I won't sugarcoat it: 2020 has been brutal in many different ways. I remember when the pandemic was really in full swing, there were so many public figures comparing COVID to 9/11. They meant to imply that this would be a defining moment for the new generation. They signaled that this would be so impactful that nobody could forget the experience; that it would be etched in our collective memory. Then, I remember hearing about Ahmaud Arbery and seeing that footage for the first time and just being shattered and thinking the same thing: I may not remember the date, but I'll always remember how crushing that footage was to watch. The problem is: then came George Floyd and Breonna Taylor. Problem is: then I started thinking about Freddie Gray and Trayvon Martin and Sandra Bland and the many other names that I was struggling to recall. All of these senseless killings happened within my lifetime and those events have already gotten fuzzy. Where was I when I first heard? Who told me? Perhaps most important of all: how much sadness can one heart hold? I don't have answers to all the above questions. I know and understand those that cannot continue to watch these crippling images of black bodies being destroyed on a devastating news cycle loop, yet I don't want to forget either. We must not forget! I came across "Voices from The Black Lives Matter Protests (A Short Film)" Running 8 minutes and 45 seconds, this video montage composed of audio and visual snapshots in the 14 days after George Floyd's murder put together by Vanity Fair crystallized both my memories of those days, as well as pivotal voices of the movement.  For me, the toughest part of all may be the closing screens with the many names that the video is meant to honor. I don't even know all of them, or maybe there were some I forgot. We must remember. This helps me to remember, no matter how painful. ... View more

Click here to view the full podcast: https://community.macmillanlearning.com/t5/history-premium-content/dr-susan-kent-on-the-pandemic-of-1918/ta-p/12198/jump-to/first-unread-message ... View more

I'm not a fan of being asked by students for "extra credit" assignments. Finally, however, this semester, I've found a reason to adopt a form of the practice in hopes that my students will gain some extra knowledge along the way to their coveted extra points.   A continuously evolving result of the rise in civil rights activism prompted by the death of George Floyd in May has been new attention by the media and public on the history of black Americans. Most recently, as our nation marked the one-hundredth anniversary of the 19th amendment to the Constitution, mainstream publications highlighted the participation of black women in the suffrage movement. As a historian it has been heartening for me to see non-academic friends post articles about the work of Ida Wells on social media, among other courageous black women who were previously relegated to footnotes.   As we approach what is likely to be a uniquely different fall semester, I want to encourage my students to take note of new spaces where they are seeing black history acknowledged. It’s not February, after all -- “Black History Month” -- and the sad reality is that prior to the tumultuous summer of 2020 most Americans did not know anything about Juneteenth or the Greenwood (Tulsa) Massacre of 1921. As a historian I want to see this new public fascination with black history find its way permanently into our K-12 curriculum so that the first time a student learns about the horrors of slavery and Jim Crow is not in my college classroom.    One of my goals, however, is also to help students to recognize that understanding black history means more than knowing the ideological differences between Malcolm X and Martin Luther King, Jr. Our students need to acknowledge with the help of history the level to which racism and stereotyping have infiltrated all aspects of American society.    We each have to start somewhere so my simple plan for this fall is to share an article -- weekly or bi-weekly -- that will encourage deeper reflection by my students and not just memorization of famous names and speeches.    The article I’ve chosen to share to start the semester is “The Penn Museum Moves Collection of Enslaved People’s Skulls into Storage” (Smithsonian, 4 August 2020). To those unfamiliar with the work of physician Samuel George Morton I invite you to read the article (and the various sources linked within) to learn about the Museum’s display of skulls, including at least 50 that critics argue were used by Morton and others “as pseudo-scientific evidence of a racial hierarchy and justification for slavery.” Students at the Ivy League school were instrumental in pushing for removal of the skulls from the Museum’s display.   My plan is to create an extra-credit generating discussion board that will provide space for students to respond to the articles, share perspectives, and ask questions. I will encourage them to reflect on how the subject matter enlightens their personal understanding of black history as well as the way that the particular topic informs us how racism came to be so deeply ingrained in the American psyche. It is my hope that this first article, for example, will encourage students to begin thinking about scientific racism several weeks before we reach the subject matter in the textbook and simultaneously expand on whichever topic we are covering during a particular week in a no-stakes environment of extra-credit discussion.    Extra credit: yay or nay? New assignments to help your students engage in the world around them while learning new course content?  Please share. ... View more

