This year’s theme is Visionary Women: Champions of Peace and Nonviolence (National Women’s History Alliance). They define this as, “women who have led efforts to end war, violence, and injustice and pioneered the use of nonviolence to change society.” We honor any woman who has, “embraced the fact that the means determine the ends and so developed nonviolent methods to ensure just and peaceful results.” Linked below are some historical moments for women throughout history: Heroines of Peace - The Nine Nobel Women (NobelPrize.org) Facts and Figures: Peace and Security (UNWomen) Women’s Participation in Peace Processes (CFR) Promoting Women, Peace and Security (UN) Honoring the theme, we’ve compiled some ways to practice and promote peacefulness: How to Practice Peace and Interconnectedness 5 Easy Ways You Can Create World Peace 10 Daily Habits for Inner Peace By commenting below you are eligible to choose one of our 5 highlighted Macmillan paperbacks. Please add that to the bottom of your comment to be sent a complimentary copy. ... View more

The women I’m reading about in the archives of New England’s state hospitals will likely never be the subjects of celebratory Women’s History Month events. The tiny remnants of their lives that exist in the historical record are the opposite of inspirational; depicting instead emotional pain and instability that led to their institutionalization. And yet, to me, these women’s lives offer my students even greater value as academic subjects than the most famous of female subjects because their experiences speak to the challenges of daily life in virtually every era of human history. One of my goals during this semester’s sabbatical is to find ways to incorporate the subject of mental illness into my US History and Women’s History survey courses. I am hopeful that sharing these women’s stories within a historical context will help students to better understand both the medical and social welfare systems of the 19th and early 20th-centuries as well as the degree to which mental illness has been a constant in American history. Unearthing these women’s lives, however, has been quite challenging. As I wrote in a previous blog, diagnoses like postpartum depression that are commonplace in the 21st century were rather mysterious to 19th-century physicians. Notations on women admitted to institutions such as Rhode Island’s State Hospital for the Incurable Insane and the RI State Almshouse regularly included marital status, how many children she had (alive and deceased), and what kind of work she did outside of the home. The admitting doctor or nurse made very general observations of her temperament -- “temperate” or “intemperate” are the adjectives most commonly used -- before describing the situation or event that ultimately brought the patient to the institution. In most cases descriptions are brief and painfully sad. There is -- at least on the surface -- nothing remarkable or extraordinary about these women. No famous act of rebellion or eloquent speech exists to propel my subjects directly onto the pages of a course syllabus. There are, instead, hospital notes: “uterine problems,” “gynecological healments,” “mania,” and “domestic unhappiness” are among the common phrases. How do I -- historian and teacher -- help students to see value in studying these nameless women’s lives? I’m reminded as I pour through these documents of Laurel Thatcher Ulrich’s pivotal work A Midwife’s Tale (Vintage 1990). Describing Martha Ballard’s diary Ulrich wrote: “Taken alone, [the diary] tell[s] us too much and not enough, teasing us with glimpses of intimate life, repelling us with a reticence we cannot decode. Yet, read in the broader context...and in relation to larger themes in eighteenth-century history, [it] can be extraordinarily revealing.” (p. 25) As we honor Women’s History Month this March, let’s remember not only the (now) famous women who have persevered amidst seemingly insurmountable odds but also those who remain nameless and faceless in the historical record. Let’s recover their voices and share them with students in the hopes of creating a broader understanding of all women’s history ... and not just during the month of March. ... View more

You don’t have to leave home (although we recommend you do) to celebrate Women’s History Month! Below are some great suggestions to honor Women’s History Month on your own time. Movies: 100 Great Movies by Women Directors That You Can Stream Now (FilmSchoolRejects) 30 Essential Feminist Movies You Need to See (Harpar's Bazaar) 17 movies about women to watch for Women’s History Month (USA Today) Books: 25 Must-Reads for Women’s History Month (Barnes and Noble) 33 Life-Changing Books in Honor of International Women’s Day (LitHub) 365 Books by Women Authors to Celebrate International Women’s Day All Year (NYPL) Women’s History Month: A Book Every Day (SocialJusticeBooks) For a great combo, check out BookRiot’s list on “Bookish Movies Directed by Women for Women’s History Month.” Podcasts: Whether you’re on the go or sitting at home, these insightful podcasts are definitely worth a listen! Women’s History Month: Podcasts on motherhood, business, health, politics and more (USA Today) 12 Feminist Podcasts to Listen to During Women’s History Month 2019 (Bustle) Podcasts created by Women You Need to Be Listening to Right Now (Forbes) American Innovations - Women Inventors (Smithsonian Mag) Stuff You Missed in History Class - Women (MissedinHistory) Specific Episodes: These Podcasts Episodes are Must-Listens for Women’s History Month (Refinery29) Tell Me More about Women’s History (NPR) Which recommendation are you most likely to use? Podcast Movie Book Comment below and we’ll send you one of the following books (your choice!) from our Women’s History trade books: ... View more

