In “Facing My Fears of AI” (June 2024) I blogged about my desire to find ways to integrate artificial intelligence (AI) into my classroom assignments in a way that will enable students to learn to use new technological innovations, while also respecting academic integrity. While still a work-in-progress, I plan to share the ups and downs of my experiences as they develop.   In my summer courses I assigned research projects that required the use of library-based databases and materials. Knowing that students are increasingly likely to use AI, even when discouraged or even prohibited, my assignment instructions included the following statement: “Students should submit their own original work and cite all sources using MLA format. While use of AI is discouraged, any use of artificial intelligence should be cited as a source.”     We discussed as a class what it meant to submit original work and the importance of using each assignment in our introductory-level history course as a stepping stone to the challenges that will come later in their college careers. The vast majority of students followed my instructions and submitted work that was consistent with that of typical first-year students at my college. Several students came to me for help or consulted our college librarian outside of class for additional assistance.    Unfortunately, 10% of the students submitted work that was AI-generated and none of those submissions cited any AI-tool as a source per my instructions. I ran all student submissions through an AI and plagiarism detector and in each case it was determined that the work was 90% or more AI-written.    I reached out to each of the students to discuss the use of unattributed material as an academic integrity issue. Approximately half of the students did not respond to my email and accepted a zero for the assignment with no discussion. The other half denied any use of AI. When confronted with a detailed report from the detection tool, however, they changed their stories. They admitted to having used AI tools such as Grammarly and Brainly, they said, but not software that “created content.”    I learned a valuable, if not confusing, lesson from this experience: my students see a marked difference between tools such as Grammarly and Brainly, versus Chat GPT and the like. And so here is my quandary: is there harm in allowing the use of grammar-checking AI versus content-producing? Or, do they both create a product that is not the student’s original work?    My initial feeling was that grammar-checking tools can be helpful in “cleaning up” student work. In speaking with students, however, I realized that in a 3-4 page short essay they were accepting, without much thought, upwards of 30-40 suggested changes by Grammarly or Brainly. In other words: they were changing their entire paper based on suggestions from the AI tool.   As such, I’ve realized that either my instructions are going to need to be more specific or I need to re-evaluate my comfort level with grammar-corrective AI.    Some faculty reading this blog might ask: “I use Grammarly … why can’t my students?” This question is certainly valid. The difference for me, however, is that many of my students struggle with grammar. A tool that corrects their errors without requiring them to understand the fundamentals behind the mistakes is, in my view, unlikely to progress their writing skills.   I’d love to hear from others in the Macmillan Community about AI policies: how are yours evolving with new technology and new challenges? Please share.   ... View more

Last week I participated in the "Back to School with Achieve" webinar to learn about new tools available for students and faculty through Achieve as well as share my experience using the Achieve "Goal Setting & Reflection Surveys." The webinar, linked above, includes suggestions about how to start the semester off strong by gauging students' concerns about their academic performance, particularly the challenges they anticipate as they start a new semester. Learning more about the students through the Achieve surveys can help faculty to better plan for student support throughout the semester.  Please watch the webinar and share questions/thoughts/concerns for the new academic year here in Macmillan Community!  ... View more

