Objectives

• Students will learn what PragerU is and why it creates videos about history.
• Students will analyze the PragerU “Meet Columbus” video for what information is included and what might be left out.
• Students will write a response that practices evidence-based critical thinking.

Background Information (Teacher or Student Handout)

PragerU (short for Prager University) is not a university. It is a media company founded in 2009 by Dennis Prager, a conservative radio host. Instead of offering classes, it produces short videos about history, politics, and culture.

Researchers like Ryan Knowles and Steven Camicia have pointed out that organizations like PragerU create what is called a parallel curriculum. This means they try to teach history in ways that are different from school textbooks, usually to promote a certain point of view. For example, PragerU often makes videos that defend traditional American heroes and argue against criticism of them.

This doesn’t make the videos “bad,” but it does mean we need to be careful readers (or viewers). Good critical thinkers always ask:

• What is included? (What facts, ideas, or voices appear in the video?)
• What is left out? (What facts, ideas, or voices are missing?)
• Whose perspective is represented? (Who benefits from telling history this way?)

What do you know about Christopher Columbus?

Why do you think there are debates about how we should remember him?

• What arguments does the video make about Columbus?
• What information is included that supports these arguments?
• What information might be left out (for example, from Indigenous perspectives or other historians)?
• Who is the intended audience of this video?
• How is this different from what you’ve read in textbooks or heard in class?

5. Writing Task (20 minutes)
Prompt: Write a one-page response to the PragerU video. In your response:

• Summarize the main points of the video.
• Explain what you think is included and what you think is left out.
• Decide whether you find the video convincing or not, and explain why.
• Support your opinion with at least one piece of evidence from class readings or another historical source.

Share (10 minutes)
Students share responses in pairs or groups.