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

January 25, 2020 is an important day for Chinese people: it’s the beginning of the Chinese New Year. But, what makes this new year more special than every other new year is that it’s the beginning of a new cycle. As we finish up the year of the pig, the 12th and last animal in the zodiac cycle, the start a new cycle with the very first animal in the Chinese zodiac--the year of the rat. There are various stories on how the Chinese zodiac came to be. One of the most popular stories is about the race orchestrated by the Jade Emperor. In short, the Jade Emperor asked 13 animals to partake in a race and their placement in the race will determine the order of the zodiac¹. Because the rat was the first one to win the race, the first animal in the zodiac cycle begins with the rat. As for the 13th animal, there are various reasons why the cat is not part of the zodiac. The one I heard growing up was that the rat tricked the cat to cross a river to test the currents and it nearly drowned. That is also why cats and rats are enemies and it’s why cats hate water. In contrast to the more lighthearted story of the Chinese zodiac, the story about Chinese New Year is darker. According to Britannica, there was a monster named Nian (meaning “year” in Chinese) that would attack and eat villagers every year². But, villagers fought back: people wore red because Nian was afraid of bright colors, and they lit fireworks because it was afraid of loud noises. This practice still occurs in China: to celebrate the new year, people still wear bright colors like red and gold and light firecrackers to ward off bad luck and evil. Every Chinese family celebrates Chinese New Year in a different way, but there are some common practices: Wearing red and gold/yellow clothing to usher the new year with good luck and auspiciousness Having a giant banquet with family members with vegetarian/vegan options since many people opt out from eating animal products on this day. Giving red envelopes with money inside. People avoid giving amounts that have the number “4” in it because the number is a homonym for the Chinese word “to die”. For me, Chinese New Year is about representation. Despite growing up in a liberal city, I often felt neglected when it comes to learning more about my heritage and even more so when celebrating it. Chinese New Year was not a recognized holiday, taking a day off from school counted against me. When I was a student, I often asked my teachers to include a lesson plan on Asian American history and our contributions to society. More often than not, I got a quick lesson on the Transcontinental Railroad. But, we are more than just our hardships; Asian Americans have made large contributions to society and in American policy, most notably in the Supreme Court Case: United States v. Wong Kim Ark³.  With the start of the new cycle and the new year, I can’t help but reflect on how much has changed in the last 12 years when the current cycle began. 12 years ago there were fields that were difficult, if not impossible for Asian Americans to break into. And yet, we continue to make strides to break through the bamboo ceiling. In cinema, Nora Lum known to many as Awkwafina, became the first Asian woman to win a Golden Globe for her role in The Farewell; Sundar Pichai is the CEO of Alphabet, the parent company of Google; and as of today, we currently have two presidential candidates who are of Asian descent: Andrew Yang and Tulsi Gabbard. I am both confident and refreshed in knowing that our collective efforts in challenging the status quo is making a difference. I cannot wait to see what the new crop of Asian American trailblazers will do for the next generation of leaders. Footnotes BBC. “Why a pig is the last animal in the Chinese Zodiac.” BBC.com. https://www.bbc.co.uk/bitesize/articles/zd9nd6f Tikkanen, Amy. “Chinese New Year.” Encyclopedia Britannica. https://www.britannica.com/topic/Tano Oyez. “United States v. Wong Kim Ark.” Oyez.org https://www.oyez.org/cases/1850-1900/169us649 ... View more