Every March we take the time to look back and honor the achievements of women throughout history. Although widely celebrated now, this was not always the case. Below we give a snapshot of what Women’s History Month is and how you can celebrate. We’ll be posting weekly on Women’s History Month so check in!   What is it? An annual event to reflect and celebrate the achievements of women’s through history during the month of March. It’s an opportunity to study up on Women’s place throughout history - the struggles they have faced and the contributions they continue to make to society today.   History of Women’s History Month Women’s History Month originally started as Women’s History Week in 1978. But much like women, it continued to persevere and prosper. By 1980 President Jimmy Carter proclaimed March 8 (International Women’s Day) as Women’s History Week. Over the next several years the week’s influence continued to expand. By 1987 Congress had declared March as National Women’s History Month and it was celebrated all over the nation. It continues this legacy today.   How can you celebrate? There are many ways to celebrate. Some notable ways people have honored this month in the past have been donating to women’s charities, donating to your local library to provide more books on women’s history (or even donating a book yourself!), and attending rallies for women.   We’ll be providing more information on how to honor Women’s History month throughout the month. For now, check out some of these recommended events:   Exhibits and Collections (WomensHistoryMonth.Gov) Celebrate Women’s History (ThoughtCo) 31 Ways to Celebrate Women’s History Month (GirlsWithIdeas) 31 Empowering Ways to Celebrate Women’s History this Month (Bustle)   ... View more

A scholar new to the academic job market recently asked me to reflect on this question: what do I consider to be the greatest challenge of teaching history at a community college? So here goes ... community college students are often unprepared for the level of reading required to succeed in a college history course. The caveat to this statement, of course, is that many four-year college students are also unprepared because so many high school students are not challenged to read and synthesize large amounts of written information. As a result, even those students who come into my community college classroom from college-prep and honors-level courses in high school often find managing reading assignments difficult. The problem of students not reading enough is not, by any means, unique to history courses. However, there are so many amazing sources available to us as historians -- narrative histories, memoirs, novels, speeches, diaries, etc -- that I have a painfully difficult time selecting readings. Ultimately I assign less than half of what I would truly like my students to read over the course of a semester-long US history survey course. What makes this problem more challenging is that community college students are notoriously time-crunched by work, commuting, and family responsibilities. As a result of these competing responsibilities, unless there is a graded assignment tied directly to it students often will not read. Compared to completing a written assignment that will be turned-in for a grade, reading for general content and context appear less important and are easily dismissed. A recent survey of community college students conducted by North Carolina State University found that work responsibilities and tuition expenses are viewed as “the top two challenges community college students said impeded their academic success.” (Inside Higher Ed, 12 February 2019) I’ve come to accept that even the most committed student may unwillingly fall asleep reading his history textbook after an eight or ten-hour shift on the job. So much of the learning that we ask students to do in our history courses requires a significant amount of reading. Students for whom English is their second language often find history courses difficult because they are seeking to understand both language and content simultaneously. With my community college students, therefore, I search for primary sources with accessible language and rely heavily on images to help those students understand key historical concepts as they continue to improve their reading skills. Photographs, political cartoons, maps, charts and graphs have become an increasingly important part of my course assignments to compensate for the fact that students simply either will not or cannot read the amount of material that I would like to assign. There are many challenges to teaching history at a community college that I have embraced. Classrooms populated by students of diverse ages, political, social and economic backgrounds, for example, produce vibrant class discussion. My students’  different academic backgrounds inspire me to stay active in the field of teaching and learning, in addition to being up to date with historical content. I am particularly conscious of a need to search for new ways to share history with this diverse group and I embrace that challenge. Convincing students that reading will not only enhance their academic experience in my class but their overall quality of life remains the challenge with which I most struggle. Suggestions? ... View more

