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Not Even Past

15 Minute History – Climate and Environmental History in Context

Guests: Megan Raby, Associate Professor of History at the University of Texas at Austin & Erika Bsumek, Associate Professor of History at the University of Texas at Austin

Host: Alina Scott, PhD Student in the Department of History at the University of Texas at Austin

How do historians teach Environmental History in an age where stories of climate change and catastrophe fill the headlines? Megan Raby and Erika Bsumek, both History Professors and Environmental Historians discuss what drew them to the field, how they talk about environmental history with their students, and the 2021 Institute for Historical Studies Conference, “Climate in Context: Historical Precedents and the Unprecedented” (April 22-23). “Among many other questions, the conference will ask: Can history offer an alternative to visions of the future that appear to be determined by prevailing climate models, and help provide us with new ways of understanding human agency?”

Episode 131: Climate and Environmental History in Context
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Mentioned in today’s episode:

Native Literatures and Indigenous Peoples’ Day: A Brief Historiography

October 14th is what most people know as Columbus Day. However, for many Indigenous peoples, the celebration of Christopher Columbus is a reminder of the generations of trauma and settler conquest of Native nations and lands. For that reason, several states, including Alaska, Minnesota, Vermont, and South Dakota (and cities like Austin), have chosen to rename the holiday Indigenous Peoples’ Day. Native activists have been at the forefront of this movement. Here is a twitter thread discussing the global campaigns to reframe the day:

It is difficult to study or teach American history without including Native peoples. That said, many historians limit mention of Indigenous peoples to the period before 1776 or even 1840, but the narrative that the cultures died or were replaced by the United States relegates Native peoples to the past, furthers the colonial project of erasure, and simply does not do enough scholarly diligence. There is a difference between talking about Native peoples and teaching Native histories. “Decolonizing your syllabus” by including one Indigenous, Black, or POC scholar is not sufficient either.

On Indigenous Peoples’ Day, I’d like to suggest some easy additions to your syllabus, playlists, and bookshelf. This is a brief review of some seemingly untraditional academic works by Native authors, scholars, artists, and creators. My reflection on Native literature here includes scholarship in a number of forms that could easily be incorporated into a syllabus or added to your Comprehensive Exam List. This list is a starting point and I’d encourage readers to go further by listening to Native leaders, scholars, and artists.

ART
Images via Blanton Museum of Art and FrankWaln.com

The Blanton Museum of Art recently featured the work of Cherokee and Choctaw artist, Jeffrey Gibson in an exhibit called “Jeffrey Gibson: This Is the Day.”  Gibson’s art was recognized by the MacArthur Foundation when he was awarded a 2019 MacArthur Genius grant. The exhibit was celebratory, sincere, and visually stunning. Gibson’s talent was on full display in a wide range of pieces. They included sculptures, textiles, paintings, film, even several boxing bags. Descriptions of each piece were written by Gibson himself.  (They are generally written by exhibit curators so to have Gibson’s narration was an honor!)

View of Jeffrey Gibson: This Is the Day at the Blanton Museum of Art, The University of Texas at Austin, July 14, 2019–September 29, 2019 (via Blanton Museum of Art)

A room of the exhibition hall was dedicated to the ghost shirt, a garment used by ghost dancers during the ceremony but reinterpreted here by Gibson. Each ghost shirt carries its own symbolism and messaging.  Gibson’s use of a wide range of materials, textiles, prints, and textures allows his work to explore ideas of race, sexuality, gender, and religion. Gibson’s perspective bridges cultural practices and modern art forms and visualizes coalitions in the global struggle for Indigenous rights. Gibson wrote, “A garment acts as the mediator between the wearer–myself in this case– and the rest of the world. It can protect me, draw attention to me, celebrate me, allow me to be another version of myself.” The exhibit closed on September 29th, but you can find out more about Gibson’s work on his website.

Frank Waln’s “What Makes The Red Man Red” and “AbOriginal” are must listens. The music video for the former shows imagery and lyrics from Disney’s Peter Pan (1953). Scholars and social commentators have observed the obvious racism in the almost 70-year-old animated film, however, Waln’s work includes both audio clips and an answer to the question “what makes the red man red”?:

You made me red when you killed my people
Made me red when you bled my tribe
Made me red when you killed my people
(Like savages/ Like savages)

In “AbOriginal,” Waln goes home. The lyrics talk of life in his reservation— the pains, protests, and resilience that comes from his tribe.