It’s the first week of spring semester and I’m already feeling overwhelmed by the sheer volume of duties ahead of me in the coming months. Yesterday in class I heard myself telling students “not to be overly stressed by the syllabus on the first day.” At the same time in my own head I was thinking: “how will I ever get all of this accomplished in 3½ months?” Reality is that I’ve been teaching long enough to know that while the semester will move quickly  somehow what I planned for my students will get done. It struck me yesterday, however, that the students who sit before me do not have years of academic success to fall back on as reassurance that they can conquer the challenges ahead. While some students come to a community college for reasons that include economics, change of career or geography, many also come because they have failed to achieve their academic goals at four-year colleges. I’m thinking a lot this week about how we as faculty can help those students who have under-achieved in the past be successful in the future. Yesterday, in addition to outlining the syllabus and academic requirements, I added a short pep talk to my course introduction: not one person in the room, I reminded them, signed up with the intention of failing and/or withdrawing. I asked them to think carefully about what being “successful” will require.  Success amidst the challenges of family and work life will require putting in the time necessary to complete course assignments. As I went through the syllabus yesterday I suggested that students give serious thought to how long it will take each of them to read a textbook chapter. In other words, I encouraged them to start the semester off by planning their homework time realistically. In any academic subject area, step one of this challenge is getting students to accept that they need to make a significant time commitment to their academic success. In reading-intensive subjects such as history and English the necessity of mapping out their use of time is often overlooked because they may not be asked to turn something in with every section of reading assigned.  Talking with students on the first day of classes I was reminded that one of the biggest obstacles to student success is their willingness to acknowledge when things are not going well and to ask for help. While this responsibility falls squarely on each students’ shoulders, I’m planning to introduce an additional safety net to my introductory level classes this semester by taking advantage of our college’s new outreach program from the Student Success Center. My on-campus classes will be introduced next week to an “academic coach” from the Center who will share with them all of the support systems available at the college and then be available to my students throughout the semester via email and individual appointments. My hope is that by introducing this academic coach to my students in a short 10-minute presentation during our class time they will be better equipped to ask for extra help with writing and reading when challenges arise during the semester. Ultimately, my students need to be able to transfer their community college credits to four-year schools. Beyond the credit hours and grades, however, they need to take with them the skills and confidence necessary for academic success. I’m hoping that linking an academic coach to my introductory history courses will offer them extra support in this process and result in better student outcomes. Looking forward to sharing an update later in the semester! What challenges are you preparing for as we begin spring semester? ... View more

I’ve been viewing the documentary “The Murder of Emmett Till” (PBS) with students in my US History II sections for as long as I can remember. The tragic history of this young boy’s murder, more than any other civil rights-related story I’ve shared, seems to captivate the students, many of whom are only recently out of high school, and instill in them a deep sense of frustration and anger. It forces them to grapple with the profound sadness of Mamie Till while also recognizing the courage with which she challenged Americans to face the horrifying reality of violence against African Americans in her lifetime.      As I plan to teach the course again in the spring I’ve been (as always) reassessing my syllabus. Based upon this semester’s students’ interests, I’ve decided that we will increase our study of the Till case in the spring to include both online resources and recent coverage of the reopening of the case by the Justice Department. Here are some of the resources I plan to use with my students. PBS maintains a web site to accompany the film with numerous articles valuable for class discussion and analysis. Included is the published confession by the two men who murdered Till as well as historical information on lynching in the United States. Florida State University has launched The Emmett Till Archives with archival materials derived from the case as well as audio-visual documentation of interviews with participants in the trial and subsequent legal actions. 2018 news coverage of the re-opening of the Till trial is available through numerous national news sites, including NPR, Time, and CNN, providing students the opportunity to consider how the narrative of the Till case is being shaped in today’s world in light of Black Lives Matter and other major civil rights initiatives. Discussion of the Till case this past semester prompted students to ask questions about the clumsy process of school desegregation following Brown v. Board of Education (1954), which is not a topic I typically cover in the course. For spring semester I will be using components of Old Dominion University’s Desegregation of Virginia Education (DOVE) web-based resources. I’m hopeful that the interest expressed in this topic by my fall semester students will be shared by those I teach in the spring. The biggest challenge will be deciding where I can trim the syllabus to make space! Have you done any trimming to your US II syllabus recently? Suggestions welcome. ... View more

