I was asked at least twice during the month of March to explain “the point” of studying women’s history. How, the first well-meaning person questioned, does taking a class that examines US history from the lens of women’s lives differ from taking general US history? In the second conversation a student questioned why I believe that US Women’s History is an important course for Economics majors to take: “If it’s so important, why doesn’t my Economics program require it?”   My pet peeve about the “months” approach to celebrating history (February = Black History, March = Women, etc) is that for a few short weeks topics that I view as important in every history class suddenly take center stage. But when the month ends, more often than not, the traditional narrative resumes.    I’ve written before in this space about the necessity of diversifying the US survey. As much as we see amazing work being done by historians on an array of diverse topics, students still regularly share with me that in their US history classes they meet African Americans in the larger narrative in only two places: during the Civil War and the post-World War II civil rights movement. Women appear amidst a discussion of the 19th amendment and “flappers,” only to disappear and then return to the narrative as goddesses of white domesticity in the 1950s. In 2021 we have to do better.    This week, then, I’d like to draw our Macmillan Community members’ attention to the New York Historical Society’s work-in-progress web site that shares an open access women’s history curriculum that can help even the most novice historian to incorporate women into their classroom narrative. Women & the American Story (WAMS) presents material in units that include images, suggested lecture and discussion topics, and lists of key themes and questions, in addition to background materials.    Historian Allyson Schettino describes the WAMS curriculum this month in an article titled “Where are the Women: Promoting Inclusions in Survey History Courses” in The American Historian, a publication of the Organization of American Historians. Schettino writes, “Through WAMS, we seek to make the history taught in our classrooms more representative, accurate, and engaging. When more students see themselves reflected in the social studies curriculum, they recognize their own agency. When students see a broader range of experiences represented in the narrative of the American past, they learn to value diversity and appreciate difference. Both strengthen our democracy.” I’m excited to see the New York Historical Society's work in women's history continue and to incorporate some of their open-access materials into my fall courses.   As we prepare for the 2021-22 academic year I would love to share more projects like WAMS that are offering free resources to academics with the goal of increasing diversity. If you are working on a web site or other similar project that you would like to share, please contact me and let’s spread the word!  ... 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

The controversy surrounding six of Theodor Geisel’s books that will no longer be published or licensed by Dr. Seuss Enterprises has led several of my former students to reach out and reflect upon the brief time we spent studying the illustrator’s World War II-era cartoons. Every semester my US History II students use the digital collection Dr. Seuss Went to War as part of our discussion of race on the home front. In light of the current debate, Geisel’s war-time cartoons offer a hands-on way for students to examine the artist’s controversial works without directly having to access the six books in question. More importantly, the cartoons create an opportunity for reflection on how depictions of people of color in popular culture have changed over the course of our national history and the evolution of what we as a society deem “acceptable.”    When studying the World War II-era cartoons, I ask students to think about how a person of Japanese heritage might have responded to Geisel’s stereotypical renderings of Japanese leaders. Year after year, my students consistently cite Geisel’s depiction of legions of Japanese-Americans lining the Pacific coastline to receive their share of dynamite in “Waiting for the Signal from Home” (February 1942) as problematic: a group of people, the vast majority of which were US citizens who expressed no support of a Japanese invasion of the United States, were portrayed as willing participants in a possible attack on the nation. How, the students ask, could people of Japanese descent counter accusations of sedition and treason in a climate in which the mainstream media depicted them as guilty?   In a piece for The Atlantic titled “In Our House Dr. Seuss Was Contraband,” (March 2021) Michael Harriot describes his African-American mother’s disdain for Seuss’s depiction of people of color as the primary reason why his books were not allowed in Harriot’s childhood home in the 1970s. “I assumed most people knew that Seuss, despite the support he expressed for civil rights, was capable of depicting human beings of other races in demeaning ways,” Harriot writes. “Painting Seuss as a victim of rabid ‘wokeness’ is like saying police brutality is a recent epidemic that began when people started uploading cellphone footage.”   Harriot’s piece ends with a cautionary note: “The issue matters because the images children see and the words they hear are small but important parts of the person they eventually become.” Recognizing the errors of our national past does not erase or “cancel” them, but instead opens the proverbial door to deeper dialogue and greater understanding. As historians, it is our job to help our students embrace the collective walk through that open door. ... 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