I got this AB Original soul/ I got this AB Original flow
 I got this pain that I can’t shake/ ties to my people I can’t break
Got this history in my blood/ got my tribe that shows me love
So when I rise/ you rise/ come on let’s rise like

Similarly, the music video pays tribute to Waln’s tribe and hometown in Rosebud, South Dakota. (ALSO–today he is releasing “My People Come From the Land,” a track that he worked on in collaboration with a Lakota language teacher and is his debut of playing the Native flute.)

 

PODS

Cherokee scholar Adrienne Keene (@NativeApprops) and Swinomish and Tulalip photographer Matika Wilbur (@matikawilbur) host the All My Relations Podcast. Their podcast bridges Keene’s expertise in the history of appropriations of Native culture and Wilbur’s interest in the modern for a truly delightful podcast. Their guests include academics, tribal elders, creatives, aunties, and artists. Their latest episode, “Beyond Blood Quantum” features Charlotte Logan, Gabe Galanda, Tommy Miller, and David Wilkins, and discusses the tribal implications, legal basis, and colonial origins of blood quantum.

Rick Harp (Peter Ballantyne Cree Nation) hosts Media Indigena, with regular roundtable guests Candis Callison, Brock Pitawanakwat, Kim TallBear, and Kenneth T. Williams. The scholars, journalists, and policymakers discuss the latest developments in North American news and the direct impact on Indigenous peoples in the 21st century. The conversations are pointed and nuanced. Each guest brings their expertise and insight into the complex issues facing Indian Country. Their latest episode, which was recorded live in Edmonton, Alberta, is called “Is the Green Movement Still Too White?” and looks at the global green movement, the media attention that propelled Greta Thunberg into the spotlight, and some of the pushback from Native Twitter.

This Land, a Crooked Media podcast hosted by Rebecca Nagle (Cherokee Nation) is especially timely.  Nagle unpacks how a 20-year-old murder case in Oklahoma made it to the Supreme Court in 2019, the history of land divisions in Indian Territory, the Trail of Tears,  and the long-term ramifications for tribal sovereignty and Native land rights.

BOOKS & BOOKLISTS

Shapes of Native Nonfiction: Collected Essays by Contemporary Writers (2019) is edited by Elissa Washutta and Theresa Warburton. This is one of the best books I’ve read as a graduate student and holds a permanent place on my shelf. The collection was composed with care and intention. As the editors described it, Shapes of Native Nonfiction is meant to hold structure throughout like a basket. The collection is structured in four terms based on the basket metaphor: technique, coiling, plaiting, and twining. Each represents a different style of non-fiction writing The editors and contributors are speaking directly to the idea that the academic essay is the only valid form of nonfiction. Form here is critical to the decolonial process. The editors write, “our focus on form-conscious Native nonfiction insists on knowledge as a resource whose coercive extraction is used to narrate settler colonialism in order to normalize its structure.”(11). It is a phenomenal collection specific to individuals, peoples, and places.

Daniel Heath Justice’s Why Indigenous Literatures Matter calls into question basic assumptions about what makes up Indigenous literature and, as the title states, why they matter. Justice’s work urges readers to expand their view of what should be considered “Indigenous Literature.” This work is accessible to the generalist and the specialist, yet acknowledges their added significance: “our literatures are just one more vital way that we have countered those forces of erasure and given shape to our own ways of being in the world…they affirm Indigenous presence– and our present.” (xix)

The Elizabeth Warren Syllabus, which seems to become timelier every year, combines the specialties of several scholars already mentioned and citizens of the Cherokee Nation: Adrienne Keene (@nativeapprops), Rebecca Nagle (@rebeccanagle), and Joseph M. Pierce (@pepepierce). The syllabus was meant to not only address Presidential candidate Elizabeth Warren’s claims to Cherokee ancestry but to contextualize the history of such claims by non-natives to Native ancestry. The Syllabus is structured by theme and topic and generally touches on the ideas of DNA and genetic testing, Indigenous citizenship, Cherokee history, erasure, cultural appropriation, blood, and tribal sovereignty. The syllabus was published in the Journal of Critical Ethnic Studies.

Finally, one way to observe Indigenous Peoples’ Day is to support the UT Native American and Indigenous Studies program and institutions that support Native students. Show up to events. Rally around causes. The NAIS Program provides an undergraduate certificate and graduate portfolio for UT students and also hosts a number of speaker series and workshops. This semester’s lineup includes Angelo Baca (Hopi/Diné), Tiya Miles, Héctor Nahuelpan (Mapuche), and Roxana Miranda Rupailaf (Mapuche). Consider attending one or several of these events.

