Showing posts with label US History. Show all posts
Showing posts with label US History. Show all posts

Friday, July 5, 2013

A Postmodern Lone Ranger and Johnny Depp's Empowered Tonto

We kicked off our 4th of July weekend by seeing the latest Johnny Depp movie, The Lone Ranger.  While the reviews haven't been stellar, I found the move to be both enjoyable and thought-provoking.  But I guess the problem is that I've ended up thinking more about why the movie makers included some of the things that they did, so that I'm focused on the process or message of the move rather than the movie itself.

In some ways, while the movie reunited some of the main players who produced The Pirates of the Caribbean (which I really loved, despite my initial skepticism about what sounded like the most ridiculous premise for a movie ever--an amusement park ride?), this is almost kind of an anti-Pirates movie.  Why I mean is that Bruckheimer and company just went whole hog with that movie, making it an outrageous and  rollicking tale that reinterprets pirates as not thieves and murderers, but as incarnations of the American spirit of freedom and non-conformity against the British formal restrictions  against individuality and independence.  What's not to love?

I think that the issue with The Lone Ranger is that the point, at least the one expressed by Johnny Depp in the interviews I've read, was to reinterpret Tonto not just as a faithful sidekick, but an equal partner who incorporates Native American perspectives with our typical Caucasian hero fare.  But to do justice to the Native American experience, the movie can't simply be a fantasy Wild West story that whitewashes the mass slaughter of people who inconveniently were already occupying land that we wanted to claim for our own purpose.

Hence, the dilemma.  Buddy tale, or political statement?  Summer action blockbuster with a conscience?  Not an easy thing to pull off, and we'll have to see how it all fares.  But I think it was a more interesting attempt to use a star vehicle for something more than just making boatloads of money.  And so I would recommend it.

I found an interesting review of the movie by Richard Brody in The New Yorkers, and I've reproduced it below.  It contains spoilers, so go see the movie first, then read his views about how this movie is more of a reflection of our times than of our Western history.



July 3, 2013

“The Lone Ranger” Rides Again

Lone-Ranger.jpg
Gore Verbinski’s “The Lone Ranger” is the Western for this age of meta-cinema, a time when viewers see beyond movies to their making and their marketing. In effect, “The Lone Ranger,” like other recent tentpole movies, is a work of conceptual art. The high concept, delivered at the imagined pitch meeting, becomes part of the story, and, as a result, the script dominates the experience as surely as if it were pasted onto the screen, page by page. (The budget is also displayed, in the form of the images and the so-called production values that they convey.) “The Lone Ranger” says little about the American West but a great deal about the virtues and failings of our time and of contemporary big-scale Hollywood filmmaking.

The first shot of the movie, depicting the Golden Gate Bridge in a state of ruin, is a shocker. It seems to be taken from a postapocalyptic political disaster movie, but a superimposed title setting the action in San Francisco in 1933 reveals that, instead, the bridge is under construction. The association is clear enough, though—it puts the modern West under the sign of the Wild West. The shot continues, in a sinuous crane, to a boy (Mason Elston Cook) who gazes into a life-size diorama featuring a statue-like rendering of “The Noble Savage,” a Native American who turns out to be not a mannequin but, rather, a living man standing stock-still on display—none other than Tonto. Well past eighty, he tells the boy a story, set in a Texas outpost in 1869, that turns out to be the bulk of the film, in flashback.

The action of the story that Tonto tells gets under way with a prisoner’s escape from the train that’s bringing John Reid (Armie Hammer), ultimately the Lone Ranger, home to a Texas town to serve as prosecutor after his stint out East in law school. Tonto’s tale has the authority of the first-person account as well as the exaggerations of an avuncular performer and the distortions of time. This accounts for its overtly political elements and its occasional forays into goofball comedy, as well as for its wildly impossible set pieces, which are designed to amuse rather than inform his young audience of one.

The plot (spoiler alert) involves a railroad executive (Tom Wilkinson) who hires a bloodthirsty criminal (William Fichtner) to stir up trouble with the peaceful Comanches in order to get the U.S. Army to dispose of them and free up land for the rail line’s westward passage. This story replaces the triumphalist legend of the westward expansion with a troubled and guilt-ridden tale that reflects its guilt forward, into the present day. But the politics of that plot are subordinated to its main purpose: to set up the two backstories of how Reid became the Masked Man and how Tonto became his partner (not his sidekick).

Backstory is an essentially democratic mode of storytelling; it defines people by their personal particulars rather than by their social station or other outward identifiers, and it explains action not in terms of situations but in terms of individuals’ needs, conflicts, desires, dreams, and troubles. Popular Hollywood movies are the avant-garde of this liberal idea (“Man of Steel,” for example, is nothing but backstory), which converts the present into destiny and the future into a vision of redemption, whether making good on a past error or sin (that’s Tonto’s story) or seeking some sort of vengeance.