One of the greatest professional disappointments of the COVID-19 pandemic for me personally was the necessary cancellation of the 2020 Organization of American Historians (OAH) Annual Meeting. I had been super excited to participate in a panel called “State, Society, and ‘Correcting the Body,’” during which I would have presented research begun during my 2019 sabbatical. Instead I spent that April weekend in lock down, at home, helping my students and my own children transition to fully remote classes. I truly missed the opportunity to engage with fellow historians and teachers, and to hear about the new research happening in our field. This week, therefore, I want to encourage us all to visit the online resources of the many professional organizations dedicated to supporting our teaching and research.   Most of us belong to at least one professional organization. Maybe, like me, you have a pile of publications in your home office waiting to be read when the challenge of recording online lectures and holding virtual meetings with students wanes this summer. Don’t wait, however, to visit the organization’s web sites, many of which have been updated to support remote teaching and learning. Here are just a few examples:   The Organization of American Historians (OAH) is moving forward with this year’s Annual Meeting, Pathways to Democracy, virtually and has a robust schedule of panels and speakers available through their website. The event features both live and on-demand content this year, as well as workshops and discussion groups. The American Historical Association (AHA) has a particularly useful collection of online resources available through their Teaching & Learning Remote link, which reflect the wide-range of areas studied by AHA members. Materials are listed chronologically, geographically, thematically, and by resource type.    Visit the Society for Historians of American Foreign Relations website for a list of articles on teaching foreign relations to secondary and post-secondary students, in addition to suggested syllabi and assignments. The site also includes an extensive list of digital archives useful for students researching US foreign relations. The Society for History Education has past issues of their publication, The History Teacher, archived on their website, allowing visitors access to dozens of articles on the practice and process of teaching history. Scrolling through the vast collection is a great way to think about refreshing lectures and topics in our courses with new research. Finally, check out the American Social History Project’s list of History Resources for educators. Their current work on Teaching Elections and Mob Violence in US History may be of particular use this semester.   If you’ve let your membership to a professional organization lapse, still visit their site! Many of the resources are offered free-of-charge for student and faculty use. And, of course, consider renewing your professional memberships if you are able. As we approach the one year mark of teaching and learning from home, connecting with fellow teachers and researchers through professional organizations’ web presence is a great way to re-energize ourselves and our virtual classrooms.  ... View more

  In Fall 2020, we kicked off our first-ever Black History, Black Stories contest. Both professors and students were invited  to answer the prompt in either a 300-word essay and picture -or- a-brief video: “How are you drawing inspiration from historical Black events, movements, and leaders?”   Please congratulate the following winners! Instructor Winners 1st Place: Dr. Bradley Borougerdi                 Tarrant County College, Southeast Campus   2nd Place: Dr. Headley White    Bethune-Cookman University   3rd Place:  Dr. Shiarnice Burns  Houston Community College   Student Winners 1st Place:  Charles Walker, Jr.   2nd Place: Maddison Hill   3rd Place:  Riell Swann ... 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

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

This week I’m attempting what feels like the impossible: I’m transforming a fifteen-week survey course into a three-week winter session. Yikes.    Many two and four-year schools offer short, intensive courses in a variety of fields and formats over the January break. In my case, I will be delivering “US History since 1877” fully online. Although I’ve taught six-week summer courses for many years, the three-week format is new to me and somewhat daunting.    I spent a good part of this week deciding how best to assess students in such a short period of time. For better or worse, the students will have to take on a great deal of independent learning and I definitely worry about whether they know what they are getting themselves into: fifteen chapters of historical narrative will be covered in a period of eighteen class days.   After several discussions with colleagues in a variety of disciplines, I decided to break the course into three units of six class-days. Each unit will contain roughly five chapters of material. I will assign a reading quiz for each chapter and a discussion for each unit, which will draw together the major themes of the unit’s chapters. Students will have a research project assigned on the first day and due on the last, a well as a final exam. I’m exhausted just thinking about it!    I need to continuously remind myself that students take short, intensive courses for a number of reasons, most of which involve needing credits to complete their degree. At the same time, however, I do not want their need to get the course done quickly to take away from what I see as the value of a US history course. This challenge, I believe, may be the greatest to the process of condensing a full-semester course into the time frame of winter session.    Unlike in typical-length semesters when I rely upon the College’s student evaluations for feedback, I’ve decided to survey the students myself at the end of the January term to find out what did and did not work for them. I’m very curious to learn whether students’ expectations of workload were realistic. And, I’d love to hear from anyone in the Macmillan Community who has taught a three-week intensive course -- history or any other subject. Advice? Suggestions? I’m all ears! ... View more

