Why Do We Learn Certain History Topics and Ignore Others? (And How to Sneak More Interesting Stuff Into Your Classroom Anyway)
Ah, history class. The place where we learn about George Washington’s wooden teeth (spoiler: they weren’t wooden), the Boston Tea Party (which wasn’t really about tea), and the Pyramids (which were not built by enslaved people, despite what outdated textbooks say).
But have you ever wondered why some historical events get the spotlight while others are left collecting dust in the archives? Why do we spend weeks on the American Revolution but barely a day on the Harlem Renaissance? Why do we memorize the dates of European wars but hear next to nothing about the Kingdom of Benin, the Haitian Revolution, or the thousands of women who shaped history?
If you’ve ever sensed that history is a bit… selective, you’re not wrong. What we learn is not just about what happened, but about who decides what matters. So let’s break down why some stories make it into the textbooks, others don’t, and how we can fix that.
Who Decides What We Learn in History Class? The Politics of History Education
Wouldn’t it be fun if history teachers could just teach whatever they found interesting? One day it’s Medieval Japan, the next it’s Viking mythology and why they didn’t actually wear horns on their helmets. Unfortunately, that’s not how it works.
History curricula are determined by a mix of state education boards, school districts, textbook companies, and policymakers—many of whom, believe it or not, aren’t historians.
How It Works:
- State Standards: Each state has its own history standards that decide which topics must be covered. That’s why a student in Texas might learn a very different version of U.S. history than a student in California. (Yes, it’s weird.)
- Textbook Publishers: Major publishers—like Pearson, McGraw Hill, and Houghton Mifflin Harcourt—tailor textbooks to meet state standards. Since Texas and California are two of the largest buyers of textbooks, their choices tend to influence what the rest of the country learns.
- Politics & Controversy: History isn’t just about the past—it’s about how we interpret the past. Some topics are considered too controversial, while others are left out because they challenge traditional narratives.
📖 Source: Loewen, J. (1995). Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. The New Press.
The “Great Men” Problem: Why We Keep Learning the Same Names
Ever notice how history textbooks are basically a parade of the same famous men? Washington, Lincoln, Napoleon, Churchill, Columbus (ugh). This is because history has traditionally been written by the people in power, which often means:
- Political leaders get top billing. (Because we love a good presidential portrait.)
- Wars dominate the narrative. (Because battles are easy to put on a timeline.)
- Women, Indigenous people, and non-Western civilizations get sidelined. (Because power structures tend to dictate what “matters.”)
What Gets Overlooked?
- Everyday people’s history. (Textbooks focus on kings and generals but not the people who actually lived through history.)
- Social movements. (Many school curricula barely mention labor rights, feminism, or Indigenous resistance.)
- Non-European civilizations. (If world history classes make you think history only happened in Europe, that’s a problem.)
🔍 Example:
- The Haitian Revolution (1791-1804)—the first successful slave rebellion in history—led to the first Black republic. Yet, it’s barely mentioned in U.S. classrooms, even though it had a direct impact on slavery in the Americas.
- The Tulsa Race Massacre (1921)—a horrific event in which a thriving Black community in Oklahoma was destroyed by white mobs—was almost entirely erased from history books until recently.
📖 Source: Zinn, H. (1980). A People’s History of the United States. Harper & Row.
Who Gets Erased? (And Why It Matters)
History isn’t just about who is included—it’s also about who gets left out.
- Women in history? Usually a single page about Susan B. Anthony and maybe Cleopatra if we’re lucky.
- Indigenous histories? Usually summed up as “Thanksgiving happened, then they disappeared,” which is wildly inaccurate.
- LGBTQ+ history? Until recently, almost completely ignored in school curricula.
Why This Happens:
- Bias in historical writing: Many early historians were elite white men who decided what was “important.”
- Political agendas: Some history is seen as too uncomfortable, so schools avoid it.
- Lack of resources: Many schools rely on outdated textbooks that don’t reflect recent scholarship.
🔍 Example:
- The Stonewall Riots (1969)—a pivotal moment in LGBTQ+ rights—is rarely covered in traditional history classes, despite its impact on civil rights.
- The Great Zimbabwe civilization (11th-15th century) was a powerful African empire, but many Western historians ignored or dismissed it because they didn’t believe Africans could build advanced societies. (Spoiler: They did.)
📖 Source: Ehrenreich, B. & English, D. (1978). For Her Own Good: Two Centuries of the Experts’ Advice to Women. Anchor Books.
How Teachers Can Bring Inclusive History to the Classroom
Alright, so we’ve established that history is a little… selective. What do we do about it?
Steps for Teachers & Students:
- Use Multiple Sources: Don’t just rely on one textbook—use primary sources, historical accounts, and diverse perspectives.
- Introduce Counter-Narratives: Teach about historical figures who aren’t usually covered—from Hatshepsut to Frederick Douglass to Malala Yousafzai.
- Engage with Public History: Museums, documentaries, podcasts, and digital archives are great tools to fill in the gaps.
- Encourage Critical Thinking: Ask students: Why do we learn certain events but not others? Who benefits from this version of history?
📖 Source: Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press.
Final Thoughts: Rewriting the History We Teach
History isn’t just about what happened—it’s about who tells the story and what we choose to remember.
- Some topics are highlighted because they fit a national narrative.
- Others are ignored because they challenge traditional power structures.
- The good news? We can change how we teach history.
Next time you’re in a history class, ask yourself: What’s missing? Because chances are, there’s an incredible, overlooked story waiting to be told.
Discussion Questions for Students:
- What’s a historical event you never learned about in school, but think should be taught?
- Why do you think some topics are considered “controversial” in history classes?
- How can we make sure marginalized histories are included in education?
📣 Let’s Keep the Conversation Going!
- Join the discussion: What’s a historical event you think should be taught in schools but isn’t? Drop a comment and let’s build a better history curriculum together!
- Keep Exploring: Want to dive deeper into untold histories, forgotten figures, and the wildest stories textbooks left out? Check out our other posts on HistoraEDU Blog.
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📖 History is still being written. Let’s make sure we include everyone in it. 🚀