With Westerns, backstory makes sense: history is to society as backstory is to character, and the country is as tethered to its past as are its citizens to their personal stories. The simple didacticism of “The Lone Ranger” is to grant Native Americans their rightful place in the national narrative, and to find a way to make good on the injustices on which the nation developed. The Western is an inherently political genre because it renders as physical action the functions of government that, in modernity, are often bureaucratic and abstract. But that’s exactly where the highly constructed conceptualism of “The Lone Ranger” disappoints: it renders the physical abstract. Despite the elaborate and often clever gag-like action stunts (or C.G.I. contrivances) and the occasionally grotesque violence, the movie seems not to be there at all, replaced throughout by the idea of the movie.

In fact, “The Lone Ranger”—which features many of the elements of classic Westerns, including an all too brief view of the majestic landscape—is not a Western but a collection of signifiers of Westerns that are assembled in such a way as to attract audiences that would never be attracted to a Western. It’s almost beside the point whether its elements are “good.” Johnny Depp brings a sonorous voice and a dry humor to the role of Tonto, and Armie Hammer, who specializes in the soul of the Wasp (and should have played Tom Buchanan in “The Great Gatsby”), offers just the right genteel naïveté to suffer the disillusionment that counteracts the popular Western myths of 1933 and their vestiges today. Verbinski takes pains to meticulously recreate crusty details and directs the action sequences with a graphic academicism, a bland eye-catching cleverness that communicates action without embodying it—which is exactly the point. For those who love Westerns (and I do), “The Lone Ranger” winks at them consistently enough to elicit warm reminiscence of the moods, the gestures, the styles, and the themes, even as it averts the sense of time and place to convey a sturdy and generic substructure of modern storytelling akin to that of other superhero blockbusters.


Read more: http://www.newyorker.com/online/blogs/movies/2013/07/gore-verbinski-the-lone-ranger-reviewed.html?printable=true&currentPage=all#ixzz2YAdiRT9X

Friday, February 24, 2012

Curriculum Resource: The Most Underrated US President

Wow, it has been a week and a half packed with holidays and special activities--Valentines Day, the announcement of the winner of The Great Sea Slug Beauty Contest, The Great Backyard Bird Count (our best year ever in terms of number of different birds we spotted), Presidents Day, the 50th anniversary of John Glenn's orbit, and Mardi Gras (not to mention a sprinkling of snow in there).  Most of these included some science or history components along with cooking special dishes (Whiskey Shrimp and Apple Dowdy for Presidents Day and Chicken Bonne Femme and a new dish I invented, Mardi Slaw, for Fat Tuesday).  It's been a lot of fun, but a good bit of work to add to our normal homeschooling schedule.

But before we abandoned our Festive February events, I wanted to share an assignment I gave my son this week in regards to Presidents Day.  The Washington Post was having an online discussion with its readers about which presidents were the most underrated.  They eliminated from consideration nine presidents they considered to be the most frequently praised:  George Washington, Thomas Jefferson, Abraham Lincoln, Theodore Roosevelt, Woodrow Wilson, Franklin Roosevelt, Dwight Eisenhower, John Kennedy, and Ronald Reagan.  Besides those nine, they asked, which presidents haven't gotten the amount of praise and respect that they deserve?

I found both the question itself and the online discussion to be really interesting.  For example, some argued that Lyndon Johnson's domestic achievements were remarkable--but does his mistakes in Vietnam outweigh the good he did in terms of civil rights?  Did Harry Truman's approval to use the atomic bomb on the Japanese people make him a courageous hero or a Western-centered murderer?  Was James Madison's sheparding of the US Constitution one of the most overlooked, but fundamentally important, contributions of all presidents?  Are we too focused on recent events and presidencies and forget the developments of the past? 

I thougth this was a great discussion to be having on Presidents Day.  Plus, it has particular relevence in our family, since my brother spent the summer visiting all the presidential libraries and is writing a book on the question of presidential legacies and the role presidential libraries play in how we remember our former leaders (read more about it on his blog, Across the Country with the Presidents).

So I gave my son a Presidents Day assignment to write a persuasive essay (another skill we're working this year) about the former President that we as a country should appreaciate more.  We talked about the Washington Post discussion, we looked at Wikipedia's collection of ratings of US Presidents, then told him to write a polished essay without telling me who his selection was until I read it.

Meanwhile, I was trying to come up with my answer.  I would probably end up with James Madison, because I think the country would have fallen apart way before the Civil War had it not been for his work on skillfully crafting a Constitution that all the original states could live with; however, I am somewhat predisposed in favor of Madison for some personal reasons.   The Washington Post didn't have an actual vote, but gave the following list, based on the number of comments and recommendations of comments by other people:
1.  George H.W. Bush
2.  Lyndon Johnson
3.  Jimmy Carter
4.  Harry Truman
5.  Calvin Coolidge
6.  Barack Obama (I excluded him from our considerations--we were only doing former presidents)
7.  Gerald Ford
8.  James Polk
9.  Chester Arthur
10.Andrew Johnson
(To learn more about the arguments in favor of these presidents, read the Post's article here.)

