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

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition as they discuss their own histories with teaching.  Macmillan Learning · A Talk with Co-Authors Nancy Hewitt & Steven Lawson: Episode 1 ... View more

As I’m thinking about the start of the new school year I’m brainstorming the return to campus. At my community college, a return to campus in September will mean students in the physical classrooms after nearly eighteen months of remote learning. I’m wondering how to help students reconnect in that physical space after working independently for so long. Usually the first day of classes is spent discussing the syllabus and course expectations. While these tasks will still be part of my plan, I’ve decided to also have students group-share on that first day to discuss how their working lives have changed as a result of the pandemic.    Here are some of the questions I will have students address in small groups:    Did you work before the pandemic began? If so, what did you do?  How did the earliest months of the pandemic impact your personal work life or the experiences of those with whom you live? Did you change jobs during the pandemic? If so, why/why not? What was your experience seeking work during the pandemic? How could a historian document your pandemic work experience? What artifacts may exist that could help tell the story of your experience in the future? What do you want students one hundred years from now to know about your pandemic-era work experiences?   I’m inspired to start the semester with this discussion because I believe that the majority of my students or their families will have experienced some significant work-related changes during the pandemic era. We spend a great deal of time in my US history classes studying the changes that came about during the First and Second World Wars in regards to work. The most recognizable icon to students on the first day of US History II is always “Rosie the Riveter” -- even if they cannot explain her significance they are able to link her to World War II. I’m hoping to help students to see that their experiences during the pandemic will one day be the subject of study in history classes.   In addition, I’m hoping that by focusing on work rather than health issues during the pandemic I can help the students connect to each other without delving too deeply into painful personal experiences/losses that may have occurred as a result of COVID-19. I want the students, from the very first day back together in the classroom, to be reminded of their shared experiences as a society over the past eighteen months.    Do you have any plans for re-integrating students into the physical classroom this fall? Please share. ... View more

Attending OAH ‘21? We’d love to “see” you there! Macmillan Learning will have a virtual booth where we’ll have info on new offerings (print and digital), on-demand videos, a chance to win prizes, and more!   Macmillan Learning Speakers Include:  Mia Bay (Freedom on My Mind Author) Fitz Brundage (Bedford Series Author) David Blight (Bedford Series Author) Ernesto Chavez (Bedford Series Author) Kathi Kern (Bedford Document Collection Author) Stephen Mihm (Bedford Series Author) Kevin Mumfort (forthcoming Bedford Document Collection Author) Elizabeth Shermer (forthcoming Bedford Document Collection Author)   Request an exam copy:  https://docs.google.com/forms/d/e/1FAIpQLSfTKjEu8NKorrPOHf4csSYKzbwQW_g0uIBs4svAqDLdp23DWA/viewform   Learn More about OAH: https://www.oah.org/   Watch our latest webinar: Crisis in Context: Teaching American History Virtually From Past To Present   Macmillan History: We've Got You Covered!     Who We Are | Our Community | Diversity, Equity & Inclusion | Our Student Store   ... View more

APRIL 01 | 12:00 PM ET   Americans are presently enduring at least five overlapping crises: political representation; racial justice; public health; economic crisis due to the pandemic; and the climate crisis. American history scholars and Macmillan authors Rebecca Edwards, Eric Hinderaker, and Robert Self explore American crises throughout our nation's history raising questions like: What have other moments of political, economic, and epidemiological crisis looked like? How did we get here? Using historical context to make sense of these "unprecedented times," our panelists discuss these questions and pedagogical techniques to help students learn remotely.   Watch the recording VIEW RECORDING HERE ... View more