The Voting Rights Act was passed 55 years ago today. A movement that outlawed widespread voting discrimination, particularly for people of color, yet we all must consider the conundrum: have we really moved that far ahead of where we were 55 years prior?!  I'm curious what everyone in the community is doing as a way of not only encouraging their students to make sure that they are registered but also their family members, friends, kids of voting age, etc.  Please share it below! I think we can all agree that exercising this right to vote has never been more important. The fight for racial equality is from over and we must all do our part. ... View more

Like most of you, no doubt, I’m bracing for a (hopefully) healthy dose of uncertainty during this coming fall semester. As faculty at a community college with a large number of nursing, health science, dental hygiene and engineering students, most of us who teach in the humanities and social sciences have given up our on-campus classroom space so that those professors who need to be face-to-face with students can do so safely. For the first time in my twenty-plus year teaching career, all of my classes will be completely online.   I will admit to feeling overwhelmed by this reality in spite of the fact that I have taught online for more than ten years. I was an early adopter to the practice -- flexibility for working students and the creation of classroom space where students who are uncomfortable participating in person can find and share their voices are just two of the many positives of online learning. That being said, I never intended to move to a completely online teaching load and I’m feeling really sad about it.   First and foremost, I will miss my students’ energy in the classroom. It’s reasonable to assume that the majority of us who teach -- at any level -- do so because we truly enjoy being with learners. We enjoy the process of guiding people through new information, and we take pride in the accomplishments of our students -- especially those who we have witnessed work extremely hard amidst difficult circumstances.    I’m going to miss my daily interactions with fellow faculty. Email and virtual meetings, while productive, are not the same as being in a room with people who share our vision for the students we teach and want to work together to solve problems. I’m going to miss working quietly at my desk while my wonderfully smart and funny office-mate holds her student visiting hours. Meeting her sociology students and encouraging them to take a history course as a supplement to whatever field they are studying has brought many vibrant and energetic young people into my history classroom.    I will miss being shushed in the library.   And I’ll miss the staff members who keep our college running smoothly day to day and will continue to do so even when the majority of students and faculty are not on campus, especially the administrative assistants who keep me organized and always seem to have a snack in their desks on the days that my energy is lagging.   As I prepare now for the semester to begin in three weeks, therefore, I’m looking for ways to not pass on this sense of sadness to my students. There already exists a barrier between students and faculty in online courses because of the method of delivery. How do we overcome that barrier and create the same kinds of connections we have had in the past with on-campus students? Will students attend my virtual office hours? Are there other ways to build bridges and community with online students that have worked in your virtual classroom? Please share. ... View more

With the widespread cases of people afflicted with Covid-19, it can be depressing to hear about the total number of people affected by this disease. Added to that stress is knowing that with the closing of businesses--both temporary and permanent--jobs are lost and the road to economic recovery will be a long one.  Historically, this isn’t the first virulent epidemic in the United States, there have been several instances: HIV/AIDS Epidemic: The first case of the HIV/AIDs infection was in New York City in 1981--at the time doctors didn’t know what the disease was and what was causing it ¹. As of 2017, there are over 37 million people worldwide living with this infection. To commemorate those who have lost their lives to HIV/AIDS and to raise awareness on this issue, December 1st is known as World Aids Day². The Influenza Pandemic of 1918 (Spanish Flu):  H1N1 was one of the most fatal diseases in the United States history. People from nearly all ages were at risk: those who are 5 years old or younger, 20-40, and 65 and older were vulnerable to the disease³. Worldwide, 50 million people died; 675,000 of them are from the United States⁴. While it is often called the "Spanish Flu" that is a misnomer--the actual origin of the outbreak is unknown⁵.  