It’s safe to say that most of us are tired of COVID-19. We are hopeful that 2021 will see the introduction of a safe and effective vaccine so that the Pandemic of 2020 can be relegated to the archives along with cloth masks and journals documenting the many hours of quarantine we spent watching television!   As a historian and teacher, however, I cannot let 2020 commence without one last suggestion as to how we can help our students contextualize our national experience this year by comparing current social and political conditions to a historical period of public health crisis.    Last week students in my US Women’s History class read this fascinating article: “The Pioneering Health Officer Who Saved Portland from the Plague” (Smithsonian Magazine) by Bess Lovejoy, which tells the story of Esther Pohl, an obstetrician tasked with navigating Portland, Oregon, through a 1907 outbreak of bubonic plague as the city’s health officer. Pohl’s work in Portland at the start of the twentieth century was groundbreaking. One of only a few female physicians in the city, Pohl sprung into action as the city’s health commissioner in response to her study of an earlier plague that had ravaged sections of Honolulu’s Chinatown, leading that city to intentionally burn buildings to stop the disease’s spread in 1899. San Francisco, she learned, confronted the same plague in 1900, quarantining 25,000 residents of Chinese-descent in a 15-block area.    Pohl, Lovejoy writes, “designed an anti-plague strategy [for Portland] that combined her scientific and technical expertise with an understanding of the power of the press.” She invited the press to inspect and report on areas of Portland’s waterfront where garbage was attracting large numbers of rats, known as the primary carriers of the bubonic plague. Unlike in Hawaii and California where politicians had made unsubstantiated connections between Chinese communities and the spread of the plague, Pohl “avoided racist rhetoric and targeted [clean up of] the waterfront instead….” My students were particularly interested in Pohl’s personal call for community action: “everyone in the city, rich and poor, should consider it his duty to exterminate rats.”   Esther Pohl’s story is a useful example of the kinds of challenges that educated women were tackling at the start of the twentieth century. Even though Pohl could not legally vote, she was committed professionally to using her knowledge and skills to aid her community and was subsequently recognized as an expert in a time of crisis. More importantly, considering the time in which we currently live, Lovejoy’s article acknowledges the long history of ethnic discrimination associated with public health crises in the United States and one female doctor’s ability to handle the crisis effectively without resorting to racism and ethnocentrism.    My students, many of whom are the children of immigrants, were saddened by the fact that more than one hundred years after state governments’ xenophobic actions in Honolulu and San Francisco targeted people of Chinese heritage, politicians in 2020 have made similarly racist charges in relation to COVID-19. No doubt future history textbooks will document President Trump’s references to the “kung flu” and “Chinese virus” as an example of how slow our nation’s progress on race has truly been. Nonetheless, introducing our students to the work of Esther Pohl and other pioneers in public health is a great way to impress upon them that the experience of 2020 is not in itself unique. History presents us with examples of positive and negative responses by human beings to crisis, and offers our students opportunity for both intellectual growth and self reflection.  ... View more

We’ve just hit the mid-way point in fall semester so it’s a reasonable time to consider how my first all-remote semester has progressed. When the semester started I was definitely gloomy as I imagined the 3 ½ months ahead (see First Day of School Blues). I was correct in my assumption that I would dearly miss my daily interaction with colleagues and students. Conveying information via email and learning management system is not the same as reading expressions and body language during face-to-face lessons.   One positive experience I’ve had this semester has been an increase in students’ attendance at office hours. I’ve approached my office hours as a “by appointment only” practice this semester. My college uses a program called Starfish where students book an appointment with me during times that I have preestablished. The system notifies me when an appointment has been made and I send the student a link for our virtual meeting. I’m keeping an office hours log with the names of students I meet with, times and topics of conversation. Prior to this semester I never kept track of student visits to my office because they often seemed so casual. Now, however, I see the benefit of being able to review conversations and follow-up when necessary.    I’m definitely concerned about the students’ ability to stay committed to online classes for the entire school year. Here at the semester’s half-way point I’m hearing from students who are debating whether they can or should continue with the fall term. Many are overwhelmed by the challenges of family members also needing the home WiFi and technology to attend school remotely. One of my students this week told me that the daily pressure of helping his children with their school work has completely drained him of the motivation he once had to finish his associate’s degree. I’m worried about the long-term impact the pandemic will have on those students who have been struggling with economic difficulties while trying to keep up with their school and family responsibilities.   And, of course, I’m stressed about the election. As I write we are less than a week away from November 3rd. Many of my students are voting for the first time this year and these young men and women want to feel as though their votes will make a difference. The historian in me knows that voters are often disappointed and this election more than others in recent memory has the potential, especially for new voters, to yield a great deal of disappointment and frustration. I would hate to see that disappointment turn into apathy.    Questions about the Electoral College, the importance of voter turnout, and the ramifications of the recent ascent of Amy Coney Barrett to the Supreme Court are weighing heavily on engaged students’ minds. Given the current pandemic, answering these questions with any certainty based on historical precedent is more difficult than ever before. I’m hopeful that we, as historians, can continue to encourage our students to engage politically and intellectually no matter the outcome on November 3rd.   One more scattered thought before I close: if you haven’t already, please encourage your students and colleagues to submit an entry to Macmillan’s “Black History, Black Stories” contest. I offered my students five points "extra credit" on their lowest test score of the semester if they entered and it was amazing how inspired they suddenly were to think about their own relationship to black history! In this year of ups and downs, disappointments and frustrations, my motto regarding student engagement is “whatever it takes!” ... View more