Personally, I'm not sure about Calvin Coolidge and Andrew Johnson, and I have mixed feeling about James Polk (I think he only got this high on the list of underrated due to the song below by They Might Be Giants):



AND, of course, I thought James Madison should be on the list.

But, in general, those were the presidents who came to my mind for being underappreciated.

However, when I got the finished essay from my son, he had not chosen any of the presidents mentioned above.  Instead, he chose to write about......

James Buchanon

JAMES BUCHANON?   He of the pro-slavery Dred Scott decision and Kansas constitution?  The president that, in the Wikipedia presidential rating system, was rated as one of the top five WORST presidents by 15 out of the 18 polls, and the very worst president by four of them.   Well, at least he definitely falls into the unappreciated category....

But I loved my son's take on his presidency.  He reviewed his actions and talked about how bad they had been for the country.  But he summed it up by saying that his goal was "desparately delaying the war," and then concluded:

It was quite a good thing that he delayed the issue of secession until Lincoln, the right man for the job,was elected. Putting the issue into the hands of the right person was an invaluably beneficial act...
I really loved his perspective.  What a great way to view those presidencies (or other leaders, or even people or events in our own lives) that we consider to be "failures"--that they were placeholders, or part of the process of getting the right people and resources in place for our latter successes!  He gave me some great perspective on the entire issue, as well as writing quite a good essay.

I recommend this as a great assignment to give your students for Presidents Day.  It certainly made ours more thoughtful and meaningful.

Who would you choose as the most underrated US President?  Share your choices below in the comments section.

Friday, January 27, 2012

Black History Month Curriculum Resource: The Harlem Renaissance

Black History Month is coming up, and it happens to coincide with the time we are studying the history of the 1920's and 1930's.  So what better topic to combine the two than the Harlem Renaissance?

We have already been working on it some, but I recently found what I think is a fantastic resource.  John Carroll University has created the Harlem Renaissance Multimedia Resource, which pulls so much information about this fascinating period of modern American history into a central site.  

What I love about this website--beside the fact that it is FREE--is that it includes not only the aspects of the Harlem Renaissance that most of us tend to think about, such as the music and the literature, but also the politics, the philosophy, the education, and even the international connections.  There is a whole section on religion as well; in fact, throughout the entire site I saw the predecessors of Martin Luther King Jr's thoughts, philosophies, actions, and words.  It not only has multimedia resources--pictures, audio, and a little video (all that I found was Billie Holiday)--but also lots of links to other websites with even more comprehensive information on that particular topic.  

Particularly helpful to me were the timelines included and the map of Harlem itself.  It has a general timeline of the political and artistic events during that period, which helps me put things in order.  Even more interesting to us right now, however, was the timeline of the music.  My son has been getting more interested in jazz, about which I am not that knowledgable (confessional--even though two of my brothers were performers, students, and aficionados of that musical genre, and my father is at least a long-time fan).  The timeline helped me understand how ragtime gradually morphed into swing, with dates, different jazz styles, artist bios, and short audios of outstanding pieces along the way.

So if you are looking for resources about black musicians, writers, thinkers, educators, or politicians, this  website is a great place to look.

Monday, January 16, 2012

Curriculum Resource: Dr. King's Original Documents Online

In honor of Dr. Martin Luther King Day 2012, the King Center has opened a new online resource.  With the help of JP Morgan Chase, the organization that continues the work of Dr. King has digitized over one million materials related to King's life and mission and is making them available for free over the Internet.

The collection is organized into themes, such as public opinion, economics, the Vietnam War, and such.  It contains many different kinds of materials, including articles, hand-written drafts or notes, telegrams, photographs, etc.  It is a premier resource for the original source material for one of the most important American thinkers and activists of the 20th century.

To view these documents, go to the Archives of the King Center.

Tuesday, September 13, 2011

The Songs of 9/11

I'm sorry if I seem too stuck on this theme, which is not directly related to education.  But as I said in my first blog post on this topic,  I'm not sure that any content we can teach our children can compare with the context we teach them about how to deal with this issue and other tragedies that will occur in their lives.  Plus, I consider Washington DC to be my home town, and I know how it feels to live in one of our enemies' Number One targets.

I'm someone who has always been highly effected by music, and we've spent a lot of the summer on music education, so it seems like one way to sum up the responses to 9/11 (and the 10th anniversary thereof) is the music we associate with it.  So here is my take on things.

One of the great things about music is that there is such a variety of musical responses to 9/11 that there is something for everyone.  So let's start with the biggies:  rock and country.  I think those are probably the most popular genres among the entire American population.