Polio: One of the few diseases that has been virtually wiped out in the United States for over 30 years⁶. Polio affected more than 37,000 people per year in the US alone⁷. The one thing these three epidemics have in common is that things have gotten better. While it might not bring a lot of immediate solace to what’s going on, it is a re-affirming reminder that bad things do get better.  As the pandemic continues, it’s important to take care of your physical and mental health.  Click on the links below for some great resources and tips on what you can do: https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/managing-stress-anxiety.html https://yalehealth.yale.edu/covid-19-managing-stress https://mhanational.org/covid19 https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-emergencies/coronavirus-safety/coping-with-stress-during-covid-19.html If you’re interested in learning more about online teaching and the resources available, make sure to check out the premium content in our community page.  ¹NYC Aids Memorial, The New York City AIDS Memorial, nycaidsmemorial.org/timeline/. ² ibid ³ Centers for Disease Control and Prevention, History of 1918 Flu Pandemic. Centers for Disease Control and Prevention, 21 Mar. 2018, www.cdc.gov/flu/pandemic-resources/1918-commemoration/1918-pandemic-history.htm. ⁴ibid ⁵Andrews, Evan, “Why Was It Called the 'Spanish Flu?'.” History.com, A&E Television Networks, 12 Jan. 2016, https://www.history.com/news/why-was-it-called-the-spanish-flu ⁶ Centers for Disease Control and Prevention, “Polio Elimination in the U.S.” Centers for Disease Control and Prevention,, 25 Oct. 2019, www.cdc.gov/polio/what-is-polio/polio-us.html. ⁷ibid ... View more

In a recent blog I suggested that we ask our students to think about statues and memorials in their local communities that they would change. One of my goals for the coming school year is to encourage my students to be more aware of their local history and try to place it within the larger narrative of our nation’s past. In 1944 the American Historical Association published American History In Schools and Colleges in which they addressed the vast field of US history education. While there is much about the document that is now out of date -- content recommendations, for example, completely exclude women and non-white people -- I find one of the authors’ many  conclusions still worthy of consideration: “The study of American history can help to produce loyal, intelligent, cooperative, well-rounded citizens only if our society honors citizens who possess these qualities.” (Chapter Two)   I am struck by this statement as someone who relishes teaching my students about the uncooperative and disloyal. The Patriots were not cooperating with the mother country when they tarred and feathered Loyalists and declared their independence in the 1770s. Nat Turner refused cooperation with his master when he led an insurrection in 1831. Abolitionists expressed disloyalty to the nation when they rallied against anti-slavery petition gag orders and the Fugitive Slave Act. The 20th century has no shortage of intelligent but disloyal un-cooperatives: Alice Paul, WEB DuBois, Malcolm X, Dolores Huerta, and Gloria Steinem to name just a few.   What draws me to this aged quote from 1944, however, is that some semblance of this ideology still lingers today: the sentiment that certain people should be memorialized as examples to the rest of us. Who we choose to honor is a central question present in today’s public debates about monuments, statues, flags, and names of military installations.    Recently journalist Murray Whyte grappled with this topic in an insightful article titled “Weighing the fate of our most problematic public art” (Boston Globe, July 10, 2020) Whyte describes the challenges faced by communities struggling to decide what to physically do with monuments determined to be no longer welcome or acceptable. “While defenders, such as the president, cite ‘heritage,’ there is no getting around a simple fact: Colonial monuments were always about domination -- powerfully, clearly, and publicly,” Whyte argues. “In the Jim Crow South, Confederate monuments were symbols of an old racist order, alive and cruelly dominant long after the Union victory in the war. But does locking away history, however ugly, counter the damage it causes?”    