I’ve grown tired of the bitter debate over what our students know or don’t know about American history. Yes, we want them to know when the Civil War took place, be able to identify key historical terms, people and places. All too often these discussions function under the assumption that our parents and grandparents somehow knew more than our students today. I have no idea where this assumption comes from, but I’ve not seen much evidence to support it; in fact, I would put my money on this generation knowing much more about a wider array of subjects than any previous generation.
We can cram them full of facts in our history classes like a sponge or we can emphasize that the content of our course is only as meaningful and significant as the questions posed beforehand. Today in class I was reminded of just how important it is to teach our students how to ask questions. This week we started looking at the introduction and evolution of slavery in British North America. By the end of the less students will write their first thesis-driven essay on why slavery thrived particularly in the Southern colonies. To that end we are looking at a wide selection of primary and secondary sources, including a short selection from Edmund Morgan’s American Slavery, American Freedom. […oh and have I said how much I love being back in the classroom?]
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