No matter who wins the Presidential Election in November, there is no doubt the events of July 2024 will be discussed and debated by historians and political pundits for decades to come. If the 2024 election ended tomorrow it would already be memorable.    I started writing this blog shortly after the assassination attempt on former President Donald Trump took place on July 13th. In the two weeks since the horrific events in Butler, Pennsylvania, we have witnessed a sitting president drop out of the presidential race and the emergence of the vice president, a woman of color, as the presumptive nominee for the Democratic Party. Threads of sexism and racism have, predictably,  begun to infect the political discourse.   My reluctance to entertain any discussion of current events has only increased since 2016 and is firmly rooted in both the divisive nature of politics in the US today and social media’s role in worsening that divide. In the classroom political discussions can be civil, or they can devolve into anger and frustration that can carry over week to week as the students continue to meet in the classroom.    As future historians study the 2020 and 2024 presidential elections they will comb through volumes of video and print materials evidencing an unprecedented level of hate speech. When a Republican congressman called VP Kamala Harris a “DEI hire” earlier this week it appeared that the calls for a softening of rhetoric that followed the assassination attempt have been forgotten in favor of racially-charged politically divisive speech.    Barring total avoidance of conversation, how do we counter the chaos of the 2024 election in our classrooms? Here are three (simple) guiding principles to use in the next three months until Election Day.    Keep Discussion Brief – Taking 5 to 10 minutes at the start or end of class to discuss students’ observations of the political rhetoric can lead to greater understanding. Planning a start and end to the discussion is also helpful. I preface all political discussions with a simple: “let’s share observations rather than expressing personal viewpoints.” I ask the students what they’ve noticed: what is the rhetoric, what kinds of sources are they consulting, are they watching/listening to the news or has it become background in their daily lives as part of their social media feeds?    Explore Concepts and Ideas – Ask students if they understand the political conversations that are happening on television news, in print sources, and/or social media. As familiar as college faculty and administrators are with the acronym “DEI,” for example, many students do not know what the acronym stands for. When politicians use it as a slur the terminology only becomes more confusing. It’s up to us as teachers and historians to create an atmosphere in which students feel comfortable asking questions without being made to feel intellectually inferior or out of touch with current events.   Encourage Continuing Dialogue – Follow up with students at subsequent classes to provide an opportunity to offer new reflections that may have been percolating but were not expressed. This strategy is especially helpful for students who require more time to digest class discussion. Offering students the opportunity to submit questions about current events anonymously before class can also be a useful way to engage those who don’t feel comfortable speaking up in class.   As much as I would love to avoid all in-class political conversation for the next three months, it’s an impossible pursuit. My goal, instead, is to create a model for civil dialogue in the classroom that students can take with them into the rest of their daily experiences.   Suggestions? Please share!  ... View more

This week I'm sharing a presentation by Professor Erika Martinez about using artificial intelligence (AI) in the economic classroom, which has practical applications for history classes as well.   Recently I blogged about my need to come to terms with concerns about AI (see “Facing My Fears about AI”). Previously my worries about academic dishonesty have guided nearly all of my decision-making about AI. Professor Martinez’s presentation at Macmillan's TechEd has helped me to open my thinking to some new angles of consideration.   Tell me what you think!  AI for Educators_ Practical AI Applications (macmillanlearning.com) ... View more

In March I had the good fortune to participate in this year’s American Association of Colleges & Universities Conference (AACU) on Diversity, Equity, and Student Success in Philadelphia, PA. Preparing for my roundtable discussion on “Diversifying the US History Survey” prodded me to think about what I’m currently doing in my courses, and encouraged some dialogue with students about what is/not working from their perspectives.   Often we as teachers are not the best judges of what our students require to be successful because we subconsciously lean on our own educational experiences when we develop expectations of our students’ needs. Thinking about diversity and inclusion in the college history classroom, therefore, requires us to reflect on our biases and open ourselves up to learning about topics that we might not have studied in graduate school to encourage our own growth, and our students'. In the United States history survey courses, inclusion demands that we expand the narrative beyond electoral wins and losses and look more deeply into how decision-making by leaders (local, state, and national) has impacted the diverse communities that together create our nation. Diversity, equity, and inclusion (DEI) in history education necessitates consideration not just of race and gender, but also economics and social class, particularly the way in which those in political power often utilize their advantages to the detriment of others.    After hearing from colleagues in states with anti-DEI legislation either passed or pending it struck me that at the heart of the movement is fear of the unknown – of people and ideologies that are different from those who for so long have had political and economic control. Historically there is nothing new about this kind of resistance. While I feel fortunate to teach in a so-called “blue state,” the angry sentiments of DEI resistance exist in every community, though their voices and the power they wield are stronger in some than others. As I listened to presentations at the AACU conference it was reaffirmed for me that what my students need most is a broad knowledge of our national past so they can better understand the current debates about DEI and place those debates within historical context. In other words, a student who knows nothing about the movement for civil rights in the United States will fail to understand the detrimental impact of anti-DEI legislation.    Yesterday students in my US History since 1877 class watched a segment of the classic documentary “Eyes on the Prize” as part of a larger discussion of school desegregation efforts in the 1950s/1960s. The community college where I teach has approximately 11% students who identify as black and/or African American, and is a federally- designated Hispanic Serving Institution (HSI). Many of my students did not realize that segregated schools were a part of our national history. Having these conversations about the history of civil rights reminds us all that the playing field has never been equal and that there is considerable danger in political movements that seek to silence the very efforts that have moved us towards a more integrated society (with much work still left to do).   I would love to hear from Macmillan Community members about the challenges they are facing in their communities related to DEI. What kinds of resources are you as educators relying on to help students understand the centrality of diversity to our national history? And, what kinds of resources would be helpful as we navigate these challenging educational waters?    Please share by commenting here or emailing me at suzannekmccormack@gmail.com ... View more