I’m a month into my research sabbatical and feeling as though the list of questions I set out to answer is only getting longer. Going into this project my plan was straightforward: learn all I can about care of the mentally ill in Massachusetts and Rhode Island in the late 19th/early 20th centuries and then find ways to integrate what I’ve learned into my survey US and US Women’s History courses. When I started the archival research I had no idea what stories would be uncovered but I was hopeful that the dozens of secondary sources I had already poured through would be adequate preparation for what lay ahead. I hit a stumbling block during my very first archival visit. Reading through admission notes for female patients in the 1870s I notice that time and again doctors indicate that their female patients had recently (within weeks or months of the admission) experienced child birth. I began to wonder about postpartum depression and whether doctors in the late nineteenth century would have diagnosed such a condition. Later that evening I started back through some of the major secondary sources in search of post-childbirth diagnoses but came up empty handed. The field of women’s history has expanded exponentially over the last forty years and yet, the more I search, the more frustrated I become: time and again searching for pre-twentieth century historical references to postpartum depression yields links to Charlotte Perkins Gilman’s short story “The Yellow Wallpaper” and virtually nothing else. After combing academic databases for journal articles to no avail I posted queries to two list-servs asking fellow historians for input: what secondary sources exist to help contextualize post-childbirth mental health problems at the turn of the nineteenth to twentieth century? It’s only a matter of hours before the first response arrives in the form of an email from a nursing professor who recommends that I contact an historian friend of hers on the faculty of a medical school. By the end of the day I’d been in touch with three historians on two continents who confirm that my inability to find secondary literature is the result of a vast empty space in the historical narrative. Historians, it seems, have been remarkably silent on the topic of postpartum depression before the Second World War and at this point I can only make broad assumptions as to why. Historical research requires detective work: searching for clues to the past and seeking answers to questions big and small. My experience this semester is reminding me how important it is to share that research process with colleagues near and far, and to seek help when needed. Only a month into my sabbatical I am already indebted to numerous librarians, archivists and historians who have provided advice. I look forward to incurring more academic debt as my sabbatical continues. ... View more

In a May 2017 blog I shared my favorite short research assignment, which requires students to conduct secondary source research to place photographs and artwork from the 18th, 19th, and 20th centuries into historical context. I’ve thought a lot about that assignment over the past week since Virginia Governor Ralph Northam’s medical school yearbook page became a source of public discourse. The image is startling to anyone who has studied the United States in the 19th and 20th centuries: two men, one wearing Ku Klux Klan regalia and the other, smiling, in blackface. Public discussion of this image reinforces, for me, the importance of studying our national history. Rather than imparting our personal political views on our students, this situation is a case-study in why we need to let our students learn the lingering scars of history’s terrible truths for themselves. Contextualizing the men’s costumes within the history of race in the United States opens avenues of discussion in both contemporary and historical settings. When I first present the image-based research project to my students they commonly respond that “there is nothing happening” in their assigned picture. I encourage them to reflect on the unspoken fact that photographs are taken to memorialize -- a moment, an experience, a relationship -- deemed important to someone. If we frame the discussion of Northam’s yearbook page in these parameters, we ask our students to confront the overt symbols of racism that continue to plague our country nearly two centuries after phrases like “blackface” and “Jim Crow” entered our public discourse. So when your students ask about the Northam image, suggest that they do some research. Googling the term “Blackface,” for example, will bring students to articles about the practice as a form of entertainment for white people in the 19th century. “Blackface: The Birth of An American Stereotype”  (National Museum of African American History & Culture) explains the concept with visual examples that can help students to recognize how prevalent the custom was in the 19th century. Ask students to brainstorm times when they have seen blackface (or references to it) used in popular culture. Online resources about the Ku Klux Klan can illuminate student understanding of the longevity of the terror organization. Particularly useful is “Ku Klux Klan: A History of Racism” (Southern Poverty Law Center), which provides a chronological history that enables students to see how the KKK has remained an active agent of hate for more than a century. Finally, ask your students to think about the time in which Northam’s yearbook was published. What was going in 1984 that might have contributed to its inclusion? Whatever reaction you may personally have to the Northam picture, do not allow your students to think “nothing is happening.” ... View more

