Tag Archives: education

A Response to Shaun King’s Essay about Presidents Who Owned Slaves

“Heroes of the Colored Race” Photo Credit: Library of Congress

President Donald Trump went out of his way yesterday to honor the 250th birthday of Andrew Jackson in Tennessee, which in turn has amplified continued online conversation about who in American history is deserving of honor through public ceremony and monumentation. Writer Shaun King was quick to declare that “no President who ever owned human beings should be honored” and that “slavery was a monstrous system. Everybody who participated in it was evil for having done so. Period. No exceptions.”

Some of the most difficult work in public history right now, in my opinion, centers around the nature of public commemoration and understanding how societies choose to remember their past. These are difficult conversations to have and the boundary lines between “good” and “bad” are arbitrary and poorly defined. King’s argument is provocative and worth considering. Generally speaking, I agree that owning slaves was a choice and that participating in the institution of slavery is inexcusable. But once you read the story of Ulysses S. Grant, our last President to be a slaveholder, you might conclude that King’s argument is simplistic and not a very satisfying resolution to the question of who and who isn’t worthy of public honor.

Now, I make my living educating people about General Grant’s life and times, so it could be easy for a reader to claim that I am “biased” or that I am a Grant apologist. I would reject that claim. All I can say is that I have my views about Grant but that those views have been developed through years of vigorous study of the man based on the best historical scholarship around. I don’t approach my job with the intention of portraying Grant as a hero or a sinner to visitors, but rather seek to humanize his experiences and increase understanding of his beliefs, motivations, and actions within the context of 19th century history.

Ulysses S. Grant lived in St. Louis from 1854 to 1859. For most of that time he worked as a farmer and lived with his family at White Haven, his In-Laws slave plantation in South St. Louis county. During this time Grant somehow obtained one slave, William Jones (see here for a more detailed essay I wrote about Grant’s relationship to slavery). We don’t know how or why he obtained Jones, nor do we know for how long he owned him. We do know, however, that he freed Jones in March 1859 before leaving St. Louis, something many other slaveholding Presidents never did with their enslaved people. That was the extent of Grant’s personal experiences in slaveholding. Unfortunately for historians, Grant didn’t leave any letters before the war stating one way or the other how he felt about the institution as a whole. It appears that Grant never challenged slavery’s presence in America or considered the politics and philosophy of slavery in writing before the war.

Something changed in Grant’s mind during the Civil War, however. He embraced emancipation as a war aim and welcomed black troops into his ranks. By the end of the war, one out of seven troops in his ranks were black. During the initial phases of Reconstruction, Grant came to believe that President Andrew Johnson’s policies towards the South were too lenient and that the freedpeople deserved more protection against violence, black codes, and overt discrimination by whites. After the Memphis Massacre in 1866 Grant called upon the federal government to arrest and prosecute the perpetrators who killed 46 African Americans, which never happened. When Grant was elected President in 1868, he immediately called upon Congress and the states to ratify the 15th Amendment preventing states from banning men from voting based on their race. On March 30, 1870, he delivered a message to Congress in which he declared that the 15th Amendment was the most significant act in U.S. history and a repudiation of the 1857 Dred Scott Supreme Court decision:

It is unusual to notify the two Houses of Congress by message of the promulgation, by proclamation of the Secretary of State, of the ratification of a constitutional amendment. In view, however, of the vast importance of the fifteenth amendment to the Constitution, this day declared a part of that revered instrument, I deem a departure from the usual custom justifiable. A measure which makes at once 4,000,000 people voters who were heretofore declared by the highest tribunal in the land not citizens of the United States, nor eligible to become so (with the assertion that “at the time of the Declaration of Independence the opinion was fixed and universal in the civilized portion of the white race, regarded as an axiom in morals as well as in politics, that black men had no rights which the white man was bound to respect”), is indeed a measure of grander importance than any other one act of the kind from the foundation of our free Government to the present day.

In 1871 Grant responded to the emergence of the Ku Klux Klan by using the KKK Act to shut down the group. That year he also used his Third Annual State of the Union Address to call upon Brazil, Cuba, and Puerto Rico to abolish slavery. He repeated the theme in his Fourth Address, stating that the Spanish Empire’s continuation of slavery in Cuba was “A terrible wrong [that] is the natural cause of a terrible evil. The abolition of slavery and the introduction of other reforms in the administration of government in Cuba could not fail to advance the restoration of peace and order. It is greatly to be hoped that the present liberal Government of Spain will voluntarily adopt this view.” In future addresses he spoke out against other White supremacist groups in the South like the White League and Red Shirts who continued to commit acts of violence and sometimes outright massacres against African Americans in the South. And during his Post-Presidency world tour, Grant stated to Otto von Bismarck about the Civil War that “As soon as slavery fired upon the flag it was felt, we all felt, even those who did not object to slaves, that slavery must be destroyed. We felt that it was a stain to the Union that men should be bought and sold like cattle.”

