Tomorrow morning I will be spending some time online with a group of 7th and 8th graders, who are attending a Civil War institute that my friend and fellow teacher, Chris Lese, put together in Milwaukee. This guy is doing amazing things in the classroom and I am thrilled to be a part of it. Continue reading
Not much going on today, but I did want to pass on a short video produced by the Florida Humanities Council that explores Confederate defeat and the evolution of the Lost Cause. It hits all the main points and is ideal for classroom use.
[Uploaded to YouTube on October 4, 2013]
It’s that time of the year when historians and history teachers from across the country gather to grade the A.P. History exams. Over the past few years the grading process has become something of a public event as participants share the best of the worst responses to Free Response and DBQ questions. I know that this sharing is done by goodhearted people who ultimately care about education and the future of our discipline, but I have to admit that it leaves me feeling just a little depressed. Continue reading
Update: Check out this insightful interview of Coates by Bill Moyers.
Somehow I am going to find a way next year to use Ta-Nehisi Coates’s brilliant essay on reparations in both my U.S. History survey and Civil War courses. My classes covers a good chunk of the history discussed in the essay. It’s not that I expect or even want my students to agree with Coates’s conclusions; in fact, part of the goal of any lesson would be for students to critically analyze the connections made between claim and evidence. Even more important than the argument itself, I want my students to experience what I believe to be one of the best examples of what it means to struggle with the past and why history ultimately matters. Continue reading
My classroom has not been the happiest place in recent weeks. It’s that time of the year when students are finishing up their major research essays. I take them from soup to nuts, from thinking about a narrow topic and framing research questions through the development of a thesis statement, outline, rough and final drafts. They learn how to search and assess sources and, most importantly, students learn how to make a claim about the past and defend it with the written world. For some students it is a grueling process and I would be lying if I didn’t admit that it takes a certain toll on me as well – hours on end of reading and correcting, meetings with students and, on occasion, a few tears. Continue reading