While a good number of my students are General Studies and Liberal Arts majors, an even greater number are planning careers in the fields of health care, business, and engineering. Our community college is particularly strong in nursing education and allied health sciences so I am increasingly aware of the need to incorporate health-care related content into my history courses. This semester as I research care of the mentally ill during my sabbatical I am simultaneously reading general works on healthcare history that might help connect my nursing and other health-science students to US history through content that speaks directly to their chosen career paths.             Historian Christopher Jones (Arizona State University) describes his institution’s efforts to grow history course enrollments in “Building History Enrollments Through Online Courses for the Professions: Lessons from Teaching the History of Engineering” (The History Teacher). Jones writes about the challenge of decreasing enrollments in history courses nationwide. “For those of us that believe history is an essential part of a well-rounded education for any student, be it for reasons of critical thinking, social empathy, or enlightened citizenship,” Jones contends, “it would be a shame to abdicate this mission simply because our classes are decreasing. If students are not coming to us, we should reach out to them.” (The History Teacher, p. 550). Jones’s creation of an online course focused on the history of engineering inspired me to think about ways that I could more effectively help students in the health-care professions to see the value of historical thinking, especially when it comes to critical thinking and problem solving. In the past I have blogged about incorporating the 1918 influenza outbreak into US history II courses (see “Sharing ‘the Flu’ with Students”). While influenza as an historical topic fits nicely into discussions of the First World War, other medical/science-specific topics are more difficult to integrate. There is also the challenge of deciding what to drop to make space in the syllabus. In the long-term I like the idea of creating a course specifically targeting healthcare students. For now, however, I’m focusing on what materials could be added to my general US and Women’s History courses to enable students to expand their historical understanding of the history of medicine. Here are some useful websites I’ve found recently are worth exploring: The Science History Institute offers articles on the development of antibiotics and the science of crop rotation, among others. Their web-based resources Historical Biographies and Scientific Adventurers provide teachers and students with access to dozens of histories of men and women whose work in the sciences have brought amazing advancements including Alexander Fleming and George Washington Carver. The College of Physicians of Philadelphia publishes the website History of Vaccines in which students can examine historical timelines related to the outbreaks of diseases and illnesses, as well the way in which scientists and governments responded to the challenges. Many history of medicine websites publish images that document the development of the American healthcare system and the experiences of both doctors and patients. The New York Public Library has an amazing collection of images documenting epidemics and reactions. For classes studying the Civil War, the US Sanitary Commission Collection contains photographs of nineteenth-century ambulances and drawings of camp medical facilities, as well as doctors’ illustrations of patients’ injuries, including gangrene. Finally, public health films from the Second World War are particularly informative and fun to watch. The US National Library of Medicine’s site The Public Health Film Goes to War offers both animated and live-action videos meant to educate both soldiers and the general public about hygiene and potential medical problems. “Fight Syphilis” (1942) is a particularly good example of how these films can offer students of all majors insight into health-care history while also broadening their perspectives of how Americans reacted to such challenges. I’m brainstorming ways to integrate some of these fabulous resources into future sections of the US history survey. Any suggestions?     ... View more