I like to joke with my students when they ask me a question to which I have no idea the answer: believe it or not, being a historian does not mean knowing all things about all aspects of history. Case in point: my admittedly-sketchy knowledge of the finer points of the US Constitution.    Over the last several weeks I’ve found myself searching the web for reliable non-partisan sources to help students with questions they have about current events related to the transfer of power, the nomination of a candidate to the Supreme Court, and contested elections. Twenty-plus years ago, as a graduate student preparing for doctoral exams, I no doubt could have answered these questions with a lot more certainty than I can today. Nowadays, I leave the day-to-day teaching of the Constitution to my expert colleagues in political science.   So this week I’m sharing some of the resources that I and my students have found particularly helpful in recent days. Side note: there are seemingly infinite resources online.  I have sought to be as non-partisan as possible with these suggestions while acknowledging that every source has a bias of one sort or another.   The National Constitution Center has a fabulous “Interactive Constitution” that allows students to read the document by segment, offers brief articles on common/shared arguments, and a section called “Matters of Debate” written by scholars on opposing sides of interpretations. For any student or teacher looking for a straightforward, accessible site for easy reference, the National Constitution Center is the place to start. The Constitution Annotated is a more scholarly but also useful site that calls itself “a comprehensive, government-sanctioned record of the interpretations of the Constitution.”    If, after the circus of the first Presidential Debate, you have students asking “what’s the point?” send them to the Commission on Presidential Debates web site, which is an amazing resource for transcripts and videos. Here students have the opportunity to judge for themselves how debates have changed in practice and process throughout the twentieth century. The “Debate History” tab will take students all the way back to the 1858 debates. Asking the students to compare our 2020 Presidential Debate(s) to one from years past is a fun way to engage them in a discussion of the media’s role in politics and to consider how candidates’ interactions with each other have changed dramatically over time.   Finally, if students are curious about the history of voting/voting rights in the United States, there are many websites that provide basic timelines and some analysis. See, for example, the Carnegie Corporation’s Voting Rights: A Short History, which offers a brief illustrated timeline. The League of Women Voters’ educational initiative may be of interest to students who want to learn how non-partisan organizations seek to encourage voter turnout. Students may also find useful voting resources by checking the web sites for their state’s Secretary of State’s Office. My home state of Massachusetts, for example, maintains a robust and informative site to help with all kinds of voting-related questions.    These next several weeks will no doubt be politically contentious. As historians and teachers, the best we can do is offer our students resources to consider where our country has been historically and the critical thinking skills to decide the direction of our nation’s future. ... View more

It’s week three of the anything-but-normal fall semester of 2020: a good time to think about what’s working and what is not. This week’s blog, then, is a mismatch of things I’ve been thinking about since the semester began.   I receive what feels like dozens and dozens and dozens of emails every single day. Teaching asynchronous, fully-online classes and never seeing my students face-to-face except for virtual office hours means that I take a daily descent into a bottomless inbox. I get emails at all hours of the day and night, all week and weekend long.    The first week of classes I studiously carved out two blocks of time per day when I specifically responded to emails. Something happened during week two. I threw that organized practice out the window when I started feeling overwhelmed by the volume that would greet me during those planned response times. Reality, however, is that I’m likely being less productive now because I’m responding when each email pings my box even if it is interrupting other work.    To add to the stress of the string of messages, I am constantly doubting the written directions I’ve given. More than once a day my internal voice asks “Isn’t that in the syllabus?” as I address a student’s question. I’ve literally re-read my syllabus countless times to check myself before responding. It’s almost as if my brain is saying “if people are asking the question, the answer must not be there.” But then the answer IS there … and so I just feel frustrated.   On the other hand, the writing assignments I have added for extra credit have been a fabulous addition to my Black History class. This past week students read “What Kids are Really Learning About Slavery” (The Atlantic 2018). Although a small percentage of students in the class chose to complete the extra-credit assignment, those who did gave me a window through which I could learn about my students’ prior knowledge of Black History. Several wrote that the article forced them to consider the age at which they first learned about slavery in grade school. Some wondered if their schools waited too long to introduce difficult topics. Many reflected that their study of the institution had never before been directly linked to the history of racism in the United States. In their grade-school classes, some wrote, slavery and racism seemed completely disconnected. These observations have opened my eyes further to the beliefs that my students bring to my US history classes in general.   As I move forward with this semester I’m hoping to do more assignments that help students see history as a process and not just lists of facts to memorize. The more I read their informal writings on historical events, the clearer it becomes that most students give very little thought to what they have been taught and why. Living in this era of so-called “fake news” makes it more important than ever that as historians we help students to question their sources -- even when those sources are academic.    Now if I could only get them to read the syllabus... ... View more