Happy Indigenous Peoples’ Day!

Related Links:

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Authorship and Advocacy: The Native American Petitions Dataverse by Alina Scott
Who Put Native American Sign Language in the US Mail? by Jennifer Graber
For Native Americans, Land Is More Than Just the Ground Beneath Their Feet by Kelli Mosteller

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.

A Primer for Teaching Environmental History: Ten Design Principles. By Emily Wakild and Michelle K. Berry (2018)

by Bryan Sitzes

Environmental history is an approach that broadens our historical scope by acknowledging how the human and non-human worlds have interacted and shaped each other’s fates over time. Emily Wakild and Michelle K. Berry have produced a guide that teachers with diverse historical interests can apply in high school, undergraduate, or graduate classrooms. The authors envision teachers using A Primer for Teaching Environmental History in two ways: creating an entirely new course on environmental history or integrating environmental history into a more general history course. Despite their environmental focus, the disciplinary skills and pedagogical techniques they share are applicable in any history classroom. Whether you are looking to update your high school US history survey or conduct a graduate seminar on colonial histories of water, Wakild and Berry offer relevant advice on identifying course objectives, course structure preparation, communicating and engaging with students, developing disciplinary skills through activities and projects, assessment, and a great deal more. They pair these general concepts with examples from their own classrooms and suggest how other teachers might tweak the techniques to fit their own class.

A particular strength of Teaching Environmental History is that the authors repeatedly show teachers how to structure activities, units, and an entire course so that earlier lessons provide foundations for later, more complex ideas. The first tip in the book suggests asking students to think about their lunch – a tangible and personal object – and consider what processes were necessary for this sandwich or energy bar to arrive in their possession (farmers growing grains, rainfall watering agricultural fields, extracted oil powering global trade networks, etc.). Once students familiarize themselves with the various processes and relationships that make their lunch possible, Wakild and Berry show how teachers can historicize this concept by having students consider the history of bananas. Students listen to a 1922 song about a banana shortage in NYC and wonder, why was there a banana shortage? Students learn about globalization and teachers might choose to explore US foreign policy in Latin America, integrate economics by considering consumerism or labor, discuss the meanings of nature and natural, or begin interdisciplinary approaches by sharing papers on genetic engineering. A multitude of possibilities allow teachers to tailor the banana to the needs of their own classroom. Along the way, students learn to find sources, connect discrete information, and communicate what they found through writing assignments with topics they had a hand in choosing.

A Selection of Environmental History Books (see our article on teaching Environmental History)

The initial section on connecting students to environmental history also relates to a concept Wakild and Berry introduce at the end of their book: environmental justice and marginalized communities. Although teachers may want to avoid such a complex idea at the outset of the semester, the extremely visible effects of nature on contemporary society can also help students connect with course material. Wild fires in California, undrinkable water in Michigan, and hurricanes on the coasts are all issues students may already be familiar with. Teachers could use Elizabeth Rush’s Rising: Dispatches from the American Shore (2018) since she considers the effects of sea level rise and transmits the voices of affected coastal communities in California, Louisiana, Florida, and New York.

The second part of Teaching Environmental History shows how teachers can connect the various units in their course together through field excursions, human connections to space, and centering a semester around energy. Wakild and Berry consider the unique benefits and challenges of field trips, whether taking students to Latin America for a month, walking along a river that cuts through your local community, or creating assignments for distance-education students to go explore the outdoors in their areas. Students of today connect to spaces far beyond their local community through technology, and so helping students develop a sense of place can utilize the skills they already have. Teachers can pair Instagram or YouTube with diaries of travelers of the Oregon Trail or Indian Ocean to help students develop deeper feelings for places than if they only read a text.

Wakild and Berry end their primer by considering issues relevant to nearly every classroom: integrating technology and conducting assessments. Accordingly, approaches to incorporating environmental history take a backseat to discussions of general teaching philosophy in these chapters. Both technology and assessment actually appear throughout the book but receive extra attention in conclusion. The relative absence of environmental history discussions in the final chapters is a clue to the relevance of technology and assessment in all classrooms. They acknowledge the challenges these issues present while focusing on the immense benefits for students. Technology and assessments do not necessarily form pedagogical speed bumps or road blocks. With creativity, we can integrate institutional demands while continuing to imbue students with the skills necessary to critically reflect on the past and become well-informed global citizens. That is the primary objective Wakild and Berry want to help other teachers achieve.