Rock
There have been many rock songs about 9/11, but probably the most popular and influential has been Bruce Springstein and his The Rising album.  And that makes sense.  Not only is Springstein a wonderful musician and songwriter, but he came from the area (New Jersey) middle class (his father was a bus driver) population that developed so many of the police and fire fighter heroes of the 9/11 attack.   At our spiritual center, they played Springstein's The Rising as the song after our meditation on healing and peace, and it's hard to think of a better song for that purpose:




Country
There are numerous country songs on this theme, but I think the most famous is Alan Jackson's Where Were You When The World Stop Turning?   Once again, it is hard to beat that one.  What I really like about that song is that is poses some of our choices:
Did you open your eyes, hope it never happened
Close your eyes and not go to sleep?
Did you notice the sunset the first time in ages
Or speak to some stranger on the street?
Did you lay down at night and think of tomorrow
Or go out and buy you a gun?
Did you turn off that violent old movie you're watchin'
And turn on "I Love Lucy" reruns?
Did you go to a church and hold hands with some strangers
Did you stand in line and give your own blood?
Did you just stay home and cling tight to your family
Thank God you had somebody to love?
But it always returns to the gifts of spirit, which he says are "faith, hope, and love," and reminds us the greatest of these is love:




Folk Rock
Of the folk rock contenders, my favorite is Melissa Etheridge's Tuesday Morning.  This song is a tribute to a different hero than Springstein's first responders, who died while doing the job they had chosen.  Instead, this song deals with the passengers on Flight 93, the ones who overthrew the terrorists in the belief that it was better to die in a field in Pennsylvania that to be the vehicle of death for others in some unknown destination, but probably a major Washington DC landmark.  Actually, it is dedicated to one in particular--Mark Bingham, a gay man who apparently was one of the leaders of the resistance to the terrorists in the plane.  Etheridge highlights the fact that he died to saved others, even though his native land was denying him some basic privileges.  As she says,

And the things you might take for granted
Your inalienable rights
Some might choose to deny him
Even though he gave his life

It pains me to admit that the day after 9/11/11, the North Carolina legislature voted to put on our ballot a constitutional amendment to deny gay couples the right to marry.   At a time when we should be pulling together, some legislators are insisting that we enact provisions that drive us apart.  So I hope the people of North Carolina will embrace the unifying spirit of 9/11 and reject this legislative mandate.

If you need a reminder why, listen to Etheridge's song:



Classic Rock

Finally, I have to mention a song not typically mentioned in terms of 9/11, at least until recently.  Paul Simon sang at the 10th anniversary commemoration/Ground Zero dedication, and apparently was supposed to sing the more positive-looking Bridge Over Troubled Waters.  But instead, he chose to sing The Sound of Silence, which I have always thought is one of his most beautiful and poetic songs.

Until I wrote this post, however, I never knew that he wrote the song in response to the John K. Kennedy assassination.  But when I learned that, it seemed even more appropriate.  I think the JKF assassination threw an entire generation into shock and upset and re-alignment and questioning, just as the 9/11 killings did for the generation about 40 years later.  And once again, it seems to me that the song is about not just the event, but our choice to use it to either connect, or to avoid each other with the sound of silence.  My favorite lyrics, delivered by the author who has grown gravelly and grey since the time he first shared them with us, are:

"Fools", said I, "You do not know
Silence like a cancer grows
Hear my words that I might teach you
Take my arms that I might reach you"

But why not listen for yourself?



To me, all of these songs say that certain events happened, and they weren't very happy events.  They weren't events than most of us could control.  But our interpretations and reactions to those event--that is our responsibility.   We can choose to use these events to move us towards love and connection, or towards hate and separation.  It is our choice.

But, as always, I hope we choose love.  If we can't choose that for ourselves, then let's choose that for our children.  We can leave them a much better world that way.

Thursday, September 8, 2011

The Most Adorable (and Tasty) Star Trek Tribute EVER!

We interrupt our regular educational programming with the following announcement:

CAN YOU BELIEVE THAT TODAY IS THE 45TH ANNIVERSARY OF THE FIRST STAR TREK EPISODE!!!!!!

Yikes!  I watched Star Trek as a child, and granted, that was 45 years ago, but still, somehow, it seems shocking....

But I've always loved Star Trek, especially the original series in all its cheesy and earnest glory.  My husband was more of a "Second Generation" guy (and, admittedly, the Borg is a great concept), but those characters never captured my heart the way James T. Kirk, Spock, Bones, Scotty, Uhuru, Sulu, and Chekov did.

Which is why I am so enraptured by this:



















from Darla at Bakingdom.com, one of my new favorite blogs.

Can you believe she made the entire cast into cookies?  You can see them all up close on her post, along with details about her recipes and techniques involved in recreating everyone in flour, sugar, and butter.

Her entire site is filled with similarly creative pastries and other goodies.  Truly, her stuff is incredible.  I like to use food to enhance certain educational ideas and subject, like our Presidential Palate series of cooking a meal to represent the US Presidents, but I can't hold a candle to her when it comes to cookie- and cake-based tributes.

