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What Happens When We Stop Teaching Historical Thinking

This video examines the growing public and political attacks on history education—and why those attacks matter far beyond the classroom. Drawing on historical method, archival practice, and a concrete case study from U.S. history, I argue that weakening historical education produces two profound harms: epistemic vulnerability and a loss of historically grounded empathy. Using the example of Civil War memory, Reconstruction, and The Birth of a Nation, this essay shows how distortion replaces analysis when historical method is absent, and why a public trained to evaluate evidence, causation, and context is far less susceptible to false narratives. This is not a defense of a profession. It is a defense of historical thinking as a public good. History does not tell us what to think—but it trains us to understand how the present came to be, and how it might have been otherwise.