LGBTQ Archives - Not Even Past

“Doing” History in the Modern U.S. Survey: Teaching with and Analyzing Academic Articles

Originally posted on Process History on September 5, 2017.

Near the end of the spring semester, my department asked me to teach a summer session of U.S. History since 1865. I had a short time to think about what I’d teach and how I’d teach it. For me, it was important for students to “do” the work of historians. This meant more than reading primary sources, though. In addition to this, students would engage with “essential questions” that are key for understanding the United States’ recent past. Moreover, in lieu of assigning a traditional textbook, which might not fully align with these essential questions, I decided that my students would read, analyze, and critique articles from the Journal of American History.

My first preparatory task was to frame the course around the essential questions. I wanted to create questions around a broad range of potential student interests. I chose four topics: 1) America’s role in the world; 2) economics and labor; 3) women and gender; and 4) comparative civil rights. These topics covered some of the important themes of post-Civil War U.S. History.

The questions I crafted (see Figure #1: The Course’s Essential Questions) were beneficial on several levels. Initially, they helped me with one of the most daunting challenges of syllabus creation—picking and choosing content to cover. These essential questions narrowed what I would focus on; lectures and in-class activities would always have to answer (at least) one of these questions. On top of this, I used the four questions to pick articles from the Journal of American History. From a content standpoint, these articles would provide additional detail that my lectures and in-class activities might not be able to cover in depth.

Selecting academic articles for an introductory survey can be tricky. I had to think about whether students would have enough prior knowledge to truly engage with the secondary source. At the same time, I needed to be cognizant of whether the article covered a fair amount of time, which might then help students understand important historical concepts, like change over time and contingency. Moreover, if I could, I wanted the articles to be useful for answering more than one of the course’s essential questions.

The Journal of American History, March 2014

I ultimately chose fifteen articles from the Journal of American History to help students answer the course’s four essential questions. (See Figure #2: Academic Articles for a complete list.) Erika Lee’s “Enforcing the Borders,” for example, helped students compare and contrast a wide-range of racialized lived experiences from the Chinese Exclusion Act through the 1924 Immigration Act. Her article complemented lecture material on and primary sources about the history of white supremacy. Julia Mickenberg’s “Suffragettes and Soviets,” on the other hand, highlighted the interconnections between domestic and global events. Mickenberg’s article proved useful for students interested in women’s and gender history as well as those fascinated by the events of the First World War. Jacquelyn Dowd Hall’s classic, “The Long Civil Rights Movement,” was one of my students’ favorite articles. Hall famously critiqued the “classical” phase of the Civil Rights Movements in her article. Yet, for the purposes of my course, Hall’s article also helped students better understand the history of African Americans, the intersection of race and gender, and racialized economics. Hall’s seminal article, then, could assist students with three of the course’s four essential questions.

Students who are used to reading textbooks, however, can find reading academic articles challenging. To have them gain the skills necessary to successfully engage with these academic articles, I devoted a fair amount of in-class time to reading, interpreting, and analyzing these sources. I viewed my role as an encouraging coach who kept his approach to the analysis of academic articles straightforward and accessible. For the first three articles assigned in the class, I had students (re)read the introduction and the conclusion with a partner or in small groups. I asked students to underline and annotate where the historian(s) articulated their argument. Sometimes this meant that students had to mark several parts of the introduction and conclusion, trying to make sense of complex arguments which had multiple supporting parts. At first, this was a tough task for students, consuming upwards of 20 minutes of a 75-minute class. However, as we spent more time on this skill, students slowly gained more confidence. I was able to go around the room to work with small groups of students, focusing them on specific parts of introductions and conclusions. After a couple sessions, I asked students to paraphrase arguments in their own words. Students’ confidence grew the more they worked with one part of “doing” history—understanding historical arguments. Over time, what had taken 20 or 25 minutes soon dwindled to 12 or 15.

Students were required to write an analysis for two of the academic articles they read. To ensure further success, students were provided a fair amount of scaffolding on these assignments. To assist with article analyses, I created a reading grid that asked students to: research the historian/scholar; note and critique the sources used in the article; make historical connections to lectures and/or primary sources; and reflect on how the source could answer one of the course’s essential questions. I had detailed questions for each box of the reading grid, providing a fair amount of guidance for students to understand what they should be looking for when analyzing an article. Figure #3:The Reading Grid displays the course’s emphasis on scaffolding the analysis of academic articles.

