Common historical fallacies: Difference between revisions

Common historical fallacies (view source)

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 '''Creating Common historical fallacies taught by high school & other teachers'''
-* teachers have a point of view that inescapably informs their teaching
+* teachers are frequently responsible for erroneous historical facts or interpretations
+** teachers have a point of view that inescapably informs their teaching
 * the best teachers "teach" not "preach"
 ** but even the most objectively-minded teacher has as a point of view, an underlying outlook
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 [[File:US-SlaveryPercentbyState1790-1860.svg|thumb|Evolution of the enslaved population of the United States as a percentage of the population of each state, 1790–1860]]
 ==== logical fallacy 1: colonial slave v. overall population growth ====
-** the growth of colonial African slavery was linear until the development of the cotton gin
+* the growth of colonial African slavery was linear until the development of the cotton gin
-*** but the growth of the overall colonial economy was exponential
+** after which, given the truly slave-dependent cotton economy ("king cotton") slavery became a more important element of the US economy
-*** therefore slavery was not the basis of the colonial American economy
+*** but it was never a dominant or even majority source of American economic activity
-==== logical fallacy 2: value of slave-produced goods v. overall economy ====
+** up to 1800, colonial population growth was much higher for whites than for slaves
+** whereas, after 1800, slave population increased dramatically, overtaking white populations in many areas of the south
+*** therefore slavery was not the basis of the colonial development
+*
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+==== logical fallacy 2: colonial per capita wealth not reliant upon slavery ====
 * as a proportion of per capita private wealth in 1774:
-* chart to be completed
+** chart to be completed
 {| class="wikitable"
 ||Wealth source|| All 13 colonies || New England || Middle Colonies || South