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Final projects for my fall courses focus on how history matters to the present: MexAm history students will propose public site of historical memory while WWII class will examine HS textbooks. I'd like to share just a bit about the materials we've engaged (bc I'm so excited!). 1/
2/ Into wk 2 we've already had great discussions about how history shapes our sense of shared identity & belonging in the nation. We've begun talking about the difference between historical memory & history & what purpose textbooks ought to serve to the public.
3/ To provoke and facilitate discussion, I've relied upon several present-day materials, created mostly by historians but also others. These have been incredibly helpful and I'd like to share some here:
4/ ON TEXTBOOKS AND HISTORY EDUCATION IN K-12 (WWII class):
@nytimes article by Dana Goldstein comparing CA and TX textbooks: https://www.nytimes.com/interactive/2020/01/12/us/texas-vs-california-history-textbooks.html
@nytimes article by Dana Goldstein comparing CA and TX textbooks: https://www.nytimes.com/interactive/2020/01/12/us/texas-vs-california-history-textbooks.html
5/ Intro to Joseph Moreau's _Schoolbook Nation_ for overview of 1990s debates on natl curriculum. Two articles by @JimGrossmanAHA on revised APUSH exam & importance of historical thinking skills--and not just content--in public education.
Article by JG: https://www.nytimes.com/2014/09/02/opinion/the-new-history-wars.html
Article by JG: https://www.nytimes.com/2014/09/02/opinion/the-new-history-wars.html
6/ Second JG article: https://www.historians.org/publications-and-directories/perspectives-on-history/october-2014/the-proper-study-of-history
(we're discussing JG's articles tomorrow)
(we're discussing JG's articles tomorrow)
7/ I should add: this is my second time doing the textbook assignment, and I drew inspiration for that from work @samwineburg had done on Opening Up the Textbook.
8/ ON PUBLIC SITES OF HISTORICAL MEMORY (MexAm hist class):
A number of articles from this summer on monuments (you can google these and easily find: Texas Rangers, Junipero Serra, to name a couple).
A number of articles from this summer on monuments (you can google these and easily find: Texas Rangers, Junipero Serra, to name a couple).
9/ @CMcKNichols recommended some great videos on historical memory ( https://www.choices.edu/video-keyword/historical-memory/) provided by the Choices Program at Brown University. Very helpful since public history is not my expertise.
10/ He also wrote this great article on the topic, which was very helpful for framing discussion: https://www.ohs.org/blog/confronting-the-past.cfm
11/ And for tomorrow, the conversation between David Blight and @agordonreed this past July about the memorials in this @AHAhistorians sponsored webinar: https://www.c-span.org/video/?473704-1/debating-removing-monuments
12/ In addition to the video, I assigned two articles on the Freedmen's Memorial in DC in @washingtonpost. The first is David Blight's op-ed: https://www.washingtonpost.com/opinions/2020/06/25/yes-freedmens-memorial-uses-racist-imagery-dont-tear-it-down/
13/ And the second is @rmbryer Rebekah Bryer's op-ed: https://www.washingtonpost.com/outlook/2020/06/25/yes-dcs-emancipation-memorial-advances-white-supremacy/
14/ Still in week 2, but students have been engaged and interested in discussion topics (they also do some low-key work ahead of time to prepare for discussion, which helps give them something to say in class).
15/15 My hope is that by the time we get to content (week 4), they will have a solid foundation for thinking through the material, practicing and developing their historical thinking skills, and completing the final project.