However, her tasty Star Trek reminders does make me think about incorporating watching some Star Trek into our 20th century history this year once we get to the 1960's.  The original series had a political agenda; Gene Roddenberry wanted it to support the anti-war, feminist, and pro-Civil Rights positions of the 60's counter culture.  And as I reported in an earlier post, actress Nichelle Nichols has a story of a chance encounter with Martin Luther King Jr., who called himself "the biggest Trekkie on the planet," and claimed that Star Trek gave people a concrete vision of how life could be if we were committed to equality and peace (well, not that there wasn't plenty of fighting in Star Wars, but the goals were always to forward peace).   The show was pretty radical for its time, especially with the racially-mixed crew and television's first scripted inter-racial kiss.  

So maybe I can justify revisiting some of my favorite childhood memories for academic purposes!

Sunday, May 15, 2011

Curriculum Resource: Freedom RIders

Tomorrow starts a new series on PBS about the 1961 civil rights activists known as the Freedom Riders.   The Freedom Riders were challenging the laws regarding segregated travel by having interracial couples sitting together on buses, as well as having black people ride in the front section of the bus, which was reserved for blacks.  Altogether, 436 Freedom Riders--75% of whom were male, 75% of whom were under 30, but even split between blacks and whites-- participated in 60 different rides within the South, despite the fact that they faced mob violence and arrest during their travels.  Their courageous stance not only awakened public awareness of civil right issues, but provoked the Kennedy administration to find a way to end the segregation of buses and trains and terminals involved in interstate travel.

There are several resources for using these programs with middle and high schoolers.  There is a study guide entitled Democracy in Action that has background information, discussion questions, and additional online resources for each of the shows.  There is a website from which you can download short clips from the entire show, along with some information and thought points.  There is also a blog where 40 college students spent 10 days in May tracing the Freedom Riders routes and recording their thoughts and perspectives comparing their ride to the ones the Freedom Riders faced in 1961.

So if you would like to turn these programs into an opportunity to have some fruitful discussion with your tween/teen children or students, check out these resources.

Thursday, April 28, 2011

Curriculum Resource: Reconstruction

As I said earlier this week, teaching about the Civil War is tough for us.  It is also hard to teach about Reconstruction, which was another non-stellar point in our history.  However, in some ways Reconstruction is even harder because of the paucity of resources, especially compared to all the stuff that is available for the Civil War.

Here are some of the curriculum resources we found useful in covering the Reconstruction with our middle schoolers:

A History of US:  Reconstruction and Reform 1865-1870 by Joy Hakim is a great overview of the specific time of the Reconstruction.  This is a good book for middle schoolers.

Reconstruction and the Rise of Jim Crow  1864-1896 by Christopher Collier and James Lincoln Collier.  This one covers a longer time span and is at a bit higher level, so it would probably be appropriate for high school as well as middle schoolers.

They Called Themselves the K.K.K.:  The Birth of an American Terrorist Group by Susan Campbell Bartoletti.  This is an excellent book that I reviewed last year when it came out; you can read the full review here.  But the short version is that the book describes the evolution of the Ku Klux Klan from its earliest days as sort of a informal frat for ex-Confederates trying to feel better about their defeat to the powerful hate organization it was up through the 1960s, told mostly from first-hand reports.  It is appropriate to both middle and high schoolers.

Black Voices from Reconstruction 1865-1877 by John David Smith.  While not as engaging as the previous book, this one also contains personal and first-hand sources and covers some broader subjects of the time than were left out of the KKK book.  Again, this could be used by middle and higher schoolers.

Forty Acres and Maybe a Mule by Harriette Gillem Robinet.  A bit different from the previous titled, this is a fictionalized account of what life might have been like for a small group of freed African Americans, written by an author whose ancestors had been slaves of Robert E. Lee's.    This is a middle school level book.

The Rise and Fall of Jim Crow is the website for an award-winning educational documentary series that explores segregation from Reconstruction through the modern Civil Rights movement.  I haven't seen the videos themselves, but they sound like they would be really good to watch.  However, on the website, you can view a timeline of major events from Reconstruction up to the mid-20th Century, interact with maps and other online resources, read the stories of some significant black leaders from the Reconstruction on, and access lesson plans for both middle school and high school grades.

As always, if someone has some other good resources to add to this list, please put them in the comments below.

Tuesday, April 26, 2011

Are We Still Fighting the Civil War? If So, What Do We Teach our Children?

One of my favorite quotes is William Faulkner's unforgettable words that "The past is never dead.  It is not even the past."  Nowhere is this more evident lately than in the educational issues that arise with the Civil War Sesquicentennial--the marking of the fact that earlier this month was the 150th Anniversary of the Southern takeover of Fort Sumter, usually hailed as the official opening of the American Civil War.