Whyte’s piece encourages us as students of history to think about ways in which memorials and  public art that reflect problematic historical moments in our nation’s past can encourage further discourse. Historians and artists that Whyte spoke to expressed concern that complete removal of certain monuments may mean a loss of opportunity for public conversation about uncomfortable historical realities. Where do these relics go? How do we continue to engage with them even if we as a society have acknowledged that they should not be revered?   As historians we need to be continuously cognizant of what our students take with them from our classrooms into the public space. Students who understand that the disloyal and uncooperative have made significant, often positive changes in our nation’s history will, I believe, be better able to contextualize memorials and recognize that the nation’s historical record is far more complicated than any singular monument. As we look toward a future of new public efforts to document our nation's past I hope that we as a society are able to embrace a more diverse and honest conversation about our collective history. ... View more

This summer our college filled three online sections of a six-week intensive Black History course in a matter of weeks. The sheer volume of student requests for capacity overrides led us to add to the number of sections of the full-semester course we will offer in the fall. Here at the community college where I teach students are undoubtedly motivated to understand how we as a nation arrived at current debates about race and racism.   Teaching the course has been both exciting and overwhelming because so much is happening in real time around topics about which I’m introducing to the students. News references to “Jim Crow” and “Black Wall Street,” for example, are leading students to wonder  about other subjects that were never taught to them in general United States history classes. Keeping the students focused on covering fifteen textbook chapters in just six weeks with the world changing seemingly by the minute around them has been difficult. Try as I might to stick to the course syllabus, weekly discussion boards have inevitably strayed to conversations about current events. I decided early in the first session of summer classes that I needed to try to satisfy both aspects of student curiosity simultaneously -- history and current events.    Midway through the first six-week session, therefore, I began sending an extra email to the class each week specifically about current events with links to articles and/or videos to help the students explore a topic that I had seen or read about in the news further. The first link I sent was a “60 Minutes” piece on the Greenwood (Tulsa) Massacre of 1921. My brief email reminded the students about upcoming assignments and then added the link at the end. The cynic in me assumed that my already busy students would ignore the link. Instead I received a handful of emails sharing perspectives about what they had watched. The positive reactions from students encouraged me to continue the practice for the rest of the six-week session. I discovered along the way that a local historical organization had compiled a list of ways that residents could celebrate “Juneteenth” in our state. Sharing that list revealed to my students that Black History physically surrounds them every day -- not only during  the month of February.   At the end of the course I sent the students a final email that included a list of articles that I believe will be meaningful to the group now that they have completed a Black History course. This list included articles about textbook biases and surveys of current beliefs about the history of slavery. While many of these articles were published prior to the most recent round of civil rights activism that began in May 2020, my hope is that my students now have the historical context through which to understand articles that they likely would not have read prior to studying Black History in a formal course setting.   The task of keeping students focused on the past to complete the course goals was enhanced by encouraging them to think about the present. By sending students links to articles and videos I hope that I encouraged the students to look beyond the news sources they might typically read and open their minds to new perspectives. Several students thanked me for helping them sort through “too much” information coming through their social media feeds while others shared articles with me that provided a foundation for further discussion and gave me a window into the news sources that students are regularly reading.    How are you balancing the challenge of teaching history and current events this summer? Please share.  ... View more