By the end of the term, I could see that the focus on teaching with and analyzing academic articles worked on several levels. The most important, in my opinion, was how students improved from their first to their second article analysis. They had a much more nuanced understanding of historical argumentation in their second analyses. In addition, students wrote more critically about the historians’ source bases and felt more comfortable critiquing “master narratives” they had learned in high school. For those afraid of using academic articles in their surveys, I want to offer a simple reassurance: students never shied away from this hard work. My provisional course instructor survey scores indicate that students recognized article analyses as a core part of their learning. I already have a strong sense of which articles students enjoyed, but I hope my course instructor surveys include constructive criticism about the articles students viewed as least helpful for answering the course’s essential questions.

There were other outcomes to using academic articles. Many of the articles I selected emphasized U.S. History in a transnational perspective. As a result, students had to think about the United States as a place which influences—and is influenced by—others parts of the world. By carefully selecting articles, I also made it so I did not have to assign a traditional textbook. Lectures, primary sources, and the articles covered enough material for students to understand the American experience and to walk away with their own informed interpretation of the nation’s history.

As an educator now weeks removed from the course I taught, I see an even greater purpose to teaching with academic articles. As we navigate a period of deep political division, one that is fraught with fear for many, teaching with academic articles has the possibility to instill crucial civic skills in our students. By respectfully challenging those who came before them, each scholar I assigned demonstrated that disagreement is a core part of the democratic experience. Using academic articles instead of a textbook allowed my students to see that disagreement does not need to be hateful or vitriolic. Instead, it can be a productive way to move forward, pushing in the direction of the “more perfect Union” enshrined in the Constitution.

Figure 1: The Course’s Essential Questions

America’s role in the world	Determine how the United States’ foreign policy changed and/or remained consistent from the Spanish-American War through the Cold War. How did the U.S. confront the challenges it faced around the globe? Are there core tenets (or beliefs) that have guided American foreign policy? If so, what are they? If not, how do foreign policy conflicts differ from each other?
Economics and labor	Evaluate the ways the American economy has changed over the past 150 years. How did “big business” alter the landscape of U.S. industry? Why did Progressive Era and New Deal reformers pass the reforms they did? Have Americans found a way to balance economic growth and workers’ rights in the post-World War II period?
Women and gender	Analyze the political and economic fight for women’s equality. To what extent has the role and status of women changed over the past 150 years? What have been landmark victories for women’s rights? Why have various political factions opposed women’s and feminist groups? Is there work left to be done?
Comparative civil rights	The continued fight for equality has, in many ways, defined the American experience. Compare and contrast the struggle for civil rights that two of the following segments of the population experienced: 1) African Americans; 2) women; 3) Mexican Americans; 4) Asian Americans; and/or 5) LGBTQ individuals. Are there commonalities that you see in the political rhetoric and tactics of these two groups? How would you describe the unique challenges these segments of the population faced? What are the arguments, agendas, challenges, etc. that have made coalitions difficult to form, both within and between different rights movements?

