable alone but references many others as well throughout our history."
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Examining Biases, 1999.
An analysis of the book "Lies My Teacher Told Me" by James Loewen from a personal perspective.
900 words (approx. 3.6 pages), 0 sources, £ 21.95
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Abstract
The writer of this paper examines his own feelings about the way that history was taught in school after reading this book by Loewen. The paper is written in first person and makes reference to common misconceptions in American history which were made known to the writer by reading "Lies My Teacher Told Me".
From the Paper
"How could my teacher lie to me? What could this author possible mean? One could truly be unpleasantly surprised while reading Lies My Teacher Told Me. Normally, history books have not held my attention, but this book has kept me reading with eyes wide open. I probably learned more from this book than I have from any other history classes or textbooks. As Loewen discusses heroification, Christopher Columbus, and the American Indians, a theme becomes evident with history. The ?good? side of history has always been presented to students while the ?bad? side of history seems to have been pushed aside. "
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?Bodyguard of Lies", 2005.
This paper discusses Cathal Nolan argument that sometimes lies are for the public good, which he presents in "Bodyguard of Lies: Franklin D. Roosevelt and Defensible Deceit in World War II".
970 words (approx. 3.9 pages), 0 sources, £ 23.95
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Abstract
This paper explains that Cathal Nolan in "Bodyguard of Lies: Franklin D. Roosevelt and Defensible Deceit in World War II" does not believe it is always proper for governments to lie to the public, but he does establish a clear line, when and when it is not proper to lie, by giving general and specific historical examples of past government lies. The author points out that Reagan in the Iran Contra fiasco, Nixon with Watergate and Johnson with the U.S. incursions into Laos and Cambodia and Bill Clinton in Monica-gate, all lied for non-utilitarian reasons; however, Nolan differentiates between Roosevelt and the other deceivers of public trust because if the Nazi threat was not stopped, it would have continued to spread throughout the world until democracy no longer existed. The paper concludes that truth should be told whenever possible; but when the truth is not for the good of all mankind, a president is justified in using whatever means possible to preserve prosperity and moral goodness.
From the Paper
"Roosevelt viewed the Nazi's as a real threat to mankind. History proves he was correct. The public in the 1930's was weary of getting involved in another war. Congress was dominated by isolationists who refused to support foreign nations with arms or manpower even if they were our strategic allies in the fight for Democracy. The country was reeling from the depression, and many felt funds were needed at home. However, Roosevelt knew the threat of Nazism and German expansion was real and felt public opinion had to be altered."
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Al Franken and Lies, 2005.
A critical analysis of Al Franken's work "Lies and the Lying Liars Who Tell Them: A Fair and Balanced Look at the Right. "
675 words (approx. 2.7 pages), 1 source, £ 18.95
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Abstract
This paper looks at one of Al Franken's (the writer and performer of the popular television show Saturday Night Live) most popular works, "Lies and the Lying Liars Who Tell Them: A Fair and Balanced Look at the Right. " First, the paper discusses several types of media bias that Franken reveals. Then, it looks at some of arguments that Franken makes about mainstream media coverage, as well as his criticisms of conservative media pundits and media sources. All the while, the paper presents the writer's opinion as to Franken's validity.
From the Paper
"Al Franken and Lies Going from writer and performer on the ever-popular television show, Saturday Night Live, Al Franken has become a political pundit for American liberals and a successful writer of critical commentary books that are both humorous and politically sound. The first biases that Franken notes are those that "stem from something called 'the profit motive'" (Franken 1). "
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?On Truth and Lies in an Unmoral Sense?, 2004.
Examines contradictions in philosopher Friedrich Nietzsche's text, "On Truth and Lies in an Unmoral Sense".
2,523 words (approx. 10.1 pages), 6 sources, MLA, £ 52.95
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Abstract
In Nietzsche?s unpublished essay, ?On Truth and Lies in an Unmoral Sense?, regarded by some scholars as a keystone in his thought, he rejects the idea of universal constants. This paper argues, however, that reducing the thinking of Nietzsche to a system dominated by a few formulas is superficial and unwise and that every aspect of this thinking finds its opposition in another one from the same system. The paper brings examples of Nietzsche's views on religion, psychology, and human values to show the contradictions that exist within the text.