June is Pride Month! Every year, organizations from all over the world hold events to raise awareness on LGBTQ+ issues while also celebrating their pride in being a part of the community. In honor of Pride Month, I wanted to highlight some of the pioneers who had a major impact on the LGBTQ+ community. Marsha P. Johnson- Marsha Johnson was a major advocate for the LGBTQ+ rights and had made significant contributions to the community. Originally from New Jersey, Marsha moved to Greenwich Village as it was one of the few places in the country that was a safe haven for the LGBTQ+ community¹. She was an active participant of the community and was one of the front-line protesters during the StoneWall riots². Marsha continued to advocate for the community and co-founded STAR ( Street Transvestite Action Revolutionaries) and helped create one of the first homeless shelters for LGBTQ+ youth³. Edith “Edie” Windsor- Edie Windsor was one of the biggest catalysts for overturning the DOMA (Defense of Marriage Act) through her case Windsor v. United States. At the time before her case,  Edie Windsor's marriage was not recognized by the federal government and after the death of her partner, she was ineligible for deductions on her estate tax⁴. She had sued and challenged Section 3 of DOMA which defined marriage as a union between a man and a woman⁵. Her Supreme Court win was the first of many for the LGBTQ+ community; subsequently, the Supreme Court was responsible for helping overturn Proposition 8 and the Defense of Marriage Act through Hollingsworth v. Perry, and Obergefell v. United States, respectively. Keith Haring-World renowned artist Keith Haring played an instrumental role in raising awareness to the issues that affect the LGBTQ+ community. Keith Haring, originally from Pennsylvania, moved to New York City towards the beginning of the HIV/AIDS epidemic which he then contracted later in 1987⁶.  Working with multiple organizations and using his art, Keith Haring helped challenge the stigma of being gay and having HIV/AIDs. His artwork is renowned, it’s almost impossible to grow up in New York City during the 90s without seeing his artwork plastered in apparel, posters, and sometimes even mugs. The list goes on and one, these are just some of the people who had made an impact in the LGBTQ+ community. To learn more, feel free to click on these resources from National Geographic, LGBTQ History, and CNN 1. Gillian Brockell, “The Transgender Women at Stonewall Were Pushed out of the Gay Rights Movement. Now They Are Getting a Statue in New York.,” The Washington Post (June 12, 2019), https://www.washingtonpost.com/history/2019/06/12/transgender-women-heart-stonewall-riots-are-getting-statue-new-york/. 2. Ibid 3. Ibid 4. "United States v. Windsor." Oyez. Accessed June 29, 2020. https://www.oyez.org/cases/2012/12-307. 5. Ibid 6. Ending HIV. “Gay Art Legend Keith Haring.” Ending HIV, May 29, 2020. https://endinghiv.org.au/blog/legends-keith-haring/. ... View more

The former state hospital in my town has been repurposed into an office building and luxury apartments. I drive by it regularly on my way to the grocery store. Its existence inspired the research I began in 2015 seeking to better understand the care of mentally ill women in the late 19th century. My initial curiosity about that building has contributed to my reading dozens of books on the history of mental illness and women’s healthcare, in addition to spending many, many hours in libraries and archives.   The COVID-19 pandemic has slowed my research considerably. The archival work I was conducting is paused for the time being because access to the libraries is no longer available. Moving all of my courses online and planning for a seemingly un-plan-able fall semester have meant that time I would have spent this summer on research and writing has instead been dedicated to lots of online meetings and e-mail discussions about this past spring and the fall semester ahead. And yet, the voices that have spoken to me through my research still constantly weigh on my thoughts.   Group exercise classes were allowed to resume outside last week here in Massachusetts so my favorite yoga teacher held our class in the courtyard space at the former state hospital -- beautiful green grass, benches, flowering trees and shrubs surrounded the students who remarked on the beauty and tranquility of the space. What played over and over in my head, however, were the stories of men and women who had lived amidst the walls of what formerly was a state institution for those deemed “insane.” I was struck in that moment by how easy it is for history to be forgotten and stories lost -- for kind, well-meaning people to have absolutely no idea of the space they are in, its history and significance.    The history teacher in me had to resist the urge to interrupt students’ friendly banter about the beauty of the place with anecdotes of the sadness that would have surrounded us in that same space many years before. The experience has me thinking about voices that are lost as we re-purpose old spaces and contemplate the monuments that decorate our communities. Most of us spend very little time considering their meanings or wondering why one building is saved and others are demolished; why one person is memorialized and others forgotten, until we are forced to consider such questions. Right now, for example, statues of Christopher Columbus, Theodore Roosevelt, and Confederate leaders, among others, are being removed nationwide. It is time, as a society, to start really thinking about whose likeness should be erected in  place of these relics of the past.   