Last October in a blog titled [My] Research Seminar I introduced the Macmillan Community to the research project I am working on during my semester-long sabbatical -- a study of care of the mentally ill in Massachusetts and Rhode Island during the first half of the twentieth century. Last fall as I wrote that blog I was trying to imagine what a semester of research would feel like after eleven years of teaching full-time at a community college. Preparation for spring semester usually starts something like this for me: I take some time to look the the materials I will be using in my spring courses. I go through my notes, studying the syllabi from previous semesters, to make sure that I remember to implement necessary changes. Often I will do some additional secondary source reading to add new content. I find myself now in uncharted January waters: Where do I start? It’s time for me to listen to the advice I’ve long given my students about conducting research: plan carefully and ask for help. My research has been on the periphery of my teaching for three years now, which means I’ve accumulated a significant amount of stuff: books, articles, emails, and notes-to-self about various ideas and leads. As much as I want to immediately get started in the archives, I have instead spent the last few days organizing everything that I gathered in the planning stages of this project. Through this seemingly mundane task I have been able to start a list of questions about potential sources and research materials. As I’ve become more “organized,” however, I have grown increasingly overwhelmed by the sheer volume of material that exists on my topic. My typical advice to students about narrowing their topic to something manageable echos in the back of my mind. At this point, however, it is too early for narrowing: I need to visit the archives before I can take that important step. For the time being, therefore, I need to tread water in this sea of names, dates, places, theories, diagnoses, and treatments. In hopes of making sense of all that is ahead of me I’m turning to the experts for guidance. Over the past two weeks I’ve sent dozens of emails to librarians and archivists seeking advice about collections. I’ve also spent a good deal of time comparing early-twentieth-century diagnosis terminology with modern-day terms. I’m hopeful that all of this prep-work will help me to be more efficient in the archives. What advice do you give to students as they are beginning a research project? Are there things that you personally do to keep from being overwhelmed by a large amount of material? Any new apps for keeping archival research organized? Please share! ... View more

The topic for this week’s blog came to me in a dream: I was handing out a 10-page exam to students in US History II when I realized I did not have enough copies for the entire class. I ran back to my office to print more but could not find the file on my thumb drive. Gone. Lost forever. I was left with a terrifying question: how would I assess those students for whom I had no copy of the exam? A sweat-inducing panic swept over me and I woke feeling utterly overwhelmed. Last year at this time I blogged about the challenges of dealing with student stress prior to finals. This year, as I’m preparing for a semester-long research sabbatical, I’m feeling more end-of-the-term stress than usual. In addition to grading students’ work and computing final grades, I’m planning my spring research trips. In spite of all of my list-making and organizational efforts, I am stressed out! This week’s blog, then, is more a collection of my rambling thoughts than a succinct discussion of a teaching topic. In the past I’ve thought about changing my syllabi and having fewer assignments due at the end of the term. I’ve agonized over final exams: do they have any real value as assessment tools or are they simply something I do because everyone else is doing them? I’ve read articles and blogs arguing their merits: see, for example, “A Final Round of Advice for Final Exams” (The Chronicle of Higher Education) and “Final Exams Fail at Giving Students Anything of Value” (The Daily Campus). In my upper-level courses I long ago replaced the final exam with projects. Students complete weekly content-based online assessments and then spend the end of the semester researching and writing. So in spite of having already made some of the many expert-recommended changes to alleviate end-of-semester-chaos, after fifteen-plus years of college teaching, I am still feeling the stress…deeply. A student came to my office this week for what I assumed was help preparing for her history final exam. I was surprised to discover that she had come to talk to me about another class. She was at a loss at how to prepare for a science exam and was completely overwhelmed by the volume of material. My disconnect from the subject matter enabled me to help her organize and make a plan. Although she left my office without an enhanced understanding of the key biology concepts, she nonetheless left with a smile: voicing her concerns about the exam had helped and in that moment talking was enough. I guess my point with this week’s blog, then, is not to solve the problem of end-of-the-semester stress but instead to simply vent it. I feel better already. ... View more

