Category Archives: Teaching History

Teaching Lincoln again

Every undergraduate student at Lincoln Memorial University is required to take a one-hour credit course called “Lincoln’s Life and Legacy” which serves as an introduction to the university’s namesake, his significance to the history of nineteenth-century America, and the story of the school’s origins.  (In case you’re wondering, the required texts are William Gienapp’s short but solid Abraham Lincoln and Civil War America; a one-volume selection of Lincoln’s writings; and whatever supplementary essays, articles, and excerpts the instructor wants to add.)

I haven’t taught this class in a while—not since a previous tour of duty at LMU a few years ago—but I’ve got a section next semester, and I’m really looking forward to it.

I used to end the course with a short overview of Lincoln in memory using the five themes identified by Merrill Peterson, and then I’d show clips from some of the more notable Abe-related movies.  It’ll be interesting to see what impact, if any, the past year’s Lincoln films have had on the 18-22 set.  I’m guessing it’s not a whole lot.  Abraham Lincoln: Vampire Hunter didn’t draw big crowds, and most of the people I saw at screenings of Spielberg’s movie were quite a bit older than me.  Maybe I’ll add a scene from AL:VH to my last lecture just for the heck of it.

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Down from the top shelf

I once heard my pastor (who also happens to be my uncle) quote another minister to the effect of, “The preacher’s job is to reach up and take it down from the top shelf, and put it in people’s hands.”  The preacher, in other words, must not only have a certain level of expertise in his subject matter, but also the ability to translate it into a usable form for people whose expertise is in some other area.  When I worked in museums, I used to see my job in pretty much the same way. The public historian’s job is to take it down from the top shelf and put it in people’s hands.

There’s an unfortunate tendency in academia to look down on public historians, as if curators, park rangers, and their colleagues at museums and other institutions are engaged in a less demanding enterprise than those who earn a paycheck from teaching and publishing.  But in many ways, the demands placed on the public historian are greater. The public historian, like his academic counterpart, must be able to conduct original research and make sense of the relevant secondary literature—to reach the top shelf. But his success will also depend on his ability to get that stuff down from the top shelf and into the public’s hands. That’s what distinguishes the public historian from the ivory tower historian.

A few days ago, however, it occurred to me that although I’m not in the museum field anymore, my job still consists of taking things down from the top shelf.  I make a living by teaching college survey courses.  My audience isn’t composed of colleagues or apprentices; it’s made up of individuals from a variety of backgrounds, each with different levels of interest and differing aptitudes when it comes to the study of the past.  I’ve therefore decided that teaching a college survey course is essentially an exercise in public history.

Wikimedia Commons

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Of individuals and their eras

Lately the historical Interwebs has been talking about the new Grant bio by H.W. Brands.  I read his life of Andrew Jackson several years ago and thought it was pretty good, even if the availability of Robert Remini’s one-volume abridgment version of his multi-volume work made another popular Jackson bio seem a little superfluous.

The Grant and Jackson books are both part of a series of biographies which will constitute a complete history of the United States, with Brands using each individual exemplifying a particular era.  It’s a pretty interesting idea.

I wonder if you could do the same thing for a survey course, organizing each lecture around the life of some historical figure.  Could students learn history just by getting acquainted with individuals whose life stories reflect their respective time periods or subjects?  Here are a few possibilities:

  • Pocahontas for early colonial Anglo-Indian relations with her first encounters with the Jamestown colonists, her capture, baptism, marriage, and eventual death
  • Jacob Leisler for the evolution of the colonial-English relationship in the late seventeenth century
  • Jonathan Edwards for the intellectual/religious developments of the early eighteenth century
  • John Adams for the Revolutionary and Federalist eras, with the emergence of his commitment to independence and the development of his ideas on government
  • John Sevier for the trans-Appalachian frontier, with his career as Indian fighter, leader of a dissident separatist movement, land speculator, and state governor

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Butterflies

My classes kicked off this week.  In the days leading up to the start of the semester, I get this weird mix of anticipation tinged with a little nervousness.  I don’t know why I should be nervous; I’ve done this plenty of times before, and I’m the one in charge of the class.  But it happens anyway, and lasts until I walk into the room, crank up the projector, and get rolling.  After that, I’m fine.  Better than fine, actually; I really enjoy myself.