Tagging on to my Macmillan Community colleague’s post “Recommendations for Black History Month” I’d like to share two web sites that I find particularly pertinent for educators in all disciplines as we continue to watch state legislatures and local school boards mercilessly target history education. No matter our politics, as educators we have a responsibility to our students to encourage critical thinking about both current events and historical topics. Here are two additional links for those who are seeking ideas, discussion, and resources. Both of these sites go beyond the scope of Black History Month to maintain up to date information year round:   Teaching History with Integrity – part of the American Historical Association’s multi-faceted efforts to counter-balance efforts against teaching all aspects of our national history. The site includes videos featuring historians describing the challenges educators are currently facing and why we as a society need to be honest with students even when the narrative is uncomfortable.   The Zinn Education Project provides lesson plans on topics not commonly found in textbooks, including this month’s focus on environmental racism. If you’re looking for resources to supplement discussions on race, gender, climate justice, imperialism and many other areas, this website is regularly updated and full of ideas for expanding conversation in your classrooms.   Other suggestions, please share!  ... View more

Last summer I instituted open-notebook exams in my introductory-level history courses. Previously I had relied on traditional practices: a mix of essays and objective questions for which students had to be well-versed in a half-semester’s worth of material. I was, however, increasingly concerned about the low grades that students, especially those in their first-year, were earning on exams that required memorization. The fact that many of our current first-year students had at least some period of remote learning during COVID, during which it's possible they were not required to prepare for closed book/notes exams further encouraged me to try some alternative practices aimed at improving student outcomes.   My goal was to focus my students’ attention on note taking with the idea that this skill is one that can and is used in virtually every professional career. As I was writing this blog, for example, I unscientifically polled friends – a banker, a sales professional, and two personal trainers – all of whom confirmed that they take notes every day while they work. Sometimes on paper, but more often using cell phones or even napkins. As professionals they have learned that there are key stats/terms/ideas that they need to be able to reference at a later time and they acknowledge that their memory is often flawed. Notes trigger memory and, in the case of my students, I hope that their notes connect them to the discussions we had in class days/weeks after, which would enable more success on exams. [FYI: For more on the topic of linking professional skills to open-note exams, see Carol E. Holstead’s piece “In Praise of Open-Note Exams” in The Chronicle of Higher Education (5 September 2023)]   I’m now in my second full semester of open notebook exams with my US History I and II students. Each week I distribute a handout to guide student note-taking: key terms, images/maps from lecture, and sometimes definitions or references to place in the textbook that I think are particularly helpful. I also invite a professional from our college Tutoring Center to meet with the class during the first two weeks to offer support for note-taking skills/guidance.    Admittedly I have not yet done any statistical analysis of students’ test results, though I have witnessed first hand the reduction in stress level as we get closer to exams. I have also discovered that the open-notebook exams policy created an avenue for me to regularly address the importance of taking notes in class. This past week, for example, during a particularly complicated discussion about politics in the Progressive Era I noticed several students not taking notes. I took a few moments at the end of class to discuss with the class what specific information they felt was important from my lecture and what they had written down. I pointed out some details that I hoped they had recorded, and suggested that they share their notes with a classmate after our meeting to ensure that they were not missing any key information. Several students stayed after class to ask me questions and to clarify their notes.    This change from memory-based to notes-based exams has been small but so far meaningful. The greatest challenge for me, however, has been determining what kinds of questions work best for open-note exams. Doing some basic internet searches on open-notes exams has shown me that, like everything else in the field of education, there is no consensus on what works best with students. I would love to hear from colleagues in the Macmillan Community about what kinds of questions have worked best in open-notes exams.    Please share! ... 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!    This article was originally published on 2.10.22  ... View more

Over the past year I have transitioned all of my US history courses to either Achieve or Achieve Read & Practice. This week I've created a short (5 minute) video to show how easy it is to get started creating a course. In subsequent posts I will share some of my favorite Achieve-based content to use in history courses.   ... View more

