The Oregon Trail CD-ROM has long been used by teachers as a teaching-substitute. In this article, Bill Bigelow examines the many negative impacts this teaching decision can have on students who use the CD-ROM. One of the most substantial impacts this “edutainment” resource inflicts is the promotion of “a full litany of sexist, racist, and imperialistic perspectives, as well as exploitive perspectives of the earth.” (Bigelow, pg. 8)
Bigelow points out the many gross inaccuracies, which the Oregon Trail promotes. One major bias this program displays is the role of women on the Oregon Trail journey. In the game, women play little or no role in making decisions along the way to Oregon. This role is historically inaccurate as can be seen from various journal excerpts that Bigelow presents. In addition, the program features major biases and historical inaccuracies in regard to the roles of African Americans and Native Americans at this time. Also, the program promotes a self-absorbed, imperialistic and opportunistic viewpoint from start to finish.
Each of these biases can have very negative impacts on student learning and outlooks on this time period. Bigelow suggests that as teachers, we must remember that CD-ROMs are not teacher substitutes. In addition, we can use these types of programs for student learning, but we must first closely analyze and critique the programs for their educational value. Similarly, we must find ways to supplement other activities when using CD-ROMs and similar programs to enhance student learning and promote ethical, moral and accurate depictions of information.
I must admit I found this article to be very fascinating and frustrating. I remember playing the Oregon Trail many times when I was younger as a reward in school and really enjoying it. I was astonished to see all the biases presented that I had never noticed before. Personally, I feel that this program is full of useful information but I don’t know that I would ever use it in my classroom. The biases are too great, and the inaccuracies are too frequent. Upon reflection, I found myself mainly in agreement with Bigelow’s perspective that this program promotes an opportunistic, male-dominant ideology of a time rich in diverse history. However, I do think there are many ways to teach this information in a more ethical and moral way. Bigelow suggests several alternatives such as reading journals written by women of the time or having a guest speaker from a Native American tribe talk to the class about the expansion in the West and its impacts on their people. In addition, I don’t believe that a CD-ROM program can ever or should ever replace teaching in the classroom and the enrichment that it provides for students.
Elsa, you have made some good points in regard to Bigelow's article. He definitely presenting his arguments about how inaccurate the Oregon Trail game is very strongly. I have fond memories of playing this game, but I would never use it in my classroom.
ReplyDeleteWhat I understood from the article was that the game did not show the times as they really were. It hushed up some of the main inequalities of the time and any negative social relationship between peoples.
Perhaps the CD-Rom doesn't go into these concepts since it is geared toward 6-15 year olds.
I agree with you in that as teachers, we should critically assess material we use in the classroom and think about the biases we might be exposing students to. I liked his alternative ideas: the women's journal and reenacting the Oregon Trail as a simulation.
I've seen this work well in a classroom where students get to act as a character in "wagon teams," making decisions together.
Yeah I agree with you Elsa. I agree that the biases are too great. Yes they always talked about white males being the characters people could play, but that was normal. The majority of people on the Oregon Trail were white males and their families. You can't blame a company for making a game based on historical events for being racist. This is the way it was back then. If someone was going to make a game about the holocaust, would they make it any different than what was historically played out? I would say no. You cannot argue with history, whether it was right or not.
ReplyDeleteElsa - I just wrote an entire response to your blog and it got deleted! So this one will be short and sweet :) I liked a lot of the points you presented here but I have to agree with what Linds said about all the biases found in the game. I don't necessarily think we should rule out the use of this game in our future classrooms because of the biases. They represent the way the world was back then. Yes, women do not get to make decisions and play a small role in the game but that is how their lives really were. I think the game could be used as a means for student to seek out the biases the game holds and then discuss what they mean.
ReplyDeleteHey girl,
ReplyDeleteI really enjoyed reading your article because mine was so opposite of yours. I do agree with a lot of the points you made in your article about how it has a negative impacts on student learning and their views of that time period, however, when I was younger, I didn't even think about things that way, but times are a different know, and students may notice a lot of those things I didn't pay attention to.
I, too agree with Bigelow when he talks about using role plays, and old journals to show students how things were back then, but I think the game is a fun thing for students to use during the unit, during their freetime.
<3 Great blog els!