Black History, Black Stories: Share your story of inspiration! We tasked students, instructors, and administrators to choose a historical figure or event from African American history and tell us how they draw inspiration from him/her/them/it.  Congratulations to the winners... View Prisca's submission!   View Alex's submission!   View Rodeney's submission!  View Carolyn's submission!   View Kerima's submission!   View Jenell's submission!    ... 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

Just before Valentine's Day, 1965, the Supremes released the breakaway-hit "Stop! In the Name of Love" after recording it a month prior. The song skyrocketed on the charts hitting Number 2 on the U.S. Billboard Top 100 and was also a Top 10 hit in the U.K. The Supremes consisted of Diana Ross, Mary Wilson, and Florence Ballard. Both the artists and the song's notoriety is often associated with the famous "traffic cop" dance style where the ladies sang the chorus and made the "stop" sign gesture with their hands in tune with the music. The Supremes went on to become one of Motown's leading female groups. ... View more

Last week’s planned return to campus after three and a half semesters of remote teaching/learning was foiled by Omicron. Instead of meeting in person with students, I found myself lecturing to a screen full of black rectangles. Our college will spend the first four weeks of spring semester completely remote. Most of my students, it seems, are fatigued from on-camera class meetings and so it was that I appealed to any last sympathies they might have for their professors. “Please, don’t make me lecture to a screen with black rectangles and face-less names,” I pleaded. “When we meet in person next month it will be much less awkward if we are familiar with each other’s faces.” My pathetic begging resulted in about half the students turning on their cameras. A (very) small victory.   This afternoon I participated in a time management seminar for students run by our college tutoring center. While the number of students who attended was small, their willingness to participate in such a program during the second week of the semester reiterates the importance of recognizing that students generally start out the semester hoping for success. Attendees of today’s program, just by being present, were acknowledging the challenge of managing academic demands with family and work responsibilities. Likely they have struggled with balance in the past and are hoping that this semester things will be different. Their presence made me wonder how many of my students are, in fact, engaged in this juggling while their cameras are off during my lectures.    In my head I know that there are many reasons students do not turn on their cameras. Perhaps they feel uncomfortable having strangers see into their homes/workspaces. Maybe they are still in their pajamas and sipping their first coffee of the day during my 1pm class. Or they are shy and unwilling to have their images broadcast via the internet into their classmates’ private spaces. Or maybe they are texting or gaming or doing anything but listening to my lecture.   I’m trying hard right now to convince myself that it’s not all about me. I have been working with college students since 1994. Nonetheless, the hour before my first remote lesson of this spring semester I was an anxious mess. It was as if I had never taught a class before in my life. Although by this point in the current pandemic I have attended dozens of remote events, I found myself overcome by nerves before opening that first meeting. I played with the backgrounds, adjusted and readjusted my speaker and microphone, and changed my sweater twice. There is something about teaching through the lens of a webcam that is incredibly intimidating even for the most seasoned professional. The screen of black rectangles intensified this anxiety for me: were the students listening and taking notes? Or were they logged in to class but doing something more interesting instead?    All of this angst surrounding teaching remotely has made me even more nostalgic for the return to traditional in-person learning. But then, I wonder, how much will have changed? What will the new normal look like? I’m desperate to hear from those of you who are back in the traditional classroom. What has changed? For better or for worse? 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

Listen to an interview with co-authors Nancy Hewitt & Steven Lawson of Exploring American Histories, 4th Edition. Nancy Hewitt & Steven Lawson discuss their own histories with teaching.  Nancy Hewitt & Steven Lawson discuss challenges they have had in the past when teaching history that influenced their authorial vision. Nancy Hewitt & Steven Lawson discuss why they believe history is so important for students who are not history majors to take - especially in today’s polarized climate. Nancy Hewitt discusses some ways that they have kept their text relevant to current events. Nancy Hewitt on applications of different learning styles. Nancy Hewitt's tips for instructors to engage their students with the text. Steven Lawson on advice for new history instructors. Nancy Hewitt & Steven Lawson on the goals for Exploring American Histories, 4th Edition ... 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

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

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