Category Archives: Teaching

Texas, Textbooks, and the Battle For Our Children’s Souls

Like many of you I’ve been following the ongoing saga down in Texas concerning the recent proposed changes to the state’s social studies curriculum.  My response as a historian has been one of surprise and disappointment given the committee’s decisions regarding Thomas Jefferson as well as broader interpretive changes to the curriculum.  The committee members are clearly unqualified to make decisions about anything having to do with how to understand American history and how that material is taught in the classroom.

At the same time, however, I can’t help but think that the reaction to the committee’s work misses something fundamental about history education today and the place of the textbook within that process.  And we are missing it because the debate is being carried out, in large part, by people who are not history teachers.  Essentially, the public discourse is little more than an extension of the divide on the Texas Board.  Right wing commentators probably look on more favorably at the Board’s work while Left wing folks think it’s a complete disaster.  What just about everyone has missed is the fact that the textbook no longer occupies the same place in the history curriculum that it did just a few short years ago.  Before the Internet the textbook was the beginning and end of the study of history.  History was taught as a collection of facts contained in a cohesive narrative that functioned to connect individual students with the collective narrative of the United States.  In the Digital Age textbooks represent one among many avenues of exploration into this nation’s rich past.  In my own Advanced Placement classes the textbook is little more than an anchor with which to allow my students to investigate on their own.  They are taught not to see their book as the last word regarding any topic; in fact, I discuss with them the nature of textbook writing at the beginning of the course so they understand why it is important to consider multiple sources.

What troubles me about the reaction to the Texas Board is that the two sides fail to understand that the essential question is not about whether to include Jefferson or the NRA in the book, but the purpose of a history education itself.  Surely it involves more than what kind of sponge we hope to turn our kids into.  If you haven’t noticed the Internet has revolutionized the way history is and should be taught.  We have literally tens of thousands of websites at our fingertips that take us beyond the watered down and mind numbingly boring content found in most textbooks.  We need to be teaching our students how to navigate through this dense thicket of information, how to evaluate this information, and help them to construct their own understanding of America’s past.  It’s not easy and I admit to having a great deal of difficulty as I make this transition.

Not only can the piecing together of American history be much more dynamic and interesting than a textbook, but the development of Web2.0 technologies now allows students to contribute to that body of knowledge as well as the ongoing dialog concerning every aspect of American culture including its past.  They can blog, tweet, make videos, organize a wide range of activities and broadcast via live streaming, and the list goes on.  Again, it comes down to the question of whether our subject is essentially a collection of facts and stories that students absorb or is it about a way of thinking and understanding.  If it is essentially the latter than the textbook is probably much less important to you.  The Texas debate is essentially about controlling content, but what we need to understand is that it is impossible to control what our students learn.  The information is at their fingertips.  What we can do is function as guides through the study of the past, introduce them to the broad outline of American history and teach them how to gather and evaluate information.

The only class that I currently use a traditional textbook in is my AP course.  Our regular survey course now uses individual secondary texts that cover different periods in American history and a pilot program in American Studies that will be offered next year will be largely digital.  My electives rely almost entirely on digital sources.   As far as I am concerned traditional textbooks are on a straight path to extinction.

Finally, I have a feeling that the textbook companies enjoy this kind of controversy because it avoids some of the lingering problems such as the cost and size of these books.  I can’t tell you the pleasure I get when a publisher representative calls me at work and I get to say that we no longer use textbooks.  Textbook publishers can play a role in this digital age, but as long as we remain mired in political questions about textbook content nothing is going to change and we will continue to turn off students to the importance of the past.

Does Your Dentist Teach History?

A couple of years ago I had a parent contact me about the textbook I was using to teach my AP American History course.  I had just switched from The American Pageant to Eric Foner’s new book, Give Me Liberty! The parent was concerned about the political bias of Foner as well as the overall narrative that his child would learn over the course of the year.  I am a huge fan of parents who take an interest in their child’s education so I agreed to meet with him at his earliest convenience.  We never met in person to discuss his concerns, but we did exchange a number of emails.  The first thing I did was ask the parent to give me an idea of what exactly he found troubling.  Shortly thereafter I received a response that focused on the amount of coverage on issues of race.  I read the response carefully, but had difficulty pinpointing the exact problem so I followed up by asking for specific references.  His response was interesting.  The parent pointed to two sections, one on Reconstruction and the other on Jim Crow, which he believed constituted too much attention.  In addition, he also made it a point to remind me that he was not asking me to swap Foner for a book by Rush Limbaugh.  This last comment took me for a bit of a loop.  It concerned me that Rush Limbaugh would actually be considered as an alternative to Foner or for that matter any trained historian. I thought about how to respond to this last comment as I did not want to offend the person, but I finally decided to assert myself since I was hired to teach the course and my school gives me complete freedom to choose appropriate texts for my students.  I said that it was good to hear that he was not making such a suggestion since Rush Limbaugh is not a historian and Eric Foner is one of the most respected scholars in the field.