Part of my planning for fall, then, is to design an assignment that will ask students to “replace” -- in essay form -- a historical monument/statue in their community. I’m asking the students to think not only about the history of the chosen monument as it stands today -- what/who it memorializes, when it was built, etc -- but also about ways in which the local community has celebrated or protested the memorial’s existence. What reactions does the current monument elicit from people in the community?  From visitors? And, most importantly, to the student, does the monument represent the community’s past, present and future?    I’m hoping that this assignment will force students to think more seriously about the issue of historical monuments: who makes decisions about the figures that a community chooses to publicly revere and why. For my students here in New England, I think this is especially relevant to ensure that they do not see the issue of Confederate statue removal as specific to only southern states but as a challenge to all communities throughout the United States to do better. ... View more

Juneteenth. An aphorism? A portmanteau? A celebration marking the end of slavery? It seems that in a time where the holiday is more widely celebrated nationally than ever before, many questions still remain for a majority of the country. This is the first time I’ve ever received the day off from work to commemorate Juneteenth. Many are aware of the term, but are hard-pressed to describe it to others. A simple internet search lets you know that “Juneteenth is the oldest nationally celebrated commemoration of the ending of slavery in the United States.”[1] However, it does raise questions for many that feel puzzled about why they never learned about this event in their elementary schooling. Interestingly, the June 19 event in Texas actually happened two and half years after Lincoln’s much-revered (and widely-taught) Emancipation Proclamation on January 1, 1863. As I understand it, these 250,000 enslaved people living in Texas simply did not know they were free, either as a result of poor communication in the era and/or, most likely, an unwillingness to inform them of their freedom on behalf of the slave owners. With the heightened tensions around race and obscured or whitewashed history, it seems like a great opportunity for us to educate ourselves on why this holiday has long been celebrated by so few and overlooked by so many. Some resources to read up on Juneteenth that I’ve stumbled upon: What is Juneteenth? Mental Floss: 12 Things You Might Not Know about Juneteenth Teaching Juneteenth Article: Tulsa still haunted by memory of white supremacist massacre on eve of Trump visit   These are only a few of the resources I found, but I’d love to know what you use to research Juneteenth! Please share in the comment section below.   [1] Juneteenth.com   ... View more

28 years ago today marked the beginning of one of the most prolific events in American History: the LA riots. Five days of civil unrest led to numerous assaults, property damage, and race relations deteriorated drastically. But, how did this all begin? For years, there was always tension building up between multiple ethnic groups, and the government, but what really sparked the riot was the Rodney King trial. On April 29 1992, people eagerly waited for the verdict on the trial of Rodney King. The trial was to decide whether the court should indict four white officers who were charged for assaulting Rodney King, an African American, after they had pulled him over for speeding through a highway and for trying to dodge the officers¹. Before the trial began, it was already problematic. Of the twelve jurors who had served on the trial, nine of them were white, none of them were African American². Three hours after the court acquitted the officers, people started rioting: businesses were robbed and destroyed, and white Americans as well as light-skinned Latinos became became targets³. In addition, the LA riots also involved the Korean community, which already had a tense relationship with the African American community. Around the same time as the Rodney King incident, a Korean store clerk shot and killed a 15 year of African American who they had thought was trying to steal a bottle of orange juice⁴.  