December 15, 1791--Virginia became the last state needed to ratify the Bill of Rights, giving the bill the necessary 2/3 majority of votes needed to be made into law¹. Since its inception, the Bill of Rights has become the cornerstone of American civil liberties, but the interpretations of these amendments have always been in flux--changing to suit the needs and interpretations of both the legal system and the country's political opinions. For instance, the Bill of Rights included 12 Amendment, two of which were left out, one later then was ratified in 1992 becoming the 27th Amendment¹ . The Supreme Court continues to have an impact on the Bill of Rights. Here are several landmark cases that have redefined the boundaries of the Bill of Rights: 1.Schenck v. United States (1919) In a unanimous vote, the Supreme Court had ruled that freedom of speech can be limited during wartime and when it can cause harm. https://www.oyez.org/cases/1900-1940/249us47 2. Olmstead v. United States (1927) The Supreme Court had ruled that the government is allowed to wiretap people without a warrant and that it is admissible in court. It wasn't until 40 years later that this ruling was overturned in Katz v. United States. https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supreme-court-cases-elessons/olmstead-v-united-states-1927/ 3. Furman v. Georgia (1972) The Supreme Court had decided that the death penalty is a "cruel and unusual" punishment under the 8th Amendment and, therefore, was unconstitutional. Four years later, the Supreme Court reversed that ruling under Gregg v. Georgia. https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supreme-court-cases-elessons/gregg-v-georgia-1962/ If you would like to incorporate information on landmark cases in your classroom, feel free to check out: https://billofrightsinstitute.org/educate/educator-resources/lessons-plans/landmark-supreme-court-cases-elessons 1. Bill of Rights is finally ratified - HISTORY  ... View more

Students are turning in final projects this week for my online courses. With only two weeks until final exams, the end of the semester is bearing down on us all. And though these students have been working with me since the first week of September, many are still struggling with a basic life skill: following directions. They have had several weeks to work independently on their projects and plenty of time to ask questions. Yet, in spite of what I have offered them in instruction and assistance, I am receiving finished work from students who clearly did not read the directions.  Case in point: sources. Here is the actual text from my instructions (highlighting in original): Required Sources: Three articles from assigned academic databases (*see below*) *ACADEMIC DATABASES: Students must use materials from the databases linked through the college library to our course. Link is accessible through our course LaunchPad. *UNACCEPTABLE SOURCES:  Wikipedia, History.com, Ask.com OR anything NOT from the assigned academic databases. To my horror, the first few projects I received from students contain none of the required sources. I am wracking my brain to understand why. Was I mistaken to believe that highlighting what I considered an essential requirement of the assignment would force students to pay attention to it? Is there some new way of drawing students’ attention to key elements of instructions that I have missed? Or, are my online students simply not reading the directions?  As a strong proponent of online courses I teach half of my course load online. Nonetheless, I’ve been thinking a lot lately about what the students might miss by not physically being in a classroom for instruction. I, for example, do not have the opportunity to observe confusion on students’ faces when I give assignments. Instead I have no choice but to rely on students’ willingness to email me with questions. Is there something more I could be doing? Do we, as faculty, have an obligation to ensure that our online students have read and understood the directions? For those who teach online in any discipline, what (if any) steps are you taking to address this challenge? Please share. ... View more

Hello everyone! In celebration of Native American Heritage Month, Macmillan hosted a plethora of events to raise awareness about Native American culture and history. Here are some of the events that we had held. Earlier this month, we had a screening of Rumble: The Indians Who Have Rocked the World. The documentary focused on the contributions made by Native Americans in music and in modern culture. Interested in incorporating this movie in your class? Feel free to check this out, it’s a great resource with lesson plans and ideas on how to do so. Last week, we invited Heather Bruegl to speak to us about the important contributions made by Native American women. Heather Bruegl is an educator and an activist and has spoken to numerous organizations on Native American history. Make sure to check out the video below: Video Link : 2501 ... View more

Listen to our podcast from the new co-authors of The American Promise, Sarah Igo and François Furstenberg. In this episode, Sarah and François address questions from the history teaching community on becoming textbook authors, teaching American history, and the complications of education today.    To learn more about The American Promise or to request an exam copy, please visit our catalog. ... View more

