| This thesis studies how twenty-nine United States history textbooks, ranging from 1891 to 2008, treat the causes of the Civil War, the Battle of Gettysburg, the Emancipation Proclamation, and the Gettysburg Address. For some of these matters, such as the significance of the Battle of Gettysburg, texts' treatment is consistent over time. For others, treatment varies widely; for example, the Gettysburg Address is largely ignored prior to the Cold War. In some cases, treatment of these issues is related to the era and intended audience. Regardless of era, texts are inconsistent in the comprehensiveness of their presentations. |
