Like many institutions of high education throughout the United States, the University of North Texas requires all students to pass introductory United States History courses. While the purpose of these courses should be to create a population well versed in U.S. history and sociopolitical and economic context, the foundational textbooks utilized in these courses promote American exceptionalism and U.S. supremacy. Their omission of the complex and controversial history of the United States creates a false master narrative based on an idealized version of U.S. history. Even textbooks that include diversity continue to uphold a progressive master narrative that ignores issues of systemic racism, sexism, and homophobia. My theoretical analysis of the required textbooks, Exploring American Histories: A Survey with Sources, is applicable to all introductory U.S. history textbooks. Decolonialism, critical race, and intersectional feminism are theoretical lenses that disentangle and highlight otherwise invisible aspects of American exceptionalism and the serious consequences of the subjugation of subaltern historical narratives. This thesis applies theory with examples of how textbooks or supplemental teaching can expose foundational oppression, violence, and discrimination to teach students critical thinking and help them see connections between the past and their present.