But dealing with the Civil War is tough for us as a nation.  To use another iconic quote, I think the American Civil War was truly for us the period in our history where "It was the best of times, it was the worst of times."  It was a time when our commitment to our founding ideals of freedom and equality were really put the test, and ultimately prevailed.  But it was also a time where we had to face how our country had ignored those ideals for the cause of economic profits, both in the North and in the South.  It was a horribly sad time, destructive of land and of a generation of young people, and still the bloodiest and most deadly war in which the US has ever engaged.  But it also laid the foundations for an American dream that was even broader and more inclusive than the founding fathers ever imagined...even if it has taken decades of progress to achieve it.

I think probably all nations have a civic mythology of their historic greatness that endows them with power and respect (see Hugh Grant's wonderful "England may be a small nation, but we're a great one, too" speech from one of my favorite movies ever, Love Actually, as one example).   Maybe it is because we are such a relatively young nation, and one that was gifted with incredible natural resources, but I think this idea of our past as inherently blessed and outstanding--our historic belief in America as "the city on the hill" and our Manifest Destiny--has an even stronger hold on our civic identity than it does on most countries.

So that is why I think it is so hard for us as a country to deal with this time in our history honestly and openly and in an unvarnished way.  It exposes some of our ugliest truths, and few of us like to acknowledge those.  Therefore, both sides like to romanticize their cause.  For the North, it is presented as a fight for the liberation of African Americans.  Except, really, it wasn't.  As Lincoln wrote towards the beginning of the war, "If I could save the Union without freeing any slaves, I would do it," (although he personally was in favor of the abolitionist cause).  At least at the beginning, the fight for the North was keeping the country together, not securing rights for black people.  Eventually Lincoln, and other Northern leaders, realized that slavery had to be abolished to secure a united nation, but even so, few Northerners envisioned African Americans being given equal political and economic benefits to white people.

For the South, the argument has grown that it was not really an issue of slavery per se, but rather of states' rights of self determination.  Except, again, really, it wasn't....at least according to almost all legitimate historians of our times.  The investment in slaves at the time of the Civil War has been estimated to be about $3.5 billion in 1860 dollars.  As a share of the Gross National Product at the time, that would compare to almost $10 TRILLION in modern money.  People had more money invested in slaves than they did in railroads, factories, banks, and ships combined.  The cotton produced by slave labor was the driving economic product for the entire nation, both from cotton-selling states in the South and textile-producing states in the North.  It was not something that South plantation owners, who were the political powerhouses in the South, could even conceive of giving up voluntarily.  And while it is true that the majority of Southerners, especially those who actually fought in the war, owned no slave themselves, most were fueled by their horror and fear of what would happen to their communities if African Americans, whom they believed to be sub-human, were not kept under control via the institution of slavery.

However, we don't like admitting that our greed and economic tunnel vision led us to go against our founding principles and to have treated people as inhumanly as we did.  So not long after the war came to an end, the South began to glorify its role in the Civil War as an advocate for states' rights, lovingly couched as the romantic "Lost Cause," rather than seeing their support for slavery for the morally indefensible position that it truly is.  An article in the April 18th edition of Time magazine entitled "The Civil War: 150 Years After Fort Sumter:  Why We're Still Fighting the Civil War" by David von Drehle does a great job  of explaining how the South sold this vision to the country; you can read the article as a PDF by clicking here.

But though the states' rights argument is largely a face-saving myth, it has been powerfully effective (largely, I believe, because we want to see our 19th century ancestors with the same aura of wisdom and moral vision that we ascribe to our 18th century founders).  A recent survey by the Pew Research Center found that 48% of people believed that states' rights was the main cause of the Civil War compared to 38% who thought it was mostly about slavery (with 9% saying the two causes were equally important).  A Harris poll confirmed this finding, with 54% responding that states' rights was the primary motivation for the South's split from the US, compared to 46% attributing it to an attempt to preserve slavery.

So it is really interesting to see that the majority of Americans do not know what almost all professional historian agree was the root cause of the American Civil War.    Is that an indication that we are continuing to fight the Civil War--if not with each other, then with our ideals about how we would like our history to be?

A liberal (actually, he's a social democrat) columnist in the Washington Post recently wrote another interesting article about the Civil War still being waged in modern times.  In his April 12 column, "150 years later, we're still fighting," Harold Meyerson argues that the North and the South have continued the labor patterns of the pre-Civil War US, with the South's tradition of low-wage and few or no worker benefits or rights (epitomized by the Arkansas-based Wal-Mart) battling the North's support for organized, unionized, and better paid labor battling for dominance out West (cough cough WISCONSIN cough) and in the nation at large.   I found his article to be interesting reading, and looking over only a few of the 270 comments to date show that it has definitely generated some debate.

Another article I would recommend is an NBC/CNN post on April 11 by John Blake called "Four ways we're still fighting the Civil War."  Blake picks out four ways that today's politics are similar to those of the Civil War era:

  1. A lack of the political center (You agree with us or you are the evil enemy, with no room for compromise)
  2. Arguments over the role of the federal government (Some of the Tea Party leaders sound like antebellum Southerners)
  3. Underestimating the extent of war once begun (Both North and South were convinced the conflict would be over within a few weeks because they underestimated the strength of the opposition....sound familiar?)
  4. Presidents overstepping their bounds (I don't really agree that Obama's support of health care is comparable to Lincoln's suspension of Constitutional rights, but I guess there are some that are arguing that...)