This past weekend I had the opportunity to look through my high school report cards. It would probably shock my former history teachers that I pursued a career in a subject area where I squeaked out B-minuses semester after semester. As someone who teaches at a community college I find myself fascinated by the trajectory of student academic paths. So often I see students trying to choose a direction at a young age -- selecting a major or area of study as soon as possible so that course selection will be more seamless. Looking back at those high school grades reminds me that had I made a choice at 18 and stuck with it, I never would have ended up in my current career.  For so many of my current students the cost of a four-year college is daunting. They arrive at community college hoping to get through the first two years of higher education without incurring debt so that they can borrow for years three and four. I imagine for those students the thought of spending thousands of dollars with no guarantee of a high-paying job is beyond frightening.  My college path could not have been more different from that of my students. Arriving at Wheaton College (MA) as a freshman in the fall of 1990 -- with the financial and emotional support of my amazing parents -- I was certain that I would be an English major (probably because it was the subject I disliked least in high school). Second semester, however, I took a class in Modern US History -- a subject area we had never come close to in secondary-level history classes. My professor, Alexander Bloom, truly captivated me with his teaching style and obvious mastery of the subject matter. He invited students to stop by his office with questions and he showed episodes of the (then recent) documentary series “Eyes on the Prize” outside of class for extra-credit. I was hooked. I can remember searching my notebook for questions to ask just so I could chat with him for a few minutes at office hours. Professor Bloom is preparing to retire this year. So many former Wheaton students owe a debt of gratitude to Alex for the way in which he encouraged us to love studying history. He was a truly gifted story-teller in the era before PowerPoint presentations and classrooms with digital projection. For students like myself who were searching for an academic interest to which we could connect personally and passionately, his intelligence and quick wit were a true gift in the classroom. No doubt countless students of every academic major took US history classes at Wheaton over the years because they wanted to experience the unique ways Alex connected students to the past. Perhaps it’s cliche to be “thankful” in the month of November. I feel compelled to use this week’s blog, nonetheless, to acknowledge the teachers over the years who encouraged me. Every once in a while a student will write a note or send an email to me acknowledging some small act that I see as part of my job but that he/she felt particularly inspired by. I remind myself in those moments that I was not always a strong student -- I had many days that I was disinterested or uninspired. I had my share of lousy test grades. What kept me going was the hard work of men and women -- like Alex Bloom and many others-- who were committed to their students’ forward progress and who believed that any student could flourish when she found the right path.  For those, and many, many other lessons, I’m grateful.  ... View more

Did you know that November 20th is Transgender Day of Remembrance?   Transgender Day of Remembrance was first started in November 20th 1999 by Gwendolyn Ann Smith, a transgender advocate, who had held a vigil for Rita Hessler, a transgender women who was killed in 1998¹. What started off as a small annual event grew into a campaign that is observed every year in remembrance of all transgender people who have lost their lives to anti-transgender violence².   Here are some facts about the issues that affect transgender people in the United States: About 50% of trans teen males, who were assigned female at birth, had attempted suicide at least once¹. About 30% of trans teen females, who were assigned male at birth, at attempted suicide at least³ .  26 states do not have any laws preventing employers from firing someone who is trans⁴.  At least 22 people who identify as transgender or non-conforming have died this year due to violence ³.   While we as a country have made strides creating a safe environment for LGBTQI+ community, there is still a lot of work needed to ensure that everyone feels comfortable both in their personal and professional life.   Last June, in honor of Pride Month, we invited Jessica Soukup to speak at the office on how to be LGBTQ+ allies and how we all can make a difference.                                        Video Link : 2500 Want to make an impact in your school or your community? Contact your local LGBTQ+ non-profit and learn how you can make a difference! Here are a few great resources to help you get started:  https://www.hrc.org/ https://transequality.org/know-your-rights/schools https://www.lambdalegal.org/sites/default/files/osr-admin_working-with-transgender-students.pdf https://edubirdie.com/blog/transgender-college-student-resource-guide https://www.glaad.org/amp/revamp-supporting-your-trans-students https://www.thetrevorproject.org/trvr_support_center/trans-gender-identity/   ¹Transgender Day of Remembrance | GLAAD  ²Transgender Day of Remembrance Resource Kit for Journalists | GLAAD  ³Trans teens much more likely to attempt suicide - Reuters  ⁴ http://www.lgbtmap.org/equality-maps/non_discrimination_laws ⁵Violence Against the Transgender Community in 2019 | Human Rights Campaign   ... View more