Race relations in the United States continue to be in flux, often meandering between many high and low points. Even in a city as diverse as New York City is not exempt from this problem. Growing up in New York City, I’ve had the benefit of experiencing one the city’s most valuable assets--its diverse community. But, despite this, communities in New York City continue to struggle to build a strong relationship with one another, and especially with the government. For example, under “Stop and Frisk”, one of the most controversial policies in New York City, a majority of the people who were stopped were African American and Hispanic⁵. Even if it wasn’t their intent to target those groups, given the long complicated relationship between law enforcement and communities of color, it’s hard to not feel like they were being targeted. Pernicious policies such as this continue to have an everlasting impact on those affected and it is a part of the legacy of those who fail to curtail it. In this case, it was former Mayor Michael Bloomberg who had supported the policy, but he has since backtracked when presidential candidates derided him on the efficacy of this policy during the Democratic debates⁶. Communities that are in close proximity to one another that are vastly different from one another often clash. Speaking from my own experience having grown up in a community that is mixed with Chinese, Italians, Jews, and Hispanics, something that can be considered normal in one group can be perceived as an offensive slight to someone else. Cultural and language barriers, as well as socio-economic status, often prevent people from building the relationships that are integral to the well being of the entire neighborhood, which creates racial enclaves where people are socially closed off from outsiders of their group. Ultimately, I believe that all groups must come together to have a hard discussion about what their needs are and how they can work together to create policies that are beneficial to all groups involved. During my tenure working for a few social services nonprofits, something that stood out to me was having community leaders and representatives work closely with government officials to address the needs of the neighborhood.  Additionally, one thing that I thought was beneficial was to have community events. In my old neighborhood, there were frequent block parties where all local residents, and those outside of it, gathered to enjoy the festivities and get to actually build relationships with one another. This is by no means a panacea to the problem, but I believe that it is one of the many ways we can build a positive relationship with members of the community.   The Associated Press, “Rodney King riot: Timeline of key events”. The Associated Press, 2017. https://apnews.com/fa4d04d8281443fc8db0e27d6be52081/Rodney-King-riot:-Timeline-of-key-events Serrano, Richard A., Lozano, Carlos V., “Jury Picked for King Trial; No Blacks Chosen”, Los Angeles Times, March 3, 1992, https://www.latimes.com/archives/la-xpm-1992-03-03-mn-2987-story.html Bates, Anjuli, Bates, Karen Grigsby, “When LA Erupted In Anger: A Look Back At The Rodney King Riots”, NPR, April 26, 2017, https://www.npr.org/2017/04/26/524744989/when-la-erupted-in-anger-a-look-back-at-the-rodney-king-riots Ibid. Southall, Ashley, Gold, Michael, “Why ‘Stop-and-Frisk’ Inflamed Black and Hispanic Neighborhoods”, The New York Times, February 19, 2020, https://www.nytimes.com/2019/11/17/nyregion/bloomberg-stop-and-frisk-new-york.html Ibid. ... View more

For me, and no doubt many others in the Macmillan Community, staying motivated since the widespread social distancing orders and campus shutdowns began in March has been extremely difficult. I’d love to be able to say that I’ve used extra time at home gained from not commuting to write or to read. Instead I’ve spent an inordinate amount of time keeping track of how many weeks it has been since I was last in my campus office (seven) and how long it has been since I had my haircut by a professional (seventy days). Some of the things I never thought I could miss -- a student walking into class after I had started lecture and asking a question I had already addressed -- are now the mundane normalcy I long for. When it was clear that I would have to move classes from on-campus to online, I made a few changes to my syllabi. I had intended for students in one class, for example, to be using books and other library reference materials (not online) for an end-of-semester project. The closing of our campus as well as public libraries meant changing the assignment drastically to accommodate the students while still meeting the academic demands of the course. I’ve come to the conclusion that I can only do my best with the situation that all of us faculty face in this pandemic. I’ve said much the same to students who have been in touch about work and family issues that are significantly hampering their ability to complete the semester.  This week, then, I want to find some positive areas on which to focus amidst this scary and depressing academic semester. There are some interesting assignments and projects being created by historians in response to the COVID-19 pandemic that are helping me to stay interested in the larger challenge of historical memory that will be so critical to future generations. Here are just three examples:  The Washington Post last week highlighted an assignment created by University of Central Florida adjunct faculty member Kevin Mitchell Mercer in which students were asked to write about an artifact from 2020 that historians could use a century from now to tell the story of the pandemic. The Twitter discussion that followed the newspaper's coverage of Mercer’s assignment provides some insight into how our students are struggling with this major disruption in their academic and personal lives and will be valuable to future historians studying the social implications of the pandemic.  