So, like I said....it is not like the Civil War is really over.

But where does that leave us as parents and as educators?  What should we be teaching students when this event that they think of as ancient history is still so much in flux today?

Personally, I think it is a good thing that we are still unsettled as a nation about the meaning, the outcomes, and even the causes of the Civil War.  I think students will find history more interesting when they see it is not something cut and dried and in the past, but a study that is still being debated, still being questioned, still being fleshed, and DEFINITELY still relevant to the choices we are making about our future.  I believe it is wonderful for the students to consider that the Civil War is still not really "done," and that it may be their generation who will be the ones who "settle" it (or not....)

Other than that, I say that we need to tell them the truth.  I was raised in the "Great Man" presentation of history, where all these wonderful things happened thanks to our national demi-Gods like George Washington and company.  But I don't think that really serves our students.  First of all, it isn't true.    Not to disparage our Founding Fathers and other major figures of history, but sometimes....maybe a lot of the time...they were able to accomplish what they did because they were lucky, or happened to be in the right place at the right time, or were merely the manifestation of the mores of their times rather than the causal agent.  Secondly, when we set up these figures on a pedestal, how can our children ever hope to emulate them?   Showing them as humans, flawed with strengths and weaknesses just like the rest of us, is, I believe, a more powerful place to develop our heroes and leaders of the future.  Third, we hate to look at our failings and our ugly parts and the times we didn't live up to our ideals.  But without truth, there can not be forgiveness and redemption and ultimately, reconciliation.

And if there is anything we need in our political sphere these days, I think reconciliation is way up there. 

Sunday, February 27, 2011

Curriculum Resource: Presidential Palate, or Learning American History through Cooking

Preface:
Before explaining this project, I have to give a shout-out to my homeschooling support group, Cary Homeschoolers. We are so fortunate to homeschool in Cary, NC, not only because there are so many homeschoolers here that we have lots of programs and resources, but also because we have so many really well-informed parents who are so generous in sharing their expertise with each other. So, for example, when I want to know what terms to search for on Google to find out more about that human tendency to make sense out of abstract or random pictures or symbols, I know exactly who to ask (it's called "Pareidolia," she informed me). Or when I'm trying to help my son figure out whether he should display his data as a bar chart or a pie chart or some other statistical analysis, I know who to call. Or when I want some obscure historical reference on some topic that I don't know that much about, such as the liberation of the serfs in 19th century Russia, I know exactly who can lend me a book on that subject. I could go on and on about all the people who have helped me to get the information I need to educate my son. I just want to publicly acknowledge what a gift it is to homeschool within that kind of a community.

However, it is not only the academic knowledge that this community provides. I have a friend whose social action inspires me to be more involved in political issues. I have another friend who attends my spiritual community and assists me in my teaching there. Yet another friend is redoing her kitchen, and helps me see that improving my house is a possibility.

One CHS member who has galvanized me to do some more imaginative cooking for my family is my friend who writes a delightful blog entitled Siggy Spice. She concentrates on delicious-sounding recipes, but writes about them in a wonderful humorous voice. She is homeschooling three children, plus parenting another, and yet manages to come up with original meals several times, PLUS she manages to photograph them and blog about them. Her example has helped me to upgrade my cooking, at least in terms of trying some new recipes and such.

But as I was trying some new recipes--which I really enjoy doing, by the way--it also sparked a new idea for our history studies. This year we are learning about the US Presidents. And I don't know about you, but I kind of muddle up a lot of those Presidents in the middle. I mean, I'm good for the first four to six or so, and I'm solid in terms of Eisenhower on. Plus, I know the ones around the wars. But all those guys in the middle--Garfield? the Harrisons? Taft? For me, at least, those guys kind of run together.

I've written on several occasions, perhaps most recently here, about how I think incorporating food into lessons really helps students remember the lesson. (After all, food is kind of a priority for this age group.) So I came up with a new approach to learning the US Presidents. First of all, we are going to "chunk" them into groups of four. Chunking is an educational theory that we can learn limited amount of information at the same time -- so, for example, we learn our phone numbers as 919 (one chunk), 555 (another chunk), and 1212 (a third chunk).

But in addition to "chunking" them into groups of four, we are going to add an experiential component to each chunk. We (my son and I) are going to cook a meal of four dishes that represent the four Presidents in that chunk. We are going to assign one President to main dish, one to vegetable, one to dessert, and then one other to some other side dish. We plan to combine dishes that were authentic to the time period to modern dishes that relate to outstanding facts about that President.