In addition I asked if the parent’s concern about Foner’s coverage of race extended beyond the number of pages.  In other words, was there a problem with the interpretation itself.  I went on to offer an explanation as to why I chose this particular book.  In fact, one of the reasons I chose this particular text was the amount of coverage of racial issues, which I explained was important to understanding crucial aspects of American history, including the Civil War, the Civil Rights Movement and countless other subjects.  As a historian, however, I understand that thoughtful people can and should disagree about the way in which information is presented and interpreted.  Unfortunately, our conversation never addressed these issues.  I should point out that this parent is well educated and a very successful lawyer.  We eventually met a few weeks later during a parent-teacher night.  We chatted for a bit, but the topic never came up.  I encouraged the parent to contact me at any point regarding concerns about the textbook or any other materials covered in the course.  That never happened and his son went on to score a 5 on the AP Test.

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Engaging Students From Skidmore College

You can imagine my surprise when I returned from my trip to Shepherd University to find an email from Prof. Gregory Pfitzer of Skidmore College.  Prof. Pfitzer is currently teaching an American Studies course that focuses on Civil War Memory and has been using this blog as a resource.  Students are focusing specifically on a series of posts that I did on the Gary Casteel statue of Jefferson Davis and Jim Limber that is currently located at Beauvoir. Prof. Pfitzer thought it might be a good idea for his students to engage me on one of the posts, which I was more than happy to do.  You can follow the discussion here.  I am quite impressed with their enthusiasm as well as their ideas.  Check it out.

A Glorious Day in Sharpsburg and Shepherdstown

Yesterday was a whirlwind of a day in Sharpsburg, Maryland and Shepherdstown, West Virginia.  The reason for my visit was a chance to spend time with the students in Prof. Mark Snell’s course on the Civil War and memory.  I spent a beautiful morning alone on the Antietam battlefield with my handy copy of Ethan Rafuse’s new guidebook, which I think is excellent.  Ethan knows the battlefield well and does an effective job of positioning the visitor in places that are ideal for understanding the ebb and flow of battle.  I walked and read my way through much of the Morning Phase of the battle and had no problem losing myself in the sun and history.

By the time I had worked up a healthy appetite it was time for lunch with everyone’s favorite NPS Ranger, Mannie Gentile.  I’ve only met Mannie once before and that was a very brief meeting.  That said, Mannie is one of those guys whose personality shines through on his blog and that translates into feeling like you’ve known him for some time.  I thoroughly enjoyed our lunch and especially the conversation.  It’s always nice to spend time with people who do what they love.  It shines through.  The NPS is lucky to have Mannie on board now as a full-time employee and I look forward to my next visit with him.  After lunch we stopped by to see Ted Alexander.  I haven’t seen Ted in a number of years, but he is the man who is responsible for introducing me to the war back in 1993.  I am forever grateful for Ted’s encouragement of my early research interests and for opening up the archives whenever I was in town.

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Blogging My Way Through the Past and Present

With trimester exams completed I am now looking forward to my spring break week and the opportunity to recharge before the final push toward the end of the year in May.  I hope to get in a bit of writing on the Crater manuscript and a solid week of jogging.  On Tuesday I head up to Shepherdstown, West Virginia to visit with Prof. Mark Snell’s seminar, “The American Civil War in Memory and Remembrance” at Shepherd University.  I first met Mark Snell back in 2005 at the annual meeting of the Society for Military History in Charleston.  Mark chaired a panel on the Civil War and memory that I took part on that also included Ken Noe and Keith Bohannon.  Since then we’ve remained friends.  I very much appreciate Mark’s enthusiasm and support of this blog from the beginning as well as his encouragement of my own research.  In addition to teaching history, Mark is the director of the George Tyler Moore Center for the Study of the Civil War at Shepherd University.  The Center is currently engaged in a number of projects, but I do want to take a minute to plug their annual conference which will take place this year in Petersburg in June.  I am very excited about it since I am once again joining a stellar faculty that includes among others, Earl Hess and Will Greene.  Check it out if you have a chance.

Mark has assigned my blog as regular reading throughout the semester and he thought it might be worth having me visit with his students to discuss various issues related to the format and its place in the profession and the broader culture.  While I’ve discussed the role of blogging extensively over the years on this site, and even addressed a group of academic historians last year, this will be my first opportunity to engage undergraduates who may not be headed down an academic track.  In preparation for that trip I’ve been perusing the archives for a few posts in which I discuss how blogging fits into my career.

What follows is a 2008 interview that I did with a graduate student at the University of Richmond who was enrolled in a Public History course.

1. What motivated you to create this website/blog?  What, if anything, inspired or challenged you to create this website/blog?

Answer: I began blogging back in November 2005.  At the time there were only two or three Civil War blogs, but it was Mark Grimsley’s Blog Them Out of the Stone Age which inspired me to throw my hat in the ring.  What I liked about Mark’s blog was that it introduced a wide spectrum of topics related to military history to a diverse audience.  It worked to bridge the divide between more casual readers of military history and scholars working in the field.  I’ve tried to do the same thing with Civil War Memory.  I see myself as occupying a unique position as both a high school history teacher and Civil War historian.  In addition, my interests extend beyond military themes which remains the preoccupation of most Civil War enthusiasts and while I did not have specific goals in mind when I first started blogging I did hope to introduce and discuss questions and issues that are often overlooked in certain circles.  These include the topics of memory, race/slavery, social/cultural history and even subjects beyond the Civil War entirely.

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