In their epilogue, Wakild and Berry anticipate criticisms that their examples might skew too heavily toward modern histories and that too many “extra-disciplinary” approaches like environmental justice or natural science research risks diluting the requirements of a history course. I do not find either of these potential criticisms very problematic. Examples from the 19th, 20th, and 21st centuries help demonstrate the relevance of environment history to students unfamiliar with the discipline, and the techniques the authors share can be translated to use with earlier histories if some teachers desire. As for diluting the historical discipline of the class, environment history thrives best when traditional skills of historians are combined with other approaches. Interdisciplinarity also allows teachers to engage more of their students, since some will surely be more interested in literature or the natural sciences. Any environmental historian who intends to teach should read A Primer for Teaching Environmental History, and teachers of all kinds will probably find it useful in preparing for their next semester.

Teaching with Wikipedia

by Dr. Stephennie Mulder

      This semester in my Arts of Islam survey, I decided to scrap the research paper and have students collaborate to re-write @Wikipedia articles. It ended up better than I could have imagined & transformed how I think about teaching #StudentsOfIslamicArt #IslamicArt #MedievalTwitter

      I was hesitant about shaking up a popular class that had worked well for years, but one statistic finally convinced me: 90% of Wikipedia articles are written by men – and largely by men from Euro-American contexts.

      The oft-maligned #Wikipedia is the now the world’s most frequently-consulted source of information & fifth-most visited website. Because anyone can be an editor, it’s on us to make it the best resource it can be. If you think Wikipedia is bad, look in the mirror. Wikipedia is us.
      So this assignment quickly took on a much deeper significance than a research paper. It required them to develop many of the same research and writing skills as a research paper, but it also came to have a strong #civics and #SocialJustice component, and the students responded.
     To emphasize the collaborative, real-world applicability of the assignment, I set it up as a partnership with a museum and another Islamic art class via my brilliant
colleagues  @lk_michelsen @hi_shangrila and @AlexDikaSegg @Rutgers_Newarkshangrilahawaii.org
      The assignment asks them to imagine they’re hired as consultants for a major museum to improve the public’s knowledge on Islamic Art, in advance of an exhibition. Their task? To assess an article for the quality of its sources and content and then research, write, and improve it.
      I have almost 50 students enrolled in the class, so I made the assignment collaborative and divided the class into 15 groups of 3-4 students. I then preselected #IslamicArt articles I knew were important but underdeveloped on #Wikipedia. They had 3 weeks to research & 3 to write.
      The assignment was set up on @WikiEducation‘s terrific website. Students had to complete a training module/week. Through this and discussion in class they learned how to determine quality of sources, the value of peer review, and improved research methods.

 

      In addition to the online training modules, @WikiEducation mailed me hard-copy pamphlets to give the students: one general one on Editing Wikipedia and another new one on editing Art History topics. These were super helpful.

New Resource Helps Art History Students Improve Wikipedia

      I also drew on @artandfeminism‘s amazing quick guides which are brilliant for edit-a-thons.
      But on top of these crucial online resources, I wanted to highlight continuing value of analog sources so students could gain experiential knowledge of benefits of both types of sources. I pulled in our brilliant #librarians Becca Pad and Gina Bastone from the UT Fine Arts Library @UTFAL and UT Libraries @utlibraries 
      Becca and I created a research guide for the assignment that pointed students to both digital and hard-copy sources within @UTFAL and @utlibraries.
      I also spent a day in the library with students, walking them through basic research methods. I thought this might be too basic, but the day walking them through the physical library was inspired by a comment made by one of our brightest Honors Art History undergraduates in a meeting of the UT Provost’s Libraries Task force (on which I currently serve):
    “Many faculty and librarians don’t realize that it’s not that undergraduates don’t *want* to use the libraries, it’s that we are SCARED of the libraries.” She explained that many students no longer receive the basic training needed to know how to use the libraries. So they don’t.