From the Paper
"Nietzsche is making use of the purest ideal in order to judge its falsifications; after that he uses these falsifications to destroy the same ideal that he used as a measure: After he condemned the man in the name of the moral, he condemns the moral in the name of the man. But those two convictions mutually annul themselves.: how can you speak about moral lie if there is no moral truth?"
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"Sex, Lies and Conversation", 2004.
An analysis of the essay "Sex, Lies and Conversation" written by Deborah Tannen.
1,636 words (approx. 6.5 pages), 1 source, MLA, £ 36.95
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Abstract
This paper discusses and analyzes the essay "Sex, Lies and Conversation" by Deborah Tannen. Specifically, it evaluates the essay according to several key questions, considering the background on the author and the topic, tone and genre of the essay. The paper contends that Tannen's essay clearly shows many of the differences in communication styles between men and women and explains what they mean to the very foundations of our society. The paper also claims that Tannen's essay indicates that communication is central to a solid marriage, but it is also central to just about everything important in our society, from personal relationships to business relations and far beyond.
From the Paper
"What is also interesting is how Tannen described the physical communication styles of men and women. Women tend to look at each other when they are talking, while men tend to look away from each other when they are talking. This gives the woman the feeling that a man is not listening to her when they communicate, and from this example it is easy to see why. That this communication style is also learned at a young age is clear, and it is a little bit disconcerting to see how so many communication patterns learned as children stay with us throughout our adults lives. "
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"Sex, Lies and Conversation", 2008.
A review of the article entitled "Sex, Lies and Conversation: Why is it So Hard for Men and Women to Talk to Each Other?" by Deborah Tannen.
840 words (approx. 3.4 pages), 2 sources, MLA, £ 20.95
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Abstract
This paper examines how, in her article entitled "Sex, Lies and Conversation: Why is it So Hard for Men and Women to Talk to Each Other?", author Deborah Tannen examines the complex communication relationship that exists between men and women. Specifically, the paper looks at Tannen's point that, although men talk more in public, women talk more in the house and the result is a genuine communication breakdown which causes distress in marriages.
From the Paper
"However, as the research of Tennan shows, this is not the case. According to Tennan's research, the film What Women Want does nothing more than demonize men as being sexist and incapable of understanding women. In actuality, this is far from the truth. Instead, the feeling of being misunderstood is mutual, with both sides being at fault due to the role that gender upbringing creates. In other words, its not that men don't know what women want or that women don't know what men want, the issue is that men and women don't know how to talk to each other. Until this is understood, such stereotypical movies as What Women Want will continue to draw laughs."
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?Sex, Lies & Advertising?, 2005.
This paper reviews and analyzes the article "Sex, Lies & Advertising" written by author and feminist Gloria Steinem which focuses on the impact of advertisers in the media.
761 words (approx. 3.0 pages), 1 source, MLA, £ 18.95
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Abstract
This paper discusses Steinem's article in which the author and feminist gives a detailed account of how advertising dollars dictate the ads as well as the editorial content in "Ms. Magazine." This paper discusses the actions taken by advertisers such as Revlon and Clairol when their demands regarding editorial content aimed at promoting their products were not met. One example in Steinem's article cited that Clairol withdrew its advertising support after "Ms. Magazine" published an article on the hazards of carcinogens in hair dyes. This paper analyzes how diversity in the field of advertising is seen as a direct threat to reaching a primarily white audience. This paper also examines Steinem's regret in using her publication to sell products that may not be in the best interest of women by citing the financial necessity in doing so.
From the Paper
"Does consumer power really drive what types of ads are run in magazines? According to Steinem, this is not necessarily the case. Although her magazine had presented ample evidence to advertisers that women are decision makers in purchases involving automobiles, consumer electronics such as sound equipment, VCS, and computers and office equipment, the publication had a really hard time obtaining advertisements for these types of products. One of the reasons given is that the advertising industry lags consumer reality. Where women may once have turned to their significant others to help them make their decisions, they now increasingly rely on their own judgment. But, the old perceptions remain ingrained in advertising executives. And, Stinem states that acceptance of products by women is viewed as a threat to the perceptions of the products by males."
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