Frederick Douglass spoke often about Grant and was a dedicated supporter of his Presidency. At one point he stated that “Ulysses S. Grant, the most illustrious warrior and statesman of modern times, the captain whose invincible sword saved the republic from dismemberment, made liberty the law of the land. A man too broad for prejudice, too humane to despise the humblest, too great to be small at any point. In him, the negro found a protector . . .” and recalled in his 1881 book Life and Times of Frederick Douglass that:

My confidence in General Grant was not entirely due to the brilliant military successes achieved by him, but there was a moral as well as military basis for my faith in him. He had shown his single-mindedness and superiority to popular prejudice by his prompt cooperation with President Lincoln in his policy of employing colored troops, and his order commanding his soldiers to treat such troops with due respect. In this way he proved himself to be not only a wise general, but a great man, one who could adjust himself to new conditions, and adopt the lessons taught by the events of the hour. This quality in General Grant was and is made all the more conspicuous and striking in contrast with his West Point education and his former political associations; for neither West Point nor the Democratic party have been good schools in which to learn justice and fair play to the Negro (433-435).

Is Grant someone who should never be honored, as Shaun King suggests?

My biggest issue with King’s argument is that it assumes that people in the past never changed their thinking over time and that a former slaveholder like Ulysses S. Grant could never come to realize that holding humans in bondage was wrong. Grant was far from a saint: his ownership of William Jones was inexcusable, his General Orders No. 11 during the war expelling Jews from his lines was inexcusable, and his Indian policy during his Presidency was well-intentioned but flawed. But are there not actions he took in his life that were commendable and worth honoring?

One of the bigger problems I see with this whole discussion is that we as a society should really focus on understanding before honoring. I would rather see President Trump read a book about Andrew Jackson than stage a big ceremony honoring the man (who, to be sure, has a horrid record as a slaveholder, racist, and Indian fighter, and is someone I wouldn’t be comfortable honoring). I would like for Americans to go to historic sites with the intention of understanding the life and times of historic figures. I would like for people to appreciate complexity, nuance, and the basic idea that people–then and now–often hold evolving and contradictory views towards politics.

I suppose my historical training has soured me on the idea of “heroes” as a general approach to appreciating history. I admire the words of the Declaration of Independence, but I haven’t forgotten that the author of those words raped Sally Hemmings. I admire Washington’s words about entangling alliances and the importance of Union, but I haven’t forgotten that he too was a slaveholder. I think Jackson was right on the South Carolina Nullification Crisis, but I won’t forgive him for the Trail of Tears or his violent slaveholding. I think Grant was wrong for being a slaveholder, but I appreciate the efforts he undertook as President to protect the rights of all, and I appreciate that he came around to believe that slavery was an evil wrong. I appreciate moments in history when right triumphed over wrong and people in the past took principled stands for positions that protected the rights of all Americans, but I never forget that people in the past were humans, not Gods, and that even the best humans have their flaws. And I never forget that American freedom was first established in this country on a co-existence with and acceptance of slavery.

Cheers

In Support of Academic Historical Scholarship That is Clear and Concise

A few months ago a friend of mine gave me a copy of Suhi Choi’s recent book about the Korean War and how it has been remembered in both the United States and (South) Korea. Choi, a communications professor at the University of Utah, employs public history techniques throughout the book to analyze oral histories she conducted with victims of the No Gun Ri massacre, media accounts of the massacre, and various monuments that have been erected in both countries to commemorate the war as a whole. I enjoyed reading the book for its content and arguments, but what I enjoyed the most was its brevity. Clocking in at 115 pages of main text and five chapters, the book was a quick read (with the exception of some jargon-y passages throughout) yet thoroughly researched and intellectually stimulating. The book’s shortness reminded me of the Southern Illinois University Press “Concise Lincoln Library” series that has published numerous short studies on various aspects of Abraham Lincoln’s life that are typically between 100 and 150 pages long.

While I acknowledge that different historical topics require studies of varying length and depth (I currently have one book on my nightstand that is more than 800 pages long), I find myself increasingly supportive of the idea that academic histories, generally speaking, should be shorter and more concise than what they typically are now. I am no expert on publishing books with an academic press, but I’ve been told by those who’ve been through the process that they normally don’t accept anything less than 75,000 words, or roughly 250 to 300 pages. That makes sense because most PhD dissertations end up being about that length, but I think there should be some sort of system in place to encourage and publish more scholarship that would be more appropriately covered in a study between 100 and 150 pages.