View image on Twitter

Here’s Eleanor Garstein’s and Dea Sula’s revamp of the Pyxis of Zamora

      The UT Library system is one of the United States’ great research collections, but the vast majority of undergraduates test out of basic Intro to Rhetoric and Writing-type classes that used to train them in basic research methods. So the libraries just look intimidating and baffling.
      Just getting them physically in the library was revelatory. They were astonished at the range and quality of sources that did not turn up on a Google search. It really lit a fire under them, sparked their curiosity and made them want to dive in. This was revelatory for me too!
      We talked about what a privilege it is to have access to depth and reliable quality of knowledge in a top research library. We talked about how access to knowledge controls the way we see the world and our place in it. Again and again, students spoke about feeling empowered.

View image on Twitter

Zain Tejani and Tarik Islam improving the article on Islamic Gardens by replacing some of the more subjective aspects of the pages on the Islamic gardens with entries on the surviving gardens and sensorial experience. They later found their edits reverted by another editor – a valuable lesson about how to work within Wikipedia’s editor community (they’re still in negotiations on the Talk page!)

      Yesterday [December 12, 2018] we met for an upload party. I wasn’t sure how it would go, but it turned out to be one of my favorite days as a teacher EVER. I am so proud of my students and of their hard work. I am amazed at how seriously they took the assignment and what a terrific job they did.
      There were challenges: the sometimes-difficult collaborative aspect of a group assignment, the fact that some topics had few sources, the challenge of learning to write in a neutral, unbiased style. But they had something real on the line: an article out there in the world.
      And in the end, these smart students have now contributed 15 better-sourced, better-written articles to the most frequently-consulted body of knowledge in the world. And they’ve learned key research and writing skills that will be applicable in a range of fields.
      And of course, they’ve deepened their knowledge of #IslamicArt. Just listen to my student Gabrielle Walker speaking confidently about the complex history and historiography of Raqqa Ware, a type of medieval Islamic fineware pottery.
      There is room for improving even important and significant topics on Wikipedia. Carla Bay, Sukaina Aziz (@SukainaAziz), and Yasmeen Amro (@TheYasmeenAmro),  made major improvements to the article on Muqarnas, perhaps the most distinctive form of Islamic architectural ornament:

Embedded video

      In short, this assignment did all a traditional research paper does: deepening knowledge, research, and writing skills – but it also left them feeling empowered to be active contributors: shaping global knowledge and redressing imbalances that shape the way we see the world.
      So if you’ve ever wanted to have students do a Wikipedia article writing project, I would encourage you to jump in and follow Wikipedia’s motto: #BeBold. Your students will learn, and you will all feel like you made the world just a tiny bit better place to be.
      And super grateful to the fabulous @LaurenMacknight, our hardworking and incredibly on-it communications director @UT_AAH, for enthusiastically promoting our project on multiple platforms! You’re incredible. 🙂
More from @stephenniem on Twitter

And on Not Even Past, a feature on Dr. Mulder’s award-winning book: Carved in Stone: What Architecture Can Tell Us about the Sectarian History of Islam

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

Originally posted on Process History on September 5, 2017.

by Christopher Babits

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

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A collection of articles by faculty and graduate students on teaching US survey courses
Teaching Assistants in the Department of History share stories on learning to teach
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A Revolting People: Three Lesser-known Makers of the American Revolution

By Robert Olwell

Last spring, I divided the students enrolled in my course on the “Era of the American Revolution” into groups of four and assigned each group the task of researching, writing, and then producing a four-five minute “video essay.” (For more on the video essay form see “Show & Tell: The Video Essay as History Assignment.”)

I called the project “A Revolting People” playing off a line from the Marx Brothers’ film “Duck Soup.” Someone tells Groucho that the “peasants are revolting!” and he replies, “They certainly are, and they’re rebelling too.”

Each group was given the name of a lesser-known participant in the events of the American Revolution. My teaching assistants, Ms. Signe Fourmy and Ms. Jeanne Kaba, and I sat together and watched all of the thirty-three video essays that were submitted. We were pleased with the quality of research and creativity that most of the student groups achieved.

Now, in the spirit of this summer’s Olympics, I would like to present (with the permission of the students producers) the three video essays that we deemed to be worthy of the “gold,” “silver,” and “bronze” medals.

 

Bronze Medal
Topic: Jemima Wilkinson
Produced by: Nancy Trinh, Rebecca Swan, Noah Villabos, Albert Zhao

Silver Medal
Topic: George Robert Twelves Hewes
Produced by: Emma Meyer, Garret Mireles, Letitia Olariu, Nikole Pena

Gold Medal
Topic: John Laurens
Produced by: Jordan Gamboa, Logan Green, Nicholas Klesmith, Alexandria Lyons

 

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