Figure 2: Academic Articles

Author	Article title	Year of publication	Essential question(s) answered
Erika Lee	Enforcing the Borders: Chinese Exclusion along the U.S. Borders with Canada and Mexico, 1882-1924	2002	America’s role in the world & comparative civil rights
Richard White	Information, Markets, and Corruption: Transcontinental Railroads in the Gilded Age	2003	Economics and labor
Jürgen Martschukat	“The Art of Killing by Electricity”: The Sublime and the Electric Chair	2002	Economics and labor & comparative civil rights
Julia L. Mickenberg	Suffragettes and Soviets: American Feminists and the Specter of Revolutionary Russia	2014	America’s role in the world; women and gender; & comparative civil rights
Lisa McGirr	The Passion of Sacco and Vanzetti: A Global History	2007	America’s role in the world; economics and labor; & comparative civil rights
Julia C. Ott	“The Free and Open People’s Market”: Political Ideology and Retail Brokerage at the New York Stock Exchange, 1913–1933	2009	Economics and labor
Rachel Louise Moran	Consuming Relief: Food Stamps and the New Welfare of the New Deal	2011	Economics and labor & women and gender
James J. Weingartner	Americans, Germans, and War Crimes: Converging Narratives from “the Good War”	2008	America’s role in the world & comparative civil rights
Thomas A. Guglielmo	Fighting for Caucasian Rights: Mexicans, Mexican Americans, and the Transnational Struggle for Civil Rights in World War II Texas	2006	America’s role in the world; economics and labor; & comparative civil rights
Elaine Tyler May	Security against Democracy: The Legacy of the Cold War at Home	2011	America’s role in the world; economics and labor; women and gender; & comparative civil rights
Nancy Bernkopf Tucker	Taiwan Expendable? Nixon and Kissinger Go to China	2005	America’s role in the world & comparative civil rights
Jacquelyn Dowd Hall	The Long Civil Rights Movement and the Political Uses of the Past	2005	Economics and labor; women and gender; & comparative civil rights
Michael B. Katz et al.	The New African American Inequality	2005	Economics and labor & comparative civil rights
Kevin J. Mumford	The Trouble with Gay Rights: Race and the Politics of Sexual Orientation in Philadelphia, 1969-1982	2011	Women and gender & comparative civil rights
Michael H. Hunt	In the Wake of September 11: The Clash of What?	2002	America’s role in the world

Figure 3: The Reading Grid (PDF)

Also by Christopher Babits on Not Even Past:

Finding Hitler (in all the Wrong Places?)
The Rise of Liberal Religion by Matthew Hedstrom (2013)
Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self by Jessica Grogan (2012)
Another perspective on the Texas Textbook Controversy

How to Survive a Plague: The Inside Story of How Citizens and Science Tamed AIDS, by David France (2016)

By John Carranza

In the 1980s, the United States experienced a new disease that seemed to target young, gay men living in New York City and San Francisco. From the beginning, those doctors and scientists willing to treat members of the gay community remained perplexed as to why these men, their ages ranging from their early twenties to their thirties, were falling ill with rare diseases that would not ordinarily affect someone their age. The earliest name given to this new epidemic was gay related immune deficiency (GRID) before it took the name acquired immune deficiency syndrome (AIDS), which was caused by the human immunodeficiency virus (HIV). The push for scientific advancement and treatment was not readily available to these young men, and many government officials at the state and national levels refused to acknowledge the epidemic that soon spread across the United States and affected groups other than gay men.

David France’s How to Survive a Plague: The Inside Story of How Citizens and Science Tamed AIDS is a complementary work of history to the 2012 documentary of the same name that documented the early years of the AIDS epidemic to the successful discovery a decade later of combination drug therapies that brought people with AIDS from the brink of death back to life. The main actors in France’s sweeping narrative are a group of men and women who formed the AIDS Coalition to Unleash Power, or ACT-UP, devoted to demanding action from the government and pharmaceutical companies for treatment. Their initiatives were influential in saving thousands of lives by the early 1990s.

ACT-UP buttons from the 1980s (via Wikimedia Commons).

ACT-UP began as an informal group of gay men who were dying of opportunistic infections related to the compromised immune systems associated with AIDS. However, as time went on, the epidemic took more lives and the government remained silent, so they took it upon themselves to learn about their illnesses in order to demand government intervention and the development of medical treatments. In this way, many of them became citizen-scientists. They compiled the scientific data made available to them by competing scientists and used it to educate one another and the government officials that they lobbied. They pushed for medications that would treat their opportunistic infections, as well as the virus that causes AIDS once it was discovered. They were also first in realizing the safe sex might lessen the chances a person had for catching this new and mysterious disease.

635944716875263811-1398634550_fighting-for-our-lives

AIDS activists in the 1980s (Curve Magazine via the Odyssey Online).

