Amid the general disruption, a university has hired me to teach my first fully online history course this autumn: an introductory-level undergraduate survey called Roots of the Modern World. This is a course I’ve taught once before, about three years ago, in a traditional face-to-face setting. I will be redesigning it mostly from scratch.
As usual, the opportunity to design a course is very exciting. But this course presents some special conceptual challenges.
Continue reading “Designing a Course on the Roots of the Modern World”
Last month, I wrote about how I used four primary sources—images and texts from revolutionary-era America—to introduce students to the concept of “cultural narratives” in my American studies course. Now I’d like to talk about another primary source discussion I found valuable this semester: one designed to shake up students’ mental picture of the United States at the end of the Revolution.
In 1783, around the time the American War was formally ending, the London publisher Carington Bowles released a “new map of North America and the West Indies” that attempted to capture the boundaries and larger context of the newly independent colonies. The Library of Congress has helpfully provided a high-resolution scan of the map, which has an almost alarming wealth of detail.
(To take an example at random: In what it considers western North Carolina, the map shows not only rivers and settlements but also notes about history and future prospects, labeling a “remainder of the Natchez allies of the English,” a putative location for the 17th-century Fort Prudhomme [“dest.”], and “a fit place for a [trading] factory.”)
In class, using the classroom computer and projector, I pulled up the map’s webpage.
Continue reading “American Narratives and Identities: Another Primary Source Activity”
Speaking with the New York Times for an article published today, Congressman Steve King seems to have put one of his few remaining cards on the table:
Mr. King, in the interview, said he was not a racist. … At the same time, he said, he supports immigrants who enter the country legally and fully assimilate because what matters more than race is ‘the culture of America’ based on values brought to the United States by whites from Europe.
‘White nationalist, white supremacist, Western civilization — how did that language become offensive?’ Mr. King said. ‘Why did I sit in classes teaching me about the merits of our history and our civilization?’
Those of us who teach American history—especially those of us who appear to be white—have a responsibility to design history courses that will refute the impression Steve King says he got in his.
“Our history and our civilization” are not white. From the beginning, and continuously to the present, the territories and societies that became the United States have involved and incorporated and held captive, as well as excluded and expropriated, non-European and non-Christian peoples.
The story of America, told honestly, is not a white story. It may indeed (unfortunately) be a story of white supremacy—but whiteness is not the story of “us.” Neither were the dominant cultures of the United States created by simply transplanting some supposedly European cultural essence to the western hemisphere.
Unfortunately, it is very easy for even truthful history teachers to fail to challenge the perception their students have already received long before they reach our courses.
In 2019, let’s make sure our students would have a very difficult time getting the impression Steve King got.