Pumpkins, scary decorations, an overabundance of fun-sized candy in your grocery store--it’s Halloween! It’s the one day all kids look forward to as they knock on doors with their friends and loved ones to collect their candy. But did you know that origins of Halloween was less festive and fun?  According to History.com, Halloween (also known as Samhain) was a day for the Irish to ward off evil spirits by lighting a sacred bonfire and wearing costumes. Other practices included: Burning crops and sacrificing animals to Celtic deities  People read fortunes by reading each other’s costumes Once everyone was done, they relit their hearth using the flame from the sacred bonfire to protect them from the upcoming winter When Christianity found its way into Ireland, the church kept many of their practices while incorporating new ones. By 1000 AD, the church designated November 2 to be All Souls Day--a day where poor people will visit affluent homes for soul cakes in exchange for praying for the souls of their loved ones². Eventually Halloween found its way to the United States and its own identity was shaped by the customs and traditions early Europeans settlers and Native Americans¹. Ghost stories, parties, and celebrating the harvest all became an integral part of early American Halloween celebrations¹. Interestingly enough, Halloween was celebrated mainly by states like Maryland and southern states¹. Waves of Irish immigrants helped spread the holiday throughout the states and eventually it became mainstream. But, for a while, celebrating Halloween became difficult. During World War II, sugar rations made it difficult for people to pass out candy and it wasn’t until the baby-boomer generation that Halloween made a comeback². Today, Halloween is now one of the most popular holidays in the United States that is widely celebrated and has evolved into being one of the most commercial holidays as well. It is expected that this year’s Halloween will generate over 8.8 billion dollars, the bulk of which is comprised of costume and candy sales³. For more information on the history of Halloween click here: https://www.history.com/topics/halloween/history-of-halloween#section_3 https://www.history.com/news/halloween-trick-or-treating-origins https://nrf.com/insights/holiday-and-seasonal-trends/halloween Footnotes: ¹History.com, “Halloween 2019” https://www.history.com/topics/halloween/history-of-halloween#section_3 ²History.com, “How Trick-or-Treating Became a Halloween Tradition” https://www.history.com/news/halloween-trick-or-treating-origins ³National Retail Foundation, “Retail Holiday and Seasonal Trends: Halloween”. https://nrf.com/insights/holiday-and-seasonal-trends/halloween ... View more

Students in my US History I and II classes have recently started a short research project, which means we are spending class time in the library getting everyone acquainted with identifying and citing research materials. As I assist students in locating relevant library-based materials for their projects I am simultaneously conducting web searches to identify new materials not yet available at my college library. While helping a student locate sources on Indian boarding schools this past week I came across an amazing resource that is deserving of some special attention by those of us who teach US history: the Carlisle Indian School Digital Resource Center created and maintained by Dickinson College. If you are not familiar with the history of Indian boarding schools in the United States a great place to start is the (some-what difficult to locate) documentary film “In the White Man’s Image” (PBS, 1992). There are numerous narrative studies of the schools and biographies of their most famous attendees, including Kill the Indian, Save the Man : the Genocidal Impact of American Indian Residential Schools by Ward Churchill (City Lights Publishers 2004). In recent years, writing by students at the schools have been published. See, for example, Recovering Native American writings in the Boarding School Press edited by Jacqueline Emery (University of Nebraska, 2017) and Boarding School Seasons: American Indian families, 1900-1940 by Brenda J. Child (University of Nebraska, 1998). If, like myself, you only have a short period of time to introduce students to Indian boarding schools, there is no better resource on the web than the Carlisle Indian School Digital Resource Center. In addition to hundreds of searchable images of children and young adults who attended the school, there are Student Records searchable by name, date of entry, and nation or tribe, as well as log books and student registers. Modern day history students are introduced through these digitized records to names (native and Americanized), birth dates, and some family history of the Carlisle students. We are able to get a sense of how long students stayed at the school and the types of pressures that led to their dismissals and/or personal decisions to return home. Finally, a section of the resource devoted to Teaching provides lesson plans for younger students that can easily be enhanced for work with first and second year college students. Have you stumbled upon any new or new-to-you web-based history resources that you think may benefit your history colleagues? If so, please share in the comments below! ... View more

