This summer I’m working with a group of faculty at my college to study the assignments we use in courses designated part of our General Education program. This project is part of a grant that allows faculty to evaluate how well our assignments are meeting the College’s “Educated Person outcomes.”  In my case I’m assessing a short (4-5 page) writing and research project that I’ve used for many years in my US History II survey course.    I’ve said in previous posts that one of the best things about blogging about teaching is that I am forced to constantly reassess my own practices. This grant has amplified the benefits of that experience and helped me to focus on the clarity of my instructions to the students, my personal process of assessment, and the creation of a rubric for this specific project.    This project is worth 25% of the students’ course grade. In the past I have found rubrics useful when grading lower-stakes assignments such as Discussion Board posts in online classes because they help students to see how they might improve their future discussion posts while allowing me to grade quickly and (in my view) accurately. I have not previously used a rubric to grade this particular assignment for no other reason than I had not designed an evaluation tool to use. Participating in this grant-funded project has given me the motivation needed to view the project through a new lens and I found the process of writing a rubric instructional in the sense that it forced me to identify exactly what I am looking for in my students’ work and how various degrees of those expectations may be met.   In addition to assessing the students’ submissions using my newly minted rubric, I am using this opportunity to compare student work across different modes of instruction. I will be comparing work submitted by an in-person class that met in a traditional 15-week semester this past spring with that of a fully online course that is part of our summer intensive offerings (6 weeks). I’m interested to see if there are significant differences between the overall quality of work submitted in the two different time frames and modes of instruction.   I’m excited to share my findings in the coming months. What’s on your teaching and learning agenda for the summer months? Please share. ... View more

It took two years of hide-and-seek but COVID finally caught me.  Since March 2020 I’ve had my academic life upended by words like pivot, remote, and asynchronous. Somehow, through all of the classroom changes and content delivery modifications, I’ve remained healthy. Earlier in the Pandemic I suggested in a blog that faculty ask students to share their COVID stories as a way to record history as it happens. What was their experience? How did it impact their lives or their families’ lives? This blog, then, is my entry to the historical record. I’ve tried to do everything “right” during this pandemic. I’ve listened to scientists, I’ve continued to mask in stores and public places even after mandates ended. I got a second booster shot when I was eligible. Yet despite all my thinking, over-thinking and handwashing, there was nothing I could do to prevent COVID from visiting my home. After a couple days of a stuffy nose I decided, out of an abundance of caution, to stop in to our campus testing center before my 10am Tuesday class. It was only a matter of minutes before all my plans for the week ahead were canceled. A sense of fear and dread set in: while I felt ok overall, the knowledge that this virus has killed more than six million people worldwide had an immediate psychological impact on me.  I was fortunate to have a mild case of COVID – a week at home, a couple boxes of tissues and a lot of Netflix hours later, I was back on campus teaching the following Tuesday. Though I wish I could say definitively that my students missed me … the closest I can come to an assessment of their feelings is that they were genuinely concerned about my health when I returned. They asked lots of questions, which led me to conclude that we as a society are far from “over” the stress of this pandemic and we are certainly not finished talking about it.  Earlier this week news outlets broadcast images of airline passengers cheering the end of the mask mandate as if we as a society could claim victory over this silent killer. My students, however, when faced with discussion of the virus with someone who had recently suffered from it showed only concern. One asked if I wanted them to start masking in class again, in spite of the end of the mandate on our campus. As much as we seem to be bombarded by data about numbers and cases, there are still many people who have never experienced the virus in their own homes and who continue to harbor intense anxiety about how it could negatively impact them or their family. I’m grateful that my college is continuing to actively engage in on-campus testing. My positive test that Tuesday morning led me to test my asymptomatic son, who also turned out to be positive. Our access to testing, thankfully, kept us from our weekly visit to my severely compromised father who resides in a nursing home where spread of the virus was previously been catastrophic.  As a historian I know that this pandemic will eventually morph into something similar to the yearly challenges of influenza. Until that happens, however, I will continue to encourage my students to engage with their intellectual discomfort about the virus: ask questions, read and study the data, and get tested. And most importantly, continue to feel empathy for the emotional and physical struggles of strangers. Sharing our personal experiences from this historic time is a great way to recognize the common struggles of human beings in the 21st century. ... View more

There are no dorms at the community college where I teach, which means students are intensely focused right now on the painfully high price of a gallon of gasoline. AAA puts today’s average in my state at $4.224/gallon, which is just below the reported national average of $4.237.    Yesterday we looked at photographs of “Hoovervilles” in United States History II, shanty towns erected by the poor and homeless in the earliest years of the Great Depression. Our discussion was a weave of current events and history as students pointed out that the blame on President Hoover for the 1930s’ economic crisis was not unlike the sentiment of memes, gifs, and social media posts that place responsibility for today’s high gas prices on President Biden. As we reviewed some of the central causes of the Great Depression – over-lending, under consumption, bank failures, etc – it was as if tiny light bulbs were sparking over the heads of my students. Blaming Hoover for all of the economic turmoil that enveloped his administration was too simplistic. We had to look at the big picture.    The big picture right now is a complicated mix of domestic and international crises, which include a pandemic that has killed more than six million people worldwide, a war with major international repercussions, and a mounting refugee crisis in Eastern Europe. Trying to help students understand all of these issues is overwhelming, especially given that many spend little to no time outside of school exploring about current events. Sharing links regularly with our students is one easy way to guide them towards credible sources and encourage them to think about world events.    Here are two links I’m sharing this week:   Lesson of the Day: 'The Invasion of Ukraine: How Russia Attacked and What Happens Next' (New York Times, updated 22 March 2022) provides a list of key questions for students to consider as they seek a greater understanding of the war, including material that exposes students to Ukrainian history and links to other Times articles and editorials. I particularly like the way the site encourages students to share their views of the conflict and to read ideas expressed by other young people.   People’s and Government’s Choices to Help Refugees compiled by Facing History & Ourselves offers students examples of ways in which European countries have responded to the needs of Ukrainian refugees and suggests ways that students might reflect on the growing crisis. US history classes might use these examples in conjunction with a discussion of how the nation responded to the challenges faced by refugees during World War II.   Finally, this week I’m encouraging all of my students to read or watch news broadcasts about the Senate hearings for Supreme Court justice nominee Ketanji Brown Jackson. Live Streaming of the proceedings provides an opportunity for students to evaluate how our elected officials conduct themselves in public hearings. Asking students to reflect on the kinds of questions posed to the nominee can be an interesting lens into their observations of race and gender dynamics at this critical moment in our national history. While most online news sources offer basic background on the nominee, the Alliance for Justice published a more comprehensive history of Judge Jackson’s work as a lawyer and judge on their website earlier this month.   While at times it may feel as if there is simply too much happening in the world for us to introduce more content to our already over-stuffed curriculum, it is essential that we help students to view the context of today's events through the lens of history. ... View more

Who was the real St. Patrick? Was that legend about the snakes true? And why did so many St. Patrick's Day traditions start in America?   Dig a bit deeper into the history of St. Patrick and the origins of St. Patrick's Day HERE ! ... View more

I started my US History II class meeting a few minutes late last Thursday so that I could show my students pictures of Lenin’s Mausoleum in Red Square. When I entered the room that morning the group was discussing the invasion of Ukraine by Russia. Many had no idea where Ukraine is and few understood the significance of it having once been a part of the Soviet Union. Undoubtedly, the Cold War that clouded my high school years has been replaced in relevance for today’s students by the War on Terror, which for more than twenty years now has dominated American foreign policy.    The Lenin’s Mausoleum discussion started because I told the class that in 1989 I had the privilege of traveling to the then Soviet Union with a group of students and teachers from my suburban public high school. I shared that one of the most memorable experiences was waiting in line to pass through the Mausoleum. I can remember my seventeen-year-old self wondering if what I saw in front of me was really the physical remains of one of the founders of the Soviet Union or a wax model put in place to force citizens of the communist nation to pay homage. The students in my high school group debated the legitimacy of the body in the days that followed. We could think of no comparable memorial in the United States and its mere existence fascinated us. To our unsophisticated rationale, the willingness of the Soviet people to honor the remains of Lenin in such a public way seemed to support the arguments of American politicians that people in communist nations did not think for themselves but were, instead, puppets under the control of a brutal political ideology. Years later as a college student studying the history of the Soviet Union I learned that the reality of life under communist rule was far more complicated.   I have been thinking about that tip a lot lately because in addition to the Russian cities of Moscow and St. Petersburg (then Leningrad) our guides brought us to Ukraine to witness life in a Soviet Republic. We toured the city of Kharkiv and saw evidence of Soviet military control in the region. The people were exceedingly friendly, though also desperate for any morsel of life outside of the USSR. I can remember more than once being asked to trade my sneakers or blue jeans for a cheap trinket. The cleaning woman on the overnight train was overjoyed when I gave her my (used) make-up as a tip, and an American dollar was worth far more to a street vendor than the rubles I so carefully counted.     Thanks to Google I was able to quickly put pictures of the Mausoleum up on the screen for the class to view, which inevitably led to a series of questions, most of which revolved around “why”: why would a government put a long-dead body on permanent public display? Why would people wait hours to view it? And, most importantly, why did any of what I was saying relate to the current conditions in Ukraine?    Truthfully, I assumed when I started my Google search that Lenin had been long buried by now considering the fall of the Soviet Union in 1991. I was shocked to find that the body remains on display, a testament to the past and an era I believed had ended, which brings me to my most significant observation of my students’ curiosity: there is so much about world history that is completely disconnected to the lives of today’s students. While they can see up-to-the-minute reports of violence in Ukraine through social media feeds and 24-hour news stations, none of those sources provide the context for the horror currently being unleashed on the Ukrainian people. No social media post adequately explains why the Ukrainian people are so willing to fight, again, in defense of their sovereignty.   We, as teachers and historians, must be prepared to help today’s students understand not just the timeline of the Russian invasion but the much longer history of Soviet/Russian aggression in the region. Let’s start sharing resources. Have you found a web site or digital resource that is particularly helpful in explaining the complicated history of Russia and Ukraine? Share here in the comments or email me suzannekmccormack@gmail.com and I will compile a list of resources for a future blog. ... View more

For me, the return to campus after nearly two full years (summer and winter sessions included) of remote teaching has been exciting and somewhat turbulent.    While the students are reacclimating to long-standing classroom practices (shutting off cell phones) and adapting to pandemic-related protocols (wearing a mask in class), I’m thrilled to hear my colleague lecturing in the classroom next door. I’m grateful for the enthusiasm of students who are happy to be back in the physical classroom. There seems to be an unspoken joy amongst teachers and students who relish once again being part of a group.    In spite of it being my fifteenth year of teaching at the same campus, however, I can’t seem to remember which classroom to go to at 10am on Tuesdays. Twice I have impatiently waited in the hallway outside the wrong room wondering why the students were not vacating the space only to discover that the problem was entirely me. And I find myself struggling with my classroom confidence. After so much time without live human beings in front of me, I’m feeling very self-conscious. Can they hear me through the mask? Can they read my handwriting on the board? Am I talking too fast? Am I talking too loudly? These thoughts rattle through my mind as I try my best to keep students' attention on the course content.    Mostly, however, I’m worried about what has been lost by the students over the past two years. At a community college the concept of preparedness and how to overcome gaps in students’ K-12 experiences is under constant discussion. The pandemic has made the challenges we have always faced even more dire and I’m making changes to my syllabus on the fly to adapt to what I perceive as students’ immediate needs.    This week, for example, I’m thinking a lot about note taking in advance of the first exam. I’ve distributed a study guide and asked students to bring all of their notes to class tomorrow in hopes that we can identify deficiencies before they spend the weekend engaged in studying. I’m hopeful that by completing practice questions in small groups we can model the upcoming in-class, timed exam experience that some of my students have never experienced at the college level.   Stay tuned!   ... View more

Recently a Catholic school in Massachusetts found itself immersed in controversy over their decision to serve a fried chicken lunch as part of Black History Month. The public attention and discourse surrounding the incident reminded me how far we still need to move as a society in terms of understanding our national history and integrating non-white perspectives. While I’m certain that as a society we will never be in complete agreement over what constitutes the “truth” about American history, I do believe that as teachers and historians we must guide our students towards a more comprehensive view of our nation’s diverse past.   For me, the “fried chicken” controversy speaks to the general problem of “Black History Month” – a mere month to turn the public’s short attention span to the history of a people that is far more complex and important than can be covered by snippets over the course of twenty-eight days. Those of us who teach black history recognize that it is filled with both triumphs and tragedies – too many to squeeze into a singular four-week period. I worry, for example, that years from now students will remember the fried chicken controversy but will have gained no lasting, concrete knowledge or understanding of the lives of black Americans.   Here, however, are two web-based resources that I have recently recommended to students and teachers to help integrate black history into every day, not just the days in February:    Joel Christian Gill is an illustrator and historian whose Instagram posts showcase his efforts to bring black history to a wider audience through comic books and graphic novels. Students love his illustrations and are inspired to research the subjects about which he publishes. Gill’s posts also include his sometimes funny, often painful, observations as a professor of color, which can offer prompts for honest conversations about race in the classroom.   The Zinn Education Project is valuable to teachers but useful to students of history as well. Of particular interest currently is the site’s publication of the National Report on the Teaching of Reconstruction (January 2022), which includes a state-by-state analysis of what K-12 students are learning about the topic. For those teaching US history at the college level the report provides valuable information about what public school students are taught prior to high school graduation based on state guidelines and standards. The information is both enlightening and alarming. While I’m often surprised at my students’ lack of knowledge of Reconstruction, I was shocked to learn that in my state public schools are not required to teach any Reconstruction history. This new insight will certainly inform my planning for future curriculum.   What black history-focused resources that should not be relegated to February have you encountered recently? Please share!  ... View more

With so much focus this past year on COVID-19 I asked some of the young people in my life (high school and college-age students) to tell me which news stories from 2021 they wished they knew more about. While we have been necessarily hyper-focused on the pandemic as we live through it day-to-day, what do today's students think future generations will need to know about the year 2021 to fully understand its history?   Topping their list of lessons for students of the future is the removal of US troops from Afghanistan and the rebirth of the Taliban. Many young people have never known a time when the US military was not active in the Middle East. For those born after the year 2000, the “War on Terror” is to them what the Cold War was to children of the 1970s like me. While it’s likely that it will likely take decades before historians fully understand what went wrong with US policy in Afghanistan, I’m hopeful that future generations of students will have access to government and military documents that provide a more complete picture of our nation’s policies overseas.   The students I spoke with also emphasized the importance of future generations studying the environmental crises of 2021, both natural and man-made. From wildfires, hurricanes and tornadoes to oil spills and air pollution, today’s young people see climate change as a fundamentally important topic of study for their lifetimes. Perhaps more than any generation before, students in 2021 have been charged with generating tangible changes that will benefit the environment. Issues relating to sustainability are becoming part of the business school curriculums and today’s students see the socially active young people of today as critical to the future of our environment’s survival.    Finally, I was heartened to hear today’s students emphasize the changes in public discussion about mental health that have taken place around the pandemic and spread into nearly all aspects of American life as critical to understanding the year 2021. One student cited the Summer Olympics as a flashpoint in the way that we as a society talk about stress. US gymnast Simone Biles’s decision to withdraw from competition led to other athletes and nationally known figures publicly acknowledging the mental toll that anxiety, depression, and stress have taken on their lives. The measurable surge in demand for counseling services for people of all ages during the pandemic will add to the importance of future generations looking to 2021 as a time of significant challenges (and hopefully progress) in the field of mental health.    Without question, COVID-19 with all of its variants has remained the most talked-about news story of the year. As a nation we’ve debated vaccinations (Moderna v. Pfizer v. J&J) and boosters (which to choose and when). We’ve seen major economic challenges as a result of the virus – job losses and creation, career changes inspired by the pandemic, unemployment, and work-from-home have all been part of public discussion. It could be argued that not one single aspect of American life has been untouched by the pandemic. As the year comes to an end, many of us find ourselves again facing COVID-based restrictions and shutdowns and wondering when this chaos will finally dissipate – hopeful that in 2022 the pandemic will move from being a current event to a topic for the history books.    Happy New Year!   ... View more

I have the privilege this year of parenting two students in their senior years: one in high school and one in college. As a result, I’m spending a lot of time thinking about higher education and the paths to undergraduate and graduate degrees. In particular, I’m hearing about the stress of making seemingly enormous decisions at the tender ages of 18 and 22. While I’m quite certain my own children are tired of hearing my personal story for the thousandth time, I think as faculty it’s worth sharing with the students in our lives why and how we made the decisions we did regarding education.    I can only vaguely recall being a high school senior with a handful of college acceptances. I remember not wanting to move far away from home and knowing with certainty that I would be limiting the number of math and science courses I took to the bare minimum. I emphasize how little I remember about this decision-making process because so many of us as parents and educators want to see young people quickly and assertively make decisions about their academic and career paths. When we reflect on our own, however, we are reminded of how foggy and unclear it all seemed in the moment.    As a professor at a community college, I’m perhaps even more sympathetic to the challenges of academic decision making than most parents. I see first-hand, regularly, how the college search process can go wrong. Teaching in a state with a program that offers free community college to recent high school graduates means I have a lot of fresh-faced 18 year olds in my classes each fall. I also, however, work with just as many students for whom the first choice of their college search process did not work out as planned. Students have found themselves too far from home or with financial aid complications or at a university/college that was too big/too small for their learning style. Community college for those students is an opportunity to re-group and re-think their futures. Oftentimes, it is in our classrooms at the community college that these students find the path that they did not know they were searching for.   As we approach the semester’s end, let’s do our best as faculty and teachers to help guide our students through the challenges of decision-making and path-building. Being open and honest with our students about the right/wrong choices we made along our own journeys can be enormously helpful to both young people just starting out as well as to those non-traditional college students seeking a life reboot. With all of the stress and challenges facing students today, let’s do our best to show empathy for how difficult it is to make decisions amidst the turmoil of the pandemic. No matter our academic discipline, the students we teach amidst this chaos will remember us in the future for our kindness.  ... View more

I recently had the opportunity to view the film “Loving” (2016), a dramatization based on Loving v. Virginia (1967) in which the Supreme Court struck down state laws prohibiting inter-racial marriage. For those who have yet to see the film it is a fictionalized account reportedly inspired by “The Loving Story” (2012), an HBO documentary. In addition to the obvious significance of the case in the history of civil rights, viewing the feature film reinforced for me the many areas of US history that can be enhanced by class discussion of the Loving case.    Watching the entire film in class is not always optimal timewise but there are some excellent online resources to introduce the case to the class in its place. Encyclopedia Virginia offers a summary of the key people and events, which can be assigned in conjunction maps and figures documenting the history of interracial marriage in the United States. Both the ACLU and vividmaps.com have accessible visual aids to help students understand the geographical component of the debate. While general histories of the case often portray its importance within the broader movement for civil rights, in-class or online discussions may branch out to include such diverse topics as the civil history of marriage in the colonies and the States, miscegenation laws, the 14th Amendment, and the post-Civil War rise of Jim Crow. Students may also wish to discuss connections between Loving v. Virginia and Obergefell v. Hodges (2015), which guaranteed marriage equality.   The Loving case offers an opportunity for students to talk historically about inter-racial relationships and the challenges faced by black and white families who sought to navigate friendships and marriages amidst brutally restrictive racial customs enforced by state laws. It also sheds light on the hypocrisy of a culture that long accepted sexual assault against black women (free and enslaved) by white men but believed that consenting adults should not have the legal right to create interracial unions. These conversations are no doubt difficult in the classroom but meaningful for students to fully understand the foundations and lasting-legacies of slavery and racism in our national history.   I find the Loving case to be particularly relevant to students because, at heart, it is about the right of two people to create a family of their own choosing. It is sometimes easy to lose sight of the human beings behind Supreme Court rulings, but it is these historical actors that many of our students will engage with most willingly. Encourage them to read interviews with Mildred and Richard Loving, and to watch some of the short video clips of news coverage of the case. In learning about this case many students will be able to see connections to their own family histories and to reflect on how their lives may have been different without the end of miscegenation laws that Loving v. Virginia brought about.  ... View more

Every year around this point in the semester -- past midterms, almost at Thanksgiving Break, and starting to think about final exams -- I find myself needing some additional inspiration to push through the last weeks of fall courses. I can feel my motivation lagging and the early sunsets only add to my lethargy. I’m taking some time for reflection this week in hopes of reinvigorating my mental focus so I can finish the semester with the same (or close to) enthusiasm I had the first week of September.   The first step in my reinvigoration process has been to take some time to think ahead to next semester. Half of my course load is different in the spring so I looked back through some of the notes I kept from last spring to remind myself of particular changes I want to make to those courses. Giving my brain a future project to think about, even briefly, gave me a momentary break from the weight of the current semester. I like to make at least one significant curriculum change each time I offer a course. Reviewing my notes from last time around reminded me of ideas I had for spring 2022 and gave me an opportunity to feel excited about their implementation.    Next I spent just a handful of minutes today browsing the current registration numbers for my spring courses. Registration just opened this past Monday and already my US Women’s History class is full. To know that there are so many students interested in the subject matter made me more excited to think about topics I will be teaching in the spring and how to better connect them to my students’ lives.   Finally, as a last bit of motivation, this morning I pulled one of my all-time favorite books down from the shelf. Many years ago as a graduate teaching assistant at Boston College I was assigned to a Western Civilization II course. As a US history major I remember dreading the shift in focus to European history for so many precious hours of the week. The professor assigned Pat Barker’s brilliant Regeneration (1991) for the students to discuss as part of their World War I materials. While I cannot remember anything about leading those discussion sections, I have reread Regeneration every single year since that fall semester in 1999. The book itself is now in its thirtieth year of publication. Each time I read Barker’s fictional account of a British asylum for soldiers during the war I am reminded of how the book initially led me to read more about World War I when the course finished, and then many years later inspired me to start researching asylums in the United States around the same period of time. As I reread the book now I’m hopeful that some new inspiration and motivation will grow from the familiar story.   How do you handle late-semester fatigue? Suggestions welcome.   ... View more

I’m getting my COVID booster today and am feeling very hopeful. If enough people in my neck of the woods follow through with vaccinations and boosters maybe, just maybe, I will be able to return to campus in the spring. Student reluctance to register for on-campus offerings has meant a third semester of all online teaching. I’m starting to optimistically think about what I might take back to the brick and mortar classroom space with me from this three semester-long remote experience.    A colleague noted this week that she plans to continue using her online discussion board even when she is teaching in-person. Students who are reluctant to speak up in a traditional classroom space often submit eloquent, thoughtful discussion posts in online classes. My colleague is wise to take advantage of this reality and I plan to as well. I’ve also thought about using a chat-style system during my in-person lecture so that students who might be shy about raising their hand will still get their questions answered in class. Perhaps an open “chat” during my live lectures will allow me to engage more students in classroom meetings than I have in the past. While my attention span is too short to allow a scrolling chat to interrupt me during lecture, I can foresee looking at the chat in the last couple minutes of class to catch any questions that need to  be addressed.    I’m planning to continue to use the journal-based research assignment that I first wrote about in a blog this past spring (see “Summer Project: Assignment Reboot”) in which I break down a traditional research project into sections and grade each separately. I designed this project because I felt my students were fatigued from online learning and not fully engaged in their semester-long projects. Forcing them to submit the project in sections has enabled me to keep tabs on their progress while providing feedback along the way, and has significantly reduced the problem of procrastination on the students’ end. I also find that the grading process for me is quicker (shorter chunks of work submitted at a time) and that I’m writing more comments.   And finally, I’m planning to continue to take advantage of the abundance of human resources that are available virtually as a result of the pandemic. I encourage fellow faculty to follow the social media feeds of historical and cultural organizations that relate to the topics you are teaching in class. On November 1st, for example, my students will be attending a virtual artist talk by Nikole Hannah Jones titled “Examining Slavery’s Modern Legacy,” hosted by Massachusetts College of Art & Design (register here). Later in November they will be assigned to view (live or via the post-event recording) a talk by Gayle Jessup White hosted by the National Archives. “Sally Hemings, Thomas Jefferson, and a Descendant’s Search for Her Family’s Lasting Legacy” will be moderated virtually by historian Annette Gordon Reed (register here). I have no doubt you’ll be amazed by the access your students can have to fabulous speakers and resources with just a little time web surfing.   If there is something that you’ve brought back into the traditional classroom with you from your experience with pandemic-era online learning, please share!  ... View more

When I was 22 I made it through only half of the movie “Pulp Fiction” in a theater before leaving. I couldn’t see past the violence on the screen to the creative story being crafted underneath. I was simply too uncomfortable to see anything artistic through the blood and gore. Nearly three decades later my son, an aspiring filmmaker, convinced me to give the movie another try -- reminding me of a lesson that I have forced on him many, many times: discomfort can be a tool for learning.   I’ve been thinking a lot about my (admittedly simplistic!) example of a personal life lesson lately as public debate abounds about the teaching of critical race theory and the level of discomfort by which many white people approach discussions of race. I’m heartened by the fact that since the death of George Floyd more white students at my college are taking Black History and courses that examine race and ethnicity through the lenses of sociology and literature. The students’ willingness to confront discomfort makes me hopeful in spite of news stories that highlight the hatred and ignorance that still festers in so many predominantly white communities and institutions in the United States.    This week’s coverage of the resignation of NFL coach John Gruden’s over racist, homophobic, and misogynistic emails is a reminder of how far our society still needs to go to move the needle on hate and discrimination. Gruden’s flimsy explanation that he “never meant for [the emails] to sound that bad” reminds us that many white Americans in positions of power -- Gruden had a contract that paid him $100 million over ten years -- are incredibly ignorant of history and the context through which racism, sexism, and homophobia have negatively impacted countless people. As history teachers, we need to continue to work to ensure that the next generation of leaders in business and industries, like the NFL and so many others, do not enable the acceptance of hate speech.   In spite of all the negativity present in our current world, as an educator I have to remain hopeful for the future. I welcome fellow history teachers to share such hope with their students and academic communities. This month I’m encouraging my students to identify stories of hope and inspiration from black history by entering this year’s “Black History, Black Stories” video/writing competition sponsored by Macmillan Learning. Visit the Macmillan Learning web site for details and consider assigning the video/essay prompt as an extra credit assignment. Learning more about who/what inspires our students can be a great help for curriculum design and can give us deeper insight into the lives of the young people in our classrooms, which can only lead to greater compassion and understanding.  ... View more

I’m excited this fall to be co-designing a team-taught, cross-discipline experimental course. Wow! That is a mouthful! Since transfer agreements are such an integral part of our curriculum at a community college, the opportunity to create a new course comes infrequently and with numerous challenges. This week I’ll share my experience with the early stages of this process from the history side of the course in hopes that Macmillan Community members will chime in with ideas and suggestions.   The idea for our new, as yet unnamed, course came about before the recent pandemic began. Several years ago, a colleague in the Biology Department expressed interest in my US history students’ study of the 1918 Influenza outbreak. Wouldn’t it be great, we concluded, to have a course that linked biological crises with their historical origins and context? Both of us were busy with our 5-5 teaching load, so we filed the idea away until spring 2020 when the COVID-19 Pandemic hit the United States. Amidst the chaos of moving all of our courses online, we knew we needed to revisit our idea. Students were asking questions that required complex and thoughtful answers: had this kind of crisis happened before? When? Why? How did previous generations respond?    As excited as we both were about the idea of creating such a course, reality took the reins. Where would this course be housed at our community college and how would it transfer? As much as we wanted to dive right in and think about the curriculum, we had to stop and first consider logistics. I started the conversation with my department chair who suggested at least a dozen more questions we had not considered, including the hurdles that would be necessary to clear our course on an experimental basis (two semesters) with the college’s Curriculum Review Committee. Undeterred, we continued to ask colleagues for advice and to gather materials we believe will be useful material in the course.   Our vice president for Academic Affairs suggested that we start the process by working with the department whose students would benefit most directly from the development of such a course. At our college, nursing students are required to take just one course in the Humanities or Social Sciences. Generally the students take whatever course best fits their schedule because none of the classes are designed to specifically enhance the nursing curriculum. Here, it seems, we have found our stride. As we move forward with the course design process it is with the intent of providing nursing and other health sciences students with a course that better connects their fields to history while maintaining a significant degree of scientific learning as well. We are hopeful that by studying history and biology together, health care students will recognize the interconnectedness of those seemingly distinct fields. We hope, too, that we can help our college to increase offerings in courses on public health, which seem particularly valuable in current times.   Now that we are in the planning process, I would love to hear from anyone who has co-designed/taught a course that covered two distinct disciplines. What unexpected challenges did you face? Please share!  ... View more

This past weekend marked the twentieth anniversary of the September 11th terrorist attack. As I reflect on my personal memories of that tragic day, I find myself, again, thinking about the US history survey and how recent history fits (or doesn't fit) into my semester-long sections of "US II." In a previous blog, Up-to-date? Where to End the US Survey (2017), I discussed the challenge of getting through as much content as possible and my avoidance of teaching topics that I had lived through. One astute reader reminded me back then that just because I witnessed a historical event doesn’t mean that students are familiar with it. So, here I am four years later, and the question still perplexes me. Do I need to get to 9/11 in a course that starts in 1877 and is already bursting at the seams with content? Is it time for me to officially abandon my quest for "coverage"?   As a mom to college-age children it is impossible to escape notice of how dramatically things have changed since 2001. My children have grown up under the cloud of the War on Terror in the same way my youth was influenced by the Cold War. And yet, so much of what I know about the Cold War was learned in adulthood, not as a college student living through the collapse of the Soviet Union. My college history professors ended US II with Watergate and the fall of Saigon, and I’m still ok with their choices. Had they tried in the early 1990s to teach the historical meanings of the Iran Hostage Crisis or Reaganomics, students would have been left with an incomplete understanding of complex topics that had not yet been fully examined by historians.    The longer I teach the more I find myself wedded to the notion that the passage of time enables a deeper, more thoughtful understanding of events. Not without bias, but certainly with additional data and facts to temper extreme partisan perspectives. That being said, while I don’t see myself incorporating study of 9/11 into my US History II sections any time soon, I do believe that providing students with the tools to begin their own study of a recent event or contemporary topic can be helpful. Over the course of a semester they come to rely on their professors as experts. Offering them a starting point for exploration of topics we cannot “fit” into the time frame of our 15-week courses, therefore, makes sense.    The knowledge my students gain about how to study history, I’ve concluded, is more valuable than coverage. Finding new ways to train our students to think as historians -- evaluate sources, look for bias, search for contradictions in the written record -- will prepare the college students of today to both analyze events as they occur around them now while also enabling them to think critically in the future about what they have experienced. As someone who teaches mostly STEM and health care majors, the process of learning history feels more important than ever.   In 2021, with US History II needing to cover more and more material, how are you training our next generation of historically-aware citizens?    ... View more