It always reminds me of this scene from Collateral in which an L.A. prosecutor talks about the night before she has to stand up in the courtroom.

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One of the reasons American history is hard to teach

…is because it keeps getting longer.

Of course, his lessons didn’t change on the day of the attacks, but once students started showing up who had completely forgotten about it — “18-year-olds who were about seven when 9/11 happened” — he knew he had to teach it. But there are only so many hours of instruction in the semester.

That meant he had to start making cuts in his lesson plans. Take Watergate. Once, he used to spend an entire lecture on the political scandal, but now, he covers it in 10 to 15 minutes. “The New Deal is another really good example,” he says. “When I first started teaching, I think I had three lectures on it.” Now he’s down to two, and that’s changed the way he teaches, too. “I try to do it differently so that I won’t overwhelm people with lots and lots of facts. And then they’ll be able to understand more history, hopefully, through only having to know a little less.”

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A month’s worth of the War of 1812

Check out this fascinating item from NPR on the differences between teaching the War of 1812 in U.S. schools and teaching it in Canada.  A teacher in Utah spends “a couple of days” on the war, with doses of the national anthem and Johnny Horton.  A teacher in Ontario, by contrast, devotes “three to four weeks” to it.

Three to four weeks!  As a pre-Civil War kind of guy, I’d love to have that much time for early American subjects in my survey classes.

Canadian units on the war aren’t just longer.  They’re qualitatively different, full of important victories and heroic characters like Laura Secord.  You’ve never heard of Laura Secord?  Don’t sweat it; neither had I, and I’m supposed to have a master’s degree in this kind of stuff.

Here are a few other items from around the Interwebs on the War of 1812 and the way we remember it—or fail to:

  • One reason our memory is selective might be because America didn’t come out of the war’s first two years looking particularly good.
  • Donald Hickey is editing a series of books on the war for John Hopkins University Press.
  • Baltimore kicked off the bicentennial with maritime festivities…
  • …and hosted a ceremony where reps from the U.S., Britain, and Canada buried the hatchet.  I’m still not forgiving them for Russell Brand.
  • Finally, a Pennsylvania schoolteacher and his students suggest that we should re-christen the conflict the “Second War of Independence.”  Not bad, but maybe we could add a little Hollywood-style pizzazz.  I’m thinking WI:2 or War of Independence 2: War Harder.  Too bad The Empire Strikes Back is already taken.

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Filed under History and Memory, Teaching History

Mississippi’s elected officials engage in a remarkable waste of time

From the Associated Press, with a tip of the hat to Way of Improvement Leads Home:

JACKSON, Miss. — Some House members want to ban Mississippi school history courses from promoting “any partisan agenda or philosophy.”

Sponsored by House Speaker Philip Gunn, R-Clinton, the measure is supposed to keep history teachers or textbooks from indoctrinating students according to a particular partisan viewpoint.

“We’re trying to protect the history of our nation in its purest form,” said House Education Committee Chairman John Moore, R-Brandon.

Great.  Now who’s going to determine what constitutes the promotion of a “partisan agenda or philosophy,” and how do they go about enforcing it?  What would be the penalty for indoctrinating students—a fine, prison time, community service, a stint in a re-education camp?

The measure says in part that “public school history courses may not promote any partisan agenda or philosophy and may not be revised for the purpose of significantly changing generally accepted history to create a bias toward an ideological position.” The bill moves forward to the full House after being approved Monday by the House Education Committee on a 10-5 vote.

How does a teacher “significantly change generally accepted history to create a bias toward an intellectual position,” I wonder?  By informing students that the Soviet Union won the Cold War, or that the Constitution mandates a belief in God for all elected officials?

Oh, and get this.  The guy who’s sponsoring the legislation

said it’s a reaction to Texas disputes over what should be included in textbooks that climaxed in 2010. He said he’s not aware of any similar problem that currently exists in Mississippi.

If it’s not a problem, then why in the name of all the deities on Olympus is the legislature fooling with it?

Let me suggest that for a state consistently ranked at or near the very bottom in national assessments of education, biased history teachers should be the least of your worries.

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