My son, a high school 10th-grader, has been using an iPad in school regularly since 5th grade. He’s grown up in a generation of students for whom digital textbooks and computer-based learning are commonplace. And yet, he’s not sold on the idea. As we sat in a doctor’s office waiting room last week he commented to me that he prefers his teachers to assign readings from a printed text. In his view, the only pitfall of the printed text is the excess weight of his heavy backpack. His digital textbooks, on the other hand, are loaded onto devices that contain many, many distractions (text messages, games, etc). At the start of each semester I present my students with the option of purchasing a digital or printed textbook. Inevitably before heading to the campus bookstore a student will ask which format is “better.” My typical answer is that textbook format is a personal choice based on a variety of factors. For community college students, cost is always tops the pros and cons list. It is difficult for me to counter the argument that their need to afford textbooks for five classes necessitates choosing the least expensive options. Nonetheless, when I am asked by a student for advice about digital v. print textbooks, here are some of the questions -- in addition to cost -- that I suggest they consider: Do you have regular access to a reliable laptop/computer/tablet and WiFi? If the answer is no, I suggest that they think realistically about when/how they will access an eBook. If the campus library is several bus stops away and only open when they are working their own part-time job, for example, the print text might make more sense. What will you be using the textbook for? In my classes, for example, students are allowed to use the textbook to complete open-book online quizzes and assignments. I suggest that they consider how they will manage such tasks with an eBook. Some students are able to use their own device with a desktop system in the college computing, which works very well. For others, moving back and forth on one device between an eBook and an online assignment can be more difficult depending on their comfort level with the learning management system. Have you talked to other students? Every semester I have students in my classes who willingly provide feedback to their classmates as to any challenges they had with either print or the eBooks in the past. I find that students generally value their classmates’ perspectives. I have even had students planning to use the eBook decide, in addition, to share one purchased copy of the printed text with a classmate. Have you utilized the college library’s resources? I place a copy of each of course textbook on 2-hour reserve in the college library so that it is always accessible. I make sure the students are aware of this option as a safe alternative if they are struggling for any reason with computer access and/or the eBook, have misplaced their print copy, or simply want to try both options before making an economic commitment to one or the other.  I emphasize to students that textbook purchasing is not a one-size-fits-all experience. Helping our students understand which format will work best with their homework schedules and learning styles in an important component of our teaching. As we prepare this month to order textbooks for the spring semester I’m working with our campus bookstore to make sure students have choices and flexibility in the process.   ... View more

Last week’s announcement that there will be an impeachment inquiry into the actions of President Trump has created an opportunity to talk with students about the historical precedents of this action. The nearest my courses this semester get chronologically to any discussion of impeachment is the Watergate scandal and that’s only if I get through the civil rights movement at record pace. As a result, I find myself recommending sources for students to consult outside of class. Here are some (very) general online sources that I have found particularly helpful for first and second year college students. Feel free to share these with your students and add your own suggestions in the comments section below. Smithsonian Magazine, “The History of American Impeachment: There’s a precedent that it’s not just for presidents” House of Representatives: History, Art & Archives, “List of Individuals Impeached by the House of Representatives”  Khan Academy, “Impeachment” (8 minute introduction in video form) For those students who may have already studied the impeachment process in a political science course, I’ve found it meaningful to suggest that they undertake their own study of media biases. Have the students search the web for editorials and political cartoons that argue for/against impeachment. Remind them that today’s current events will be tomorrow’s subjects for history courses. Political cartoons and editorials from today’s papers will be used years from now to discern how Americans were reacting to events in Washington during this impeachment inquiry.  Finally, suggest that they spend some time listening to the nightly cable news shows or talk radio -- most important here would be to compare what different news outlets are saying about the same topic. Ask them to consider how historians decades from now will view the arguments made in these forums. The impeachment inquiry will no doubt be a complex period of highly charged debate among politicians in Washington. As a current event in 2019 it offers a valuable opportunity for history students to consider the complexity of the times in which the primary sources we are studying in our textbooks originated.  ... View more

When we think about September, we think about fall foliage, apples, and pumpkin spice lattes. But, did you know that September is also the month that contains  the International Day of Peace?   The holiday was first started by the United Nations in 1981. For the past few years, the United Nations had dedicated this day to a peaceful cause in hopes of raising awareness on global issues that continue to affect all of us.   Some of the themes for the past few years include: human rights, education and democracy.   This year's focus is on climate change--urging people to take action on combating climate change and raising awareness on sustainability and green initiatives.   Share what you think is important by using the hashtag #peaceday to spread the word.   To learn more about the event click here: https://www.un.org/en/events/peaceday/ International Day of Peace  ... View more