tion of multicultural issues. This is not to suggest that multiculturalism cannot be treated in a more literary -centered format; it means merely that this way of teaching happens to suit my interest at this time. I attempt to treat as many as possible of the issues in culture which I just named along with several others as we move through the survey. This is difficult to do, for it means that students, in addition to being asked to learn the materials, are shifting interpretive modes frequently. For some students, the shifts are troubling; these students seek consistency and closure above all else. For other students, the shifting perspectives are helpful, for such shifts illustrate the very constructedness of the stories we tell which, cumulatively, become institutionalized as history. Interestingly, because all of the materials are generally unknown to the students, they are remarkably free of existing prejudices which mark our own anxieties as teachers. Having little prior knowledge of the Mayflower Compact beyond what they might have learne
             ...