France recounts the activism necessary to win visibility not just for gays, but also for other populations who became affected, such as intravenous drug users and women. ACT-UP’s activism undertook public demonstrations as a means of demanding more scientific research, access to drugs, and lower prices for those drugs once they were identified as possible treatments. In its earliest years of activism, the group modeled itself on the Civil Rights movement of the 1960s by practicing nonviolent civil disobedience and going into traditionally conservative parts of the United States to educate people. ACT-UP petitioned members of Congress for AIDS funding for research, fought with the Food and Drug Administration (FDA) to allow lifesaving drugs onto the market faster, set up needle exchanges for intravenous drug users, and protested on Wall Street. The early stages of ACT-UP’s activism included using the infamous symbol of the pink triangle with SILENCE = DEATH written beneath it, which was made into bumper stickers and posters that could be plastered all over the city, as well as hats and T-shirts. One of the enduring symbols of their activism is the AIDS Memorial Quilt, which was created in San Francisco to remember the lives lost in the epidemic. It made its first appearance on the National Mall in Washington, D.C. in the fall of 1987 when it included more than 1,900 panels.

The AIDS Quilt on the National Mall in 2011 (via Wikimedia Commons).

David France’s book is a great achievement in that he details the events and lives of the people who lived through the AIDS epidemic over the course of approximately thirteen years. France achieves this not simply as a researcher with an eye for historical detail, but also as a person who lived through those events as a journalist. His ability to document the AIDS epidemic in the 1980s resulted in the ability to keenly observe developments while still keeping a certain level of objectivity. France uses extensive archival research, including the papers of the most visible activists and he draws on his own experience. Where possible, France conducted oral interviews with members of ACT-UP who are still alive today. France captures the emotion and frustration of the members of ACT-UP who pushed for access to life saving drugs while negotiating alliances and feuds among members of the group and the scientific community. How to Survive a Plague is essential reading, not only for members of the LGBTQ community, but for everyone who may have been too young or not have been alive during the 1980s and early 1990s when the fight for visibility and medication was still happening. How to Survive a Plague is an excellent example for understanding how activism works, how advocacy for those marginal members of society can be effective, and to show government and public health officials how not to handle a plague.

You may also like:

Joseph Parrott reviews The Lavender Scare: The Cold War Persecution of Gays and Lesbians in the Federal Government by David K. Johnson (2006).
Chris Babits explores the Dallas Gay Historic Archives.
Blake Scott reviews AIDS & Accusation: Haiti and the Geography of Blame by Paul Farmer (1992).

Finding Hitler (in All the Wrong Places?)

By Christopher Babits

Good historians keep an open mind when doing archival research. Our reading of the relevant literature, not to mention the preliminary research we conduct, provides a general understanding of our topic, but we have to prepare ourselves for surprises. This is the most exciting part of research — examining documents no one has seen and making connections others have not made. Research has a funny way of bringing the unforeseeable into one’s life, though.

green_repository_at_the_national_archives

National Archives (via Wikimedia Commons).

There was little reason I should have anticipated coming across Hitler in my research. I am a historian of the United States and my dissertation examines the history of sexual orientation change therapies from the Second World War into the twenty-first century. A wide-range of stakeholders have practiced, sought out, been forced to undergo, and challenged the ethics of therapeutic practices aimed at changing a person’s homosexuality. Needless to say, researching this topic has brought me into contact with some disturbing history. This has included graphic descriptions of men and women being electrocuted or even lobotomized because of their sexual orientation. I expected to come across these accounts in the archives. They are an integral part of the history I want to tell. Hitler was a different story.

I first came across the infamous German dictator while conducting research in the Special Collections at the University of North Texas. I was going through an extensive LGBT collection and came to a folder devoted to Paul Cameron. In the 1980s, Cameron earned acclaim for being expelled from the American Psychological Association (APA). The reason? He falsified data in order to push an anti-gay agenda. After being expelled from the APA, Cameron doubled his efforts to discredit LGBT activists by continuing to conduct and disseminate research. This included a 1985 pamphlet called “Criminality, Social Disruption and Homosexuality: Homosexuality is a Crime against Humanity.” Cameron’s organization, the Institute for the Scientific Investigation of Sexuality (yes, they were called ISIS), mailed thousands of these pamphlets across the nation.

Envelope from a promotional Institute for the Scientific Investigation of Sexuality mailing (via UNT Digital Library).