On October 11th, various significant events have taken place throughout history. Here is a summary of some notable occurrences on this day: 2002 - Jimmy Carter Awarded Nobel Peace Prize Former U.S. President Jimmy Carter was awarded the Nobel Peace Prize on October 11th, 2002, for his efforts in promoting peace, democracy and human rights worldwide. 1971 - Release of John Lennon's "Imagine" On October 11th, 1971, John Lennon's iconic song "Imagine" was released. The song, with its powerful message of unity and peace, has become one of Lennon's most recognized and enduring works . 1975 - Bruce Springsteen's First Pop Hit Bruce Springsteen achieved his first pop hit on October 11th, 1975, with the release of his album "Born to Run. " The title track gained widespread popularity and solidified Springsteen's status as a rock music icon. 1962 - Vatican II Opens Pope John XXIII opened the Second Vatican Council, also known as Vatican II, on October 11th, 1962. This historic event brought significant changes to the Catholic Church, including liturgical reforms and increased engagement with the modern world. 1899 - Boer War Begins The Boer War, a conflict between the British Empire and the Boer states in South Africa, commenced on October 11th, 1899. The war lasted until 1902 and had a profound impact on the region's history and the future of South Africa . These are just a few highlights of the events that have occurred on October 11th throughout history. Exploring these moments allows us to appreciate the diverse tapestry of historical milestones and the individuals who have shaped our world. SOURCES: This Day in History - October 11 Jimmy Carter - Facts, Presidency & Nobel Prize ... View more

This week I’m transitioning my US History I class from LaunchPad to Achieve   Summer session begins on Tuesday so I’m quickly educating myself on the differences between LaunchPad and Achieve, in preparation for working with students in the classroom. This week’s blog will share some of the materials I plan to use as we start Summer Session. I’ll follow up later in the month to share how things are going so far!    First things first: I use The American Promise (9th edition) for both sections of my US history survey classes. Summer Session One at my college is six weeks long. We meet in person twice per week for three hours and ten minutes each meeting.   I don't expect the transition from LaunchPad to Achieve to be an issue for the students as many of them are in my classroom for the first time and are not wedded to the LaunchPad system as I am! Nonetheless, to help us all with the technology I’ve requested a cart of laptops from our IT Department for our class meeting times so that each student will be able to complete these first assignments in our physical class space, getting help when necessary. This is something I hope to continue doing with future semester students – taking some of the “lecture” out of class time and replacing it with students completing work on their own or with a partner in class. This, I hope, will provide those who need additional support an opportunity to ask questions while we are sharing physical space.    Since our first meeting will be 3 hours long with the students not yet having access to their textbooks or any assignments beforehand, I plan to utilize two Achieve tools on the first day to help the students get to know the software and me to get to know the students.   Here are two short videos sharing the resources I will use on the first day of class: the Achieve Orientation Quiz and the Intro Survey. Bear with me as this is the first time I've added video to my blogs!     I'm excited to read the student surveys after our first meeting and hopeful that they will help guide me in the kinds of assignments I use with students during the semester.  Stay tuned!       ... 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