As a scholar who regularly reads books from academic publishers, I crave the analysis, interpretation, and detailed research that such books offer to their readers. As a reader, however, I am more likely to go back to a short book and read it again in the future, whereas with a longer book I feel less inclined to read it in full or go back to read it a second time. It’s important for me to read as many print books as possible to get a more comprehensive understanding of historical topics that fascinate me, but the presence of thoughtful online essays and history blogs has changed how I read and reduced the amount of time I dedicate to reading full-length print books. I admit that nowadays page length plays an extremely important role in determining what I read next. 150 pages is more often compelling to me than 500 pages.

Cheers

John C. Calhoun at Yale: Gone, But Not Forgotten

yale-university

John C. Calhoun has become the latest casualty in an ongoing conversation about America’s commemorative landscape and who, exactly, is deserving of continued commemoration and a place of honor within that landscape. After the formation of a committee and much debate (noticeably without the voice of historian David Blight), Yale University has decided to remove Calhoun’s name from a residential college that was established in 1931. Journalist Geraldo Rivera, decrying “political correctness,” announced that he left a position at the university and, unsurprisingly, numerous thinkpieces have emerged making arguments for or against the change. Rivera is free to do what he pleases, although I find this episode a strange cause for which to give up a job. I also respect Yale’s position even though I can see compelling points on both sides of the argument.

One of the more thought-provoking essays I’ve come across since the announcement is Roger Kimball’s op-ed in the Wall Street Journal. Kimball claims that the process by which Yale decided to remove Calhoun’s name was inconsistent and that, just like Rivera’s claim, the change was flawed since a “politically correct circus” of academic groupthink dominated the process. He rightly points out that Yale’s history as an educational institution is loaded with notable alumna and professors with controversial backgrounds, including Elihu Yale himself. In making this argument, however, he downplays Calhoun’s historical legacy and never makes a compelling argument as to why Yale should have kept his name associated with the residential college. Equally important, he doesn’t make an effort to examine Yale’s reasoning for naming the college after Calhoun in the first place.

There are two major problems with Kimball’s thinking, in my view. The first is the way he characterizes Calhoun. Kimball acknowledges that he was a slaveholder and brilliant politician who argued that slavery was a “positive good.” But Calhoun wasn’t just a racist slaveholder; he was a political and intellectual leader of American proslavery thought whose words influenced a generation of proslavery thinkers.

Thomas Jefferson was a slaveholder who maintained an uneasy relationship with the institution. He called slavery a “moral depravity” and contrary to the laws of human nature. John Calhoun told slaveholders to not feel ashamed any longer; slavery was a law of nature and servitude to white enslavers was the correct station in life for black people. Proslavery religious leaders used Calhoun’s logic to argue that enslavement allowed for African souls to be Christianized. Scientific thinkers like Samuel Cartwright said African Americans were biologically inferior and went so far as to invent a new disease, “Drapetomania,” to explain why slaves tried to run away from their enslavers. Proslavery political leaders in the days of the early republic through the 1820 Missouri Compromise were willing to set aside some new U.S. territories from slavery’s expansion in the interest of sectional harmony and free state/slave state political balance. But those proslavery leaders were replaced by new leaders in the 1840s and 1850s who said that compromise on the slavery question was dishonor and that all new territories should be opened for slavery. John Calhoun, in his racism but also his intellectual brilliance that was in part cultivated by his Yale education, played an integral role in fostering these developments, which in turn led to the eventual breakout of the American Civil War, the deadliest war in this country’s history.

These truths are too much for Kimball, however. He states that “You might, like me, think that Calhoun was wrong about [slavery]. But if you are [Yale President] Peter Salovey, you have to disparage Calhoun as a “white supremacist” whose legacy—“racism and bigotry,” according to a university statement—was fundamentally ‘at odds’ with the noble aspirations of Yale University” . . . “Who among whites at the time was not [a white supremacist]? Take your time.”

Wendel Phillips; the Grimke sisters; the Tappan brothers; Theodore Weld; John Brown; Thomas Wentworth Higginson; Gerrit Smith…

Is Calhoun somehow not a racist or white supremacist? Did he not believe that blacks as a race were inferior and that the white race should be able to control the black race through whatever legal means it saw fit? What does it say about Kimball that he becomes infuriated with the words “white supremacist” to describe Calhoun?

The second problem with Kimball’s argument is his “whatabout-ism” in the essay. What about slave trader Elihu Yale or other slaveholders associated with Yale like Timothy Dwight, Benjamin Silliman, and Jonathan Edwards? Shouldn’t they also have their names removed, he asks? Certainly Yale was a more “objectionable” person than Calhoun, right? This line of thinking is a crucial element of Kimball’s argument because it intends to discredit Yale’s process for removing Calhoun’s name and ultimately paint the university’s administration as playing politics with the issue. This is a fair critique, but only to a point. Isn’t it a bit subjective and unproductive to debate whether Yale or Calhoun was “more objectionable” when both said and did despicable things? Aren’t we deