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

On Oct 21st, 2003, scientists first discovered the dwarf planet Eris. When first found, there was some discussion that it was larger than Pluto which then led to questions about Pluto's categorization as a planet. The debate within the scientific community ultimately led the International Astronomical Union to "downgrade" Pluto to a dwarf planet in 2006. The dwarf planet Eris seems to be aptly named as it was inspired by the Greek goddess of discord.                 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of   Exploring American Histories, 4th Edition as they discuss the goals for their book.  Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 8 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of   Exploring American Histories, 4th Edition as they give  advice for new history instructors who have just started teaching. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 7 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of   Exploring American Histories, 4th Edition as they discuss tips for instructors on how to engage their students with the text or complete assignments. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 6 ... View more

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of   Exploring American Histories, 4th Edition as they discuss students’ different learning styles. Macmillan Learning · A Talk with Co-Authors Nancy Hewitt & Steven Lawson: Episode 5 ... 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

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of   Exploring American Histories, 4th Edition as they discuss some ways that they have kept their text relevant to current events. Macmillan Learning · A talk with Co-Authors Nancy Hewitt and Steven Lawson: Episode 4 ... 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