In January the New York Times evaluated the narratives presented by eight US history textbooks  to explore the choices states make about history education. Focusing on California and Texas, in “Two States. Eight Textbooks. Two Stories”  Dana Goldstein argues, “In a country that cannot come to a consensus on fundamental questions — how restricted capitalism should be, whether immigrants are a burden or a boon, to what extent the legacy of slavery continues to shape American life — textbook publishers are caught in the middle. On these questions and others, classroom materials are not only shaded by politics, but are also helping to shape a generation of future voters.” As a full-time faculty member I have complete control over which textbook I choose for my community college students. Nonetheless, I was fascinated by the Times examination of the textbook question because what students learn in K-12 truly influences how they think about the world around them and the ideas of our national history that they bring with them to college. In most public schools history teachers are racing to cover dozens of topics in the span of a nine-month school year. For those whose states require standardized testing for graduation, the stakes are often higher and more complex. The political differences evidenced by the topical choices made by textbook publishers did not surprise me. More conservative school boards choose textbooks that reflect their way of thinking and vice versa for moderate and liberal boards. What fascinated me most about the Times piece were the comments by readers. I’m assuming that demographically the average New York Times reader is both educated and interested in the world around him/her. Threads among the more than 600 comments, however, reflected readers’ short-sighted assessments of the quality of teachers who use textbooks. “Very Silly in Colorado,” for example: “I had incredible history professors in high school...none of them used textbooks.” “James from Boston,” a teacher, boasts the “use [of] zero textbooks” in his classroom. Other readers suggested the development of one textbook to be used by public school children nationwide would solve the problem of over-zealous school boards. “AJC in Paris” writes “If only we could have a National Curriculum researched and vetted by educators only.”  These -- and many, many other -- comments concern me on a number of levels. The notion that a classroom teacher is somehow deficient or lazy because he/she uses a textbook needs to be dispelled immediately. I teach at a community college. My students range in age from seventeen-year-old high school students working towards college credit to traditional eighteen-year old freshman to middle-age parents trying to complete degrees or changing careers. We need a common place to start: a shared narrative to explore, which is what a good textbook provides. Are there students in my classes who disagree at times with the textbook publishers’ thematic choices or are critical of what they view as a political perspective? Absolutely. Nonetheless, the text is a central starting point for my teaching. Am I biased in my choice? Yes! Although I teach the general US surveys, I deliberately choose a textbook that focuses specifically on social and cultural history. No doubt a political historian would find my choice short-sighted. The notion of a “national curriculum” is also problematic. The idea that such a thing could be created without bias is implausible. Historians are among the scholars best suited to convey to students a deeper understanding of the reality that all information is, in fact, biased: from the newspapers that we read, to the texts/emails/letters that we send, to the textbooks in all of our classrooms. In the classroom we make choices based on what we believe will work best with our student population and school boards do the same in their communities. Recent criticism of the The 1619 Project by prominent scholars should remind us that even historians do not completely agree when it comes to modern-day interpretations of America’s past.  As historians and teachers, the best that we can do for our students is offer them a starting point for understanding our national past, recognizing that all interpretations are going to be influenced (in good ways and bad) by biased sources. Encouraging the students to find the flaws in the sources -- even in their course textbooks -- might be the most effective way to guard against creating a generation of students whose beliefs conform to only one idea or argument. Helping our students recognize and question bias needs to start in our classrooms with our textbooks. ... View more

As a historian I struggle with Hollywood-versions of history. Based on a “true story” or “actual events” generally indicates, to me, that some well-meaning writers have taken an historical event and glamorized it for a modern-day audience. While the scenery and costumes might seem authentic, the stories themselves are often re-invented with minimal historical accuracy. In 2002, during my first teaching job after graduate school I taught a class that covered US history 1960 to the present. We spent a lot of time talking about popular culture and I encouraged students to share with the class music from the period that they found historically relevant. That same semester I let students earn extra credit by seeing movies related to topics we covered in class and writing reviews that addressed historical accuracy. This assignment was useful until students became more internet savvy and realized that they could plagiarize reviews from web sites without ever having to see the films.  Although I have since stopped rewarding students extra credit for seeing historically-based films, I still love to discuss them in class. In recent years several films have provided topics for discussion, including “Hidden Figures,” “Green Book,” and “Selma.” “Once Upon a Time in Hollywood” sparked an interesting pre-class discussion recently as students sought to understand what actually happened to actress Sharon Tate versus the filmmaker’s fictionalized version of events. My Macmillan Community colleague, Jack Solomon, addressed this film in a recent blog about facts in this era of fake news.  “1917” is another historically-based film that has captured a lot of attention in recent months. Having read numerous reviews of the film, I finally had a chance to see it with my high school-age son. Since I’m not a military historian I am not able to evaluate the accuracy of director Sam Mendes’s recreation of World War I battlefield scenes. I did, nonetheless, appreciate the way in which the film captured the anxiety of being a soldier in the era of trench warfare, including the shocking visual horrors of the battlefield. As we talked about the film afterwards, I found myself wishing that I knew more about trench warfare so that I could answer my son’s more specific questions. Herein, I thought, lies the problem with Hollywood’s historical fiction: historians are not readily available to talk to movie-goers post-viewing about what is/is not accurate in the film.   A few days later, however, an amazing thing happened: my son told me that he had chosen the English poet and war-veteran Wilfred Owen as the subject of the in depth author study that his 10th-grade English class was beginning. “1917,” it seems, had inspired him to think about how the characters in the film would have described their experiences in writing. Studying Owen’s poetry, he hopes, will provide some insight into an aspect of the war’s history that viewers of the film can only imagine.  I share this story here on my blog because I have been guilty in the past of avoiding historical fiction because of what it gets wrong. I’m inspired to find new ways to get my current students to think about 21st-century historical interpretations because of the possibility that modern-day depictions of such events might in fact encourage them to want to learn the true historical facts. Ideas and suggestions welcome!   ... View more