In light of the intense focus now placed on 1918, the Society for Historians of the Gilded Age and Progressive Era (SHGAPE) has put out a call for fellow historians to more fully document the history of the 1918 pandemic. SHGAPE will publish contributions by historians and other academics as blog entries intended to expand understanding of the 1918 pandemic while we grapple with the current crisis. Interested researchers from any field should visit this link.  Finally, the American Institute of the History of Pharmacy seeks public participation in its effort to document the experiences of Americans in pharmacies during this pandemic. The organization invites the public to “share your pharmacy stories, photos, videos, artifacts, and other documentation of the COVID-19 pandemic.” For more information visit the Project’s web site https://aihp.org/collections/aihp-covid19-project/ The advertising industry keeps reminding us that we are “all in this together.” So what are you doing to keep yourself intellectually motivated during this difficult time? Are you planning for summer and fall classes or simply trying to get through the end of spring semester? Please share! ... View more

Although I’ve been working with college students now for more than twenty years, this semester has been unlike any we in academia have experienced in the past. A few years back, during a particularly difficult New England winter, my college canceled school on three consecutive Mondays because of snow storms. That semester one of my US History II classes met only on Mondays for 2½ hours. Very few students in the class had internet in their homes so most relied on the college computing center for WiFi and technology access. I remember being flustered at how far off the syllabus we were when the semester finally ended in May.  Here, in the spring 2020, however, we have clumsily converted our on-campus courses to fully online. I say clumsily because most faculty had a week or less to figure out how to best implement changes to on-campus practices in an online environment. For my colleagues at a community college we faced the enormous challenge of insufficient internet and technology access by our students. In the face of this pandemic we have been fortunate that our college has the resources to lend materials to students and help them gain short-term home access to WiFi. Since hindsight is, of course, 20/20, I thought it would be helpful this week to acknowledge three simple things I wish I had known and/or done in January 2020:  Students must have a library orientation during the first weeks of the semester. Usually we venture to the library as a class after the midterm for guidance on research projects. Had I taken this step earlier in the semester, however, more of my students would have been comfortable accessing library materials from home when the COVID-19 closures began, which would have made certain assignments easier to integrate. Students must have everything they need for the entire semester at the start. In the past I have been really lax with students when it comes to getting copies of supplementary readings (novels, memoirs, etc). Oftentimes on the first day of class I will say something to the effect of: “You do not need a copy of this novel until late March.” Not anymore. Lesson learned the hard way as I currently have students unable to get access to library materials and unable to afford to purchase books online because of COVID-19-related loss of income. Students must be able to download and upload materials to/from our learning management system. My on-campus students generally pass in written work in printed form. I’m learning from this semester’s experience that many of those students who choose to never take online classes do not actually know how to upload their work as an email attachment or to a learning management system’s drop box. This fall I plan to have every on-campus student submit a one-paragraph autobiography to me via our LaunchPad dropbox as a low-stakes assignment. In turn, they will be downloading my autobiography. I’m hoping to quickly identify anyone who may need extra help with our online tools as the semester is starting. Given the speed at which we were forced to move from on-campus to fully online, these three simple tasks completed at the start of the semester might have helped my students and me transition with less stress. As educators we already need to be adaptable in unexpected situations. The COVID-19 crisis has shown us how important it is for us to prepare for big-picture crisis management. While we are fortunate to have the option to continue working with our on-campus students through online platforms, we still need to work together to find ways to make the process seamless in the future. ... View more