In “Criminality, Social Disruption and Homosexuality,” ISIS included a section with the title “German History Repeats Itself in the U.S.” According to the pamphlet, “gays [in 1920s and 1930s Germany] were seeking a political party to carry their lifestyle to power. They threw their weight behind the Nazis and were rewarded with leadership of the stormtroopers (SA).” The pamphlet continues: “Over time, Nazi youth organizations and camps became notorious for homosexual molestations. Open homosexuality, pornography, drugs and prostitution turned Berlin into the San Francisco of Europe.”

(via Wikimedia Commons)

I had no clue what to think when I first read these sentences. Did I not pay attention in my world history courses? Were my teachers and professors woefully ignorant of the past? I sent pictures of the pamphlet to colleagues who know German history much better than I do. We were all confused. Despite this confusion, I knew that I would not be free from Hitler.

I was proven correct repeatedly as I conducted research at the Southern Baptist Historical Library and Archives in Nashville. In 1993, Cameron’s organization, now called the Family Research Institute, sent out a newsletter with an article that asked, “Was the Young Hitler a Homosexual Prostitute?” The authors pointed to Samuel Igra’s 1945 work, Germany’s National Vice, as evidence that Hitler was a homosexual artist before rising to power. Other publications, including Scott Lively and Kevin Abrams’ The Pink Swastika: Homosexuality in the Nazi Party (1995), give the same warning: the Nazis were a bunch of homosexuals who desired a fascistic takeover of their country. Importantly for my research, proponents of sexual orientation change therapies have referred to not only Cameron’s pamphlets but also the works of Igra and Lively and Abrams. If I truly want to understand the intellectual rationale for sexual orientation change therapies, I had to know how and why someone would want to believe that the Nazis were a bunch of homosexuals. But first, I needed to see if there was any historical basis for these accusations.

Nürnberg, Reichsparteitag 1933. Adolf Hitler und Stabschef Röhm.

Adolf Hitler and Ernst Röhm, 1933 (via Wikimedia Commons).

Research into the history of Nazism brought me to Ernst Röhm, the head of the SA. Röhm, who had convinced Hitler of his political potential in 1919, was homosexual, a fact that Hitler knew about his political and military subordinate. Over the next fifteen years, Hitler and Röhm worked closely as they grew the Nazi Party. Although Röhm and a few other SA leaders were open about their homosexuality, their rise to power was not due to their sexual orientation. What’s more clear, however, is that the downfall of Röhm and the SA prefaced the Nazi persecution of homosexuals. In 1934, Hitler, with the help of other aides (like Hermann Göring, Joseph Goebbels, and Heinrich Himmler), orchestrated the arrest of Röhm and other SA leaders because the latter challenged Hitler’s authority. After Röhm was murdered in his prison cell (Hitler gave him the option of taking his own life, which he refused to do), homosexuals became a group targeted by the Nazis. A pink triangle, not a pink swastika, soon singled out (mostly) homosexual males in concentration camps.

Although I was not prepared to find Hitler in the archives, it is clear that people like Cameron had easy-to-discern motivations. They were able to use parts of the past, even if they took liberties with what had happened, to discredit LGBT activists and claims for equality. What better way to do this than compare them to the Nazis?

More by Christopher Babits on Not Even Past:
Another Perspective on the Texas Textbook Controversy
Review of The Rise of Liberal Religion, by Matthew Hedstrom (2013)
The Blemished Archive: How Documents Get Saved

The Blemished Archive: How Documents Get Saved

By Chris Babits

In a May 2016 podcast for the Journal of American History, Yael A. Sternhell said, “For the great majority of [historians], when we walk into an archive, we have this illusion that this is where historical knowledge lies. Raw primary sources. Untainted. Unblemished. Just waiting for us to pick them up and create [a] narrative that will adhere to the history of the topics we’re looking at.” She believes that this is not how we should look at archives. Sternhell challenges historians to think about how papers got to their respective archives, who arranged them, and whether the arrangement of items in special collections and archives affect the stories that historians construct.

university_of_north_texas_september_2015_11_hurley_administration_building-1

The University of North Texas (via Wikimedia Commons).