My intention is to combine research and learning about American Presidents with an interest of my son (cooking), along with teaching him cooking skills, which I think are lifelong competencies. I think this way of approaching the Presidential timeline might help him at least place those less renowned Presidents in the right framework for their time.

We cooked out first Presidential Palate meal this week as part of our Presidents Day celebration. So I plan to post specifics about our Washington-Adams-Jefferson-Madison meal tomorrow.

Monday, February 21, 2011

Curriculum Resource: Presidents Day

It is the Presidents Day national holiday here in the US. While it began as a consolidation of the celebration of Abraham Lincoln's birthday on February 12 and George Washington's birthday on February 22, it also recognizes the other 42 Presidents as well.

If you need brushing up on who all they were, check out this short video, which gives a short snippet of information about each US president in order, all sung to....well, I'm sure you'll recognize it.

Happy Presidents Day to All!

Thursday, February 3, 2011

Curriculum Resource: Fling the Teacher

One of the fun free educational software programs that you can use to check your students' knowledge on a subject is "Fling the Teacher."  In this software, students get to change the look of the "teacher"--hair and skin color, hair style, mouth/teeth, accessories (glasses and earrings), etc.--stick him in a barrel, and fling him through the air using a trebuchet they construct by answering 15 questions correctly.  It is pretty much just a fact recall quiz, but it is kind of cute and the students enjoy building up their equipment until it is ready to toss the digital professor into the air.

We used this software this week in our 19th Century History Coop to review some of the facts about the Westward Expansion and Industrial Revolution in the US.  The link for this game is: http://www.solpass.org/7ss/Games/WestwardExpansion.html

There is another quiz about this time period as well, which you can see at: http://www.lisd.net/schools/briar/fling/Westward%20Expansion.html

What is nice about these games is that they are quick, so you can complete them in a short enough period of time that the students don't lose interest.  You can do them several times in a role to get enough right answers to complete your trebuchet and fling the teacher; the software scrambles the answers (and sometimes the questions), so the students really learn the questions they answered incorrectly at first on subsequent tries of the problem.  Best of all, the software is open to everyone to create your own quiz using your own questions for whatever subject you are studying.

Here is a website with a list of Fling the Teacher quizzes from American History.

Here is one with questions about World, but mostly European History.

Here is one with other subjects.

And if you want to make your own, here is where you download the software.

Or, even better, get your students to create one to demonstrate how much they have learned!

Saturday, December 18, 2010

Curriculum Resource: They Called Themselves the K.K.K.

If you are looking for a terrific resource on a difficult subject--racism, Reconstruction, and the history of American hate groups--I wholeheartedly recommend Susan Campbell Bartoletti's new book, They Called Themselves the K.K.K: The Birth of an American Terrorist Group.  Bartoletti is no stranger to substantive non-fiction books for adolescents; she won a Newbery Honor for her 2005 publication of Hitler Youth:  Growing Up in Hitler's Shadow.  But she has done such a great job on this book,  it is no wonder that it is also on many people's short list for another potential Newbery Award.

According to the author, the inspiration for the book came when she saw a statue of the renowned Confederate General Nathan Bedford Forrest, who was also supposedly the first Grand Wizard of the Ku Klux Klan, and wondered to herself, "Where are the memorials for the victims of KKK violence?"  After finding out from the Southern Poverty Law Center that there were no such memorials, Bertoletti knew that she had to write this book.

However, what is great about this book is that Bertoletti tries to understand the complex history of  this paramilitary white suprematist group from both sides.  Her book explores how common, ordinary, usually decent people could get involved in such a violent group, and even believe that they were doing God's work.  It also demonstrates the strength and courage of common, ordinary people, both black and white, who stood up against the Klan.  Her work contains much more information about the politics behind Reconstruction than is usually available for middle school or high school history.  And the work is all the more effective by the even-handed way she approaches the topic, allowing young people to draw their own conclusions rather than preaching to them.

One way Bertoletti achieves this is by relying heavily on first-hand accounts and primary source materials.  She uses quotes from both proponents and victims of the Klan in a masterful way.  And while she doesn't gloss over the violence and death of this terrible time in our history, she also doesn't focus on it so much that it becomes too intense for a middle school audience.

Bertoletti's book is a much-needed addition to the middle school or high school history curriculum about the aftermath of the Civil War.  But it is also a valuable resource for talking about current events.  I love that she identifies the KKK as "an American terrorist group"--a great wake-up call for our post 9/11 youth who think all terrorists come from outside our borders.  The book also contains a Civil Rights Timeline and a comprehensive Bibliography and Notes section that is also useful in extending the dialogue.

So this may not seem like the kind of book you want to be reading during our holly, jolly holidays.  But the author, who besides writing about the Klan and Hitler's youth has also tackled such difficult topics as famine, youth labor rights, and working in a coal mine, says that the only way she knows to deal with the dark is to try to shine a light on it.  As we approach the winter solstice, it's great to know that we have this outstanding reference to help shine some light on some of our nation's darkest hours.