In a January 2019 blog titled “Making Connections: History & Medicine” I wrote about the importance of incorporating the history of health care into survey history courses. At the time I was deeply entrenched in sabbatical research on women and the treatment of the mentally ill, which afforded me the opportunity to explore lots of sources that were new to me as someone who had not previously studied the history of medicine. Fast forward two years and healthcare in the United States has become even more central to the narrative of general US and world history. Thankfully, there are numerous online sources that can supplement our courses as we navigate the constantly changing world of science and medicine.   As we have now entered the vaccination stage of the COVID-19 pandemic, it’s useful to encourage students to look at the long and controversial history of vaccines in the United States. The College of Physicians of Physicians of Philadelphia has a fabulous interactive site that allows students to examine the history of vaccines worldwide through 2018 as well as an article titled “The Scientific Method in Vaccine History” that enables comparison of earlier practices in the development of vaccines to what we as a society have witnessed over the last twelve months. Ask students to think about the time frame that today’s scientists and public health officials have worked with in comparison to early efforts against smallpox and measles.    Film footage of mass-vaccination efforts are another interesting way to connect what students are seeing in news reports to historical events. Internet Archive enables students to search internationally-produced government films on vaccination efforts. Of particular interest to today’s students is “Unconditional Surrender,” which documents the story of the first child to be vaccinated against polio in the United States in 1954.   The American Social History Project has created “Epidemics in US History”  as a gathering point for primary sources on smallpox, cholera, influenza, and AIDS. The site provides links to online exhibits by the United States Library of Medicine, the National Archives and Records Administration, and the Museum of the City of New York, each of which enable students to consider how American society has dealt with infectious disease in earlier periods.   Finally, the advertising industry’s long-standing relationship to healthcare is illustrated by the nearly 600 examples of health-related ads curated by the Hartman Center for Sales, Advertising, & Marketing History at Duke University.  Who knew, for example, that Scott Tissue was once marketed as a protective face mask?   Encouraging students to study such healthcare-related advertisements is yet another innovative way to advance discussion of our historical understanding of germs and disease, health and wellness.       ... View more

What was it really like to travel as a Black American during the era of Jim Crow laws and segregation? Award-winning journalist Alvin Hall and social justice trainer Janée Woods Weber hit the road to find out on Driving the Green Book, a living history podcast from Macmillan Podcasts. Over the course of 12 days and 2,021 miles, the two drove from Detroit to New Orleans collecting personal stories from Black Americans who used the historic Negro Motorist Green Book travel guide to navigate trips safely and with dignity, patronize Black-owned businesses, and come together in the face of institutionalized racism. Driving the Green Book sheds light on what has (and hasn't) changed for Black travelers since segregation and honors the stories of those who lived through the era, supported and uplifted each other, and fought for equality.  Listeners can also gain a deeper appreciation of the historic, but often forgotten, locations that helped Black Americans to travel safely across the United States with Driving the Green Book's custom Apple Maps Guide. They can also enjoy a playlist on Apple Music highlighting the songs that came out of the era, many of which were written in response to the injustices faced by Black Americans all over the country.  Educators can use the podcast and addiotional resources as supplemental tools in a variety of history courses to explain how the Negro Motorist Green Book was a seminal publication in the ongoing fight for racial and social justice.   ... View more

From mask wearing and individual rights to Black Lives Matter and police reform, acquaintances, friends, and family have found an infinite supply of topics on which to disagree on social media over the last twelve months. As I write this blog, votes are still being counted in the state of Georgia and protesters have stormed the US Capitol building. The political stakes are high and partisan rhetoric and uncivilized debate have taken over Facebook, Twitter, and other popular online platforms.    As an historian I’m particularly fascinated by the use of sources. Students in my January intensive course this week are choosing two article-length sources to use as supporting evidence in their short research projects. It is essential that they identify vetted, historically-accurate materials. In my introductory level courses the Works Cited page is submitted as a draft at the project’s start to make sure that students are on the right track with their research.    And yet … every single day I read something on social media, often written by someone I know, that has origins in a problematic source …   Case in point: a recent Facebook discussion about election fraud. “Friends” of mine were engaged in a spirited debate about accusations of voter fraud throughout history. The friends, all of whom are college-educated professionals, were using Wikipedia articles to substantiate their claims -- sharing, at various points, brief segments copied and pasted from the site as evidence. Sadly, there was not enough time in the day for me to verify whether the Wikipedia articles my friends were citing were factually accurate. It took all of my strength, however, not to interject a comment about their poor choice of sources.    I do not allow my students to use non-academic sources such as Wikipedia or history.com as references for their history research. I know that some historians do, and that others use studies of the sites as opportunities for students to correct inaccuracies that are posted online. I tell my students that Wikipedia is a great source for information that -- right or wrong -- will not adversely affect the outcome of anything significant; what year did “Mission Impossible II” hit theaters or how tall is Formula 1 world champion Lewis Hamilton? (2000 and 5’7½ respectively)   Nowadays, however, I’m feeling a sense of personal responsibility as a historian to tell people they are citing unreliable sources. I’m trying really hard to not destroy personal relationships by footnoting “friends’” Facebook posts but the situation begs the question: is it impolite to correct friends’ and families’ historically inaccurate opinions online? Where do we as historians draw the line between being right and being polite? ... View more

Our authors shared their thoughts on the significance of 2020: https://www.theatlantic.com/family/archive/2020/12/2020-lost-year/617382/ ... View more