I grew up in Plymouth, Massachusetts. As a child there in the 1970s and 1980s I was bombarded with colonial history. So much so that when I chose history as my undergraduate major I stayed far, far away from courses on Colonial America and focused instead on those that covered post-Civil War society and politics. I took only one class in colonial history at college and one required seminar in Early America as a graduate student. Nowadays, as a professor at a community college, I teach aspects of Colonial America every semester in US History, Women’s History and Black History. As an historian I’m often distressed when I reflect on the history I learned as a child. I’m keenly aware that my students, many of whom also went to grade-school in New England, were taught a sanitized version of colonial history in which pilgrims and Indians feasted together through long, cold winters. As a result, I’m constantly looking for new ways to help my students develop a more sophisticated understanding of the history they were introduced to as children. The month of November is a particularly good time to ask students to reconsider the historical lessons learned in elementary school. For those of you, like myself, who are not experts in the field of colonial or Native American history, a great way to expand students’ understandings of the myths and historical misrepresentations wrapped up in our yearly Thanksgiving celebrations is to bring in an expert. Earlier this month our college invited representatives of the Tomaquag Museum to speak to students at two of our four campuses. Tomaquag is the only museum in the state of Rhode Island dedicated specifically to the history of native people. In addition to bringing numerous artifacts to share with students, museum educator Silvermoon LaRose offered an alternative historical narrative that helped students to break down some of the common misconceptions they have about native life in Rhode Island. I was struck during the presentation by how little my students knew about their own communities. In my US History I course, for example, students study Tecumseh and his movement to unify native people in the early nineteenth century. We study Indian Removal in the southeast and the Trail of Tears. My choice of topics on native people in those periods has stemmed, in part, on a need to cover a geographically diverse history of the United States. As I listened to educators from the Tomaquag, however, I realized that in my efforts to look at life in Ohio, Indiana, Georgia and other places not New England, I had inadvertently missed the opportunity for students to learn more about the ethnic diversity of their own communities. My initial thought was to make changes to the content of my course for next time around. When I considered what the students told me that they gained from the visit from the Tomaquag Museum educators, what I realized is that students relish the opportunity to hear native voices. Talking with students after the visit, for example, yielded discussion of their interest in the musical instrument one of the visitors played and the artifacts that the indigenous historians had shared with the students. My students were enthusiastic about having heard authentic native voices telling the stories of their history. Instead of changing next fall’s plans for readings and lectures, therefore, I’m in search of other potential classroom visitors who can provide my students with diverse voices and historical narratives. Suggestions welcome. ... View more

As our country considers the fallout of this week’s midterm elections, I find myself engaged in an internal dialogue about what goes on in my classroom day-to-day. Prior to November 6th my students appeared to be of two minds: either they were committed to voting OR they were completely disinterested. Admittedly, the latter perspective has driven me a bit crazy over the last couple weeks. While one of my on-campus classes was anxious to discuss the “caravan” of refugees moving north through Mexico, the other two could not have been less interested. I did my best to remain non-partisan and encourage them to vote. “Which day?” one of them asked innocently. On the other hand, over the last couple weeks if I were to bring up the World Series, the score of the most recent New England Patriots game, or a local performance by a big-name entertainer my students were full of energy and deep analysis. Even the students who are generally quiet in class could cite statistics on Red Sox pitchers or Tom Brady’s passing numbers. I cannot help but wonder why it is that when these same students are asked to answer essay questions on an exam their answers lacks detail and specificity. I know they are capable of remembering all kinds of minutia and yet when it comes time for them to apply that skill to the material they learn in my class, most fall short. Engagement is undoubtedly a key to success whether we are talking about student learning in the classroom or convincing an electorate to vote. This observation is nothing new or groundbreaking. When they are engaged with something they enjoy -- popular culture, sports, etc -- my students demonstrate an enormous capacity for both memorization and analysis of factual material. They read websites and newspapers, and listen to music or to sports radio. The information they hear becomes embedded in their minds without any effort. When citizens believe that voting will matter (ie, have an impact on their personal lives), they vote. How do I replicate this phenomenon in class? How do I convince my students that engagement with the material in our class will have a significant and lasting impact on their success as students? I feel particularly compelled to wrestle with this question as we are now past midterm exams and entering what I see as the toughest part of the semester: that period between midterms and Thanksgiving Break when, in my experience, many students stop attending classes regularly and start to miss important deadlines for assignments. Engagement at this stage of the semester may be more critical than at any other point because students have invested a great deal of time in the course and are close completion. So that’s this week’s big question: what are you doing in class right now to help your students stay engaged? ... View more