Sternhell’s words resonated with me recently when I went through the collections at the University of North Texas. The first collection was the Resource Center LGBT Collection, which contains 636 boxes of materials about the LGBT movement in Texas. Phil Johnson, the founder of the Dallas Gay Historic Archives, donated many of the materials in this collection. During my two weeks at the University of North Texas, I had come across numerous documents outlining Johnson’s hostility toward organized religion. Johnson blamed religious figures, like Jerry Falwell and Pat Robertson, for creating a hateful social and political environment for the LGBT community. That is why I thought little (at least at first) of coming across a box with a section labeled “Bigots.” This section was right before another titled “Religions.” It seemed likely that Johnson would have made these tags and grouped “Bigots” and “Religions” together.

The box in UNT’s archive (via the author).

After talking to Courtney Jacobs, the special collections librarian, I found out that I was wrong. Johnson was not the person who created these section dividers. Instead, Jacobs recognized the handwriting as that of the archivist who had organized and arranged the materials when the collection was being processed. The different handwriting on some of the folders, especially the ones that looked older and as if they had been stored away for some time, should have given this away. But, after talking to Courtney for ten minutes about this particular box, it was clear that someone at the University of North Texas had labeled a group of individuals as “Bigots.” On top of this, they separated these individuals from “Religions,” even though the religious groups or individuals in this section said some of the same things that the “Bigots” said about LGBT persons.

This experience in the archives gets to the heart of Sternhell’s last point: how does the arrangement of items in collections, and the labels they are given, influence the historian’s engagement with those items? Right now, I don’t how much these sectional dividers impacted how I interpreted the materials inside the folders. What I do know is this: sometimes historians are far too eager to get to what’s inside a folder to take the time to notice other clues (like different handwriting). I know I’ve learned some important lessons: slow down; never assume; and ask special collections librarians lots of questions.

More by Chris Babits on Not Even Past:
The Rise of Liberal Religion, by Matthew Hedstrom (2013)
Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self, by Jessica Grogan (2012)
Age of Fracture, by Daniel T. Rodgers (2011)

The End of White Christian America, by Robert P. Jones (2016)

By Diana Bolsinger

Robert Jones interprets many of today’s most contentious political and cultural battles as the product of shifts in America’s demographic make-up. He convincingly shows that ongoing demographic shifts in America’s ethnic mix are accompanied by unprecedented changes in religious affiliation. White Christian (by which he means Protestant) Americans dominated American politics and social life for most of our nation’s history. Jones dates the shift away from this dominance to the election of John F. Kennedy – a Catholic– in 1960, with the change accelerating through the 1960s and 1970s. In subsequent decades, the number of religiously unaffiliated Americans surged, along with increases in the numbers of Catholic, Jewish, Muslim and others. The last year that Protestants represented a majority was 2008. Jones uses survey data to identify a generational shift within Protestant mainline and evangelical movements, finding younger believers to be far more accepting of gay and interracial marriage.

Jones argues that it is this demographic shift that has driven the furor over several key issues in recent years, including same-sex marriage, abortion, and a number of initiatives to infuse politics with “Biblical values.” Jones cites polling data indicating evangelical white Protestants are the least likely group to have black friends to explain their alienation from movements such as Black Lives Matter. He likens the passion driving the religious white conservative reaction to the “anger and denial” stage of grief, predicting believers will eventually refocus their energies on strengthening their own community of believers.

(via Jeff Kubina)

Jones’s interpretation of today’s culture wars is shaped by his own liberal outlook, but his account should also be interesting to conservative readers. Regardless of one’s political views, the demographic changes he outlines are real and are changing America’s politics and culture. The data Jones provides derives from solid sources. Most of the explanations for the rise of the “angry voter” behind the Trump campaign have focused on economic issues. While Jones does not address the 2016 presidential campaigns, his work provides a useful background on how demographics also factor into the rise of Trump’s popularity. The results of the campaign should also prove an interesting test of Jones’s argument that “White Christian America” has lost the political clout to dominate national politics.

Robert P. Jones, The End of White Christian America (New York: Simon & Schuster, 2016)

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