Next semester I will be on sabbatical. Instead of teaching five classes, I will dive headfirst into a research project that has been taking shape for three years now. A new research project is a great big unknown, which is a little bit terrifying. This week’s blog will be the first in an occasional series that focuses on historical research and writing. The last major research project I undertook was my doctoral dissertation. While dissertations in themselves are fraught with anxiety and roadblocks, completing my degree was enough to motivate me to push through the challenges. This time around the experience will be completely different: no academic advisor, no semester-based deadlines, and the flexibility to follow the questions and evidence wherever they may lead. I’m hoping that if I use this blog as my one-woman Research Seminar I will keep my project on a forward-moving track the way Dissertation Seminar helped me through my dissertation all those years ago. So this week I’ll start at the beginning: My project -- broadly conceived -- is a study of care of the mentally ill in Massachusetts and Rhode Island in the early twentieth century. In the aftermath of my own medical crisis in 2004 I became increasingly curious about the history of women’s healthcare. I began to search for narratives to satisfy my curiosities and was introduced to the works of Gerald Grob and others whose studies examined the way that mental illness was addressed by American society as far back as the colonial period. For nearly two years, while teaching full time, I read everything I could find on care of the mentally ill in the US. In addition to narratives histories that encompassed expansive periods of time and documented the evolving roles of asylums and hospitals, doctors and psychiatrists, I also read regional histories about places like Boston’s famed McLean Hospital and New York’s Willard Psychiatric Center. These studies evaluated the specific challenges addressed by patients, families, community organizations and state legislatures. They shed light on the value of local history in the study of healthcare. Ultimately what I discovered is that I’m most interested in the period from the turn of the century until the start of World War II. And, I want to specifically learn about the communities in which I live and teach. I want to be able to share stories of local people and institutions with my students when my sabbatical concludes. I’m hopeful that the archival work I will begin this January will uncover the lives of women who struggled with mental health problems in this era and lead me to some bigger questions. Laws protecting the privacy of patients in state hospitals will likely have a major on my work and the stories that are available. I’m excited, nonetheless, to engage in the detective work necessary to bring these stories to life. Stay tuned! ... View more

Instead of class discussions, lectures, or assignments, this week I’m thinking a lot about students and time management. We are five weeks into our fall semester and several of my classes are currently working on short (4-6 page) research papers. For many of my students this assignment is the first time they have conducted research at a college library. Some arrived in September well-prepared for the challenge while others are finding the assignment quite overwhelming. In a previous blog I described the short assignment I developed for my US I and II students as an introduction to secondary-source research. Thanks in part to the fabulous librarians at my college, I’ve had great success with this assignment. Students learn to use the articles and journals databases at the library, they critically analyze an historic image and they consider what it means for something to be “in historical context.” After ten years of tweaking, the assignment is a well-oiled machine. The students get started with two class periods in the library classroom and have three weeks to complete the their work. After eighteen years of college teaching, however, I still cannot figure out how to convey to my students the absolute necessity of managing their time effectively. I know I’m not the only college professor who struggles against her students’ habit of procrastination. It’s a human quality that nearly all of us possess on some level. When I have a stack of exams to grade and the sun is shining brightly I too engage in an internal struggle over what needs to be done versus what I would like to be doing. Hats off to those super humans who can procrastinate and then do amazing work. The time-management stakes are high for students. On average they are taking three to five courses concurrently, which means they have a lot of work to complete. At the community college where I teach students are acutely aware that maintaining a strong GPA will make the transfer process easier. Unlike myself who can plan course syllabi so that all of my grading does not have to be done at the same time, students have no say as to when assignments are due. On top of academics they are often juggling family and work responsibilities. Time management, then, is of the utmost importance. And yet, I have no idea how to “teach” this life skill. I’m not convinced that it is even my responsibility to do so. Each time I assign a research project I implore my students: “make a plan,” “come to my office hours for help,” “bring a draft to the Writing Center.” And I hear crickets. As much as I have tried to impress upon them that I’m willing and available to help, almost no one asks me a single question until we are within 48 hours of the due date. How do I convince them that waiting till the last possible moment to start a research project is a recipe for disaster? Are there techniques that I could incorporate into my assignments that would force students to be better planners? And, how much time can I afford to spend away from content if I decide that time management must be a learning outcome for US History I or II? Is a lousy grade the most effective remedy for students who need to stop procrastinating? I’m tossing these questions out to the Macmillan Community this week because I’m quite certain that everyone of us who teaches has spent considerable time thinking about how to solve the problem of student procrastination. Thoughts? Suggestions? No crickets, please. ... View more

Google “the American Dream” and you will be met with links to countless articles offering perspectives on what constitutes success in the United States today. When I ask students in my US History II courses to define the “American dream” the first response is almost always “rags to riches.” As they flesh out the the definition, however, the students include the opportunity to be educated, to own a home, or obtain citizenship. Teaching at a community college since 2007 has afforded me the opportunity to witness many families’ “American dreams” in progress. In the classroom, we use Horatio Alger’s story Ragged Dick as our centerpiece for discussing the concept in the context of (post-Civil War) nineteenth-century American life. I like the simplicity of the plot of Ragged Dick, in particular the way that the story offers readers a glimpse of urban life and child labor, albeit through fiction aimed at young readers. I’ve been told by students over the years that following the well-intentioned -- and very lucky -- protagonist through his adventures as a New York City bootblack is “fun” compared with the more complex readings assigned by their college professors. I’m ok with this analysis: we cover some really heavy topics in US History II so I’ll take “fun” where I can find it! We discuss the story during the second week of classes, which forces the students to jump quickly into reading for my course. The story is easily accessible through a free online download, which makes it a great choice for the start of the semester when students may be having challenges figuring out the bookstore or with financial aid. I include a link to Project Gutenberg on our learning management system so that students can get started with the reading without delay. My class meets twice a week for seventy-five minutes and students need to have the reading completed by our fourth class meeting. When they arrive at class they take a ten-question multiple choice quiz on the plot and then we break into discussion groups of 4-6 students. I lecture for 10-15 minutes to provide students with some historical context about Horatio Alger and remind them what was going on nationally when the book was published in 1868. The first couple chapters in their textbook reading have supplied them with background as well. The students then brainstorm the following questions (posted on the board) with their groups: Define the “American dream” in 2018 Define the “American dream” as portrayed by Alger’s story How has the “dream” changed since Alger’s writing of the book? What does this story teach us about childhood in the mid-late nineteenth century? I ask the students to first think about what the “American dream” means today because it is often the topic that gets them the most excited during the discussion. I’ve found that the rest of the discussion builds on that energy and enthusiasm. I also provide the students with a recent analysis of current economic conditions in the United States to offer some comparative perspective to what they have been reading in their textbook about the nineteenth century. This semester, for example, I shared the article “Unbalanced: Seven Notes on Our Gilded Age” (Boston College Magazine), which offers a succinct analysis of earnings and wealth that students can skim quickly as part of their group discussion. After the students have been working with their group members for 10-15 minutes, I add these questions to the list: Who is missing from Alger’s story? How do race and gender impact the formulation of one’s “American dream”? With these last questions I want the students to focus in on the fact Ragged Dick is a story about white males. I ask them in our discussion to imagine New York City in this era through the eyes of a person of color, an immigrant, or a female of Dick’s age. We spend the last 10-15 minutes of class time sharing each groups’ answers to the questions. In particular, I want them to draw some larger conclusions about the “American dream” that will set us on a path for discussion of turn-of-the-century topics such as immigration and expansion. Is there a short story or novel that you are using in a history course that inspires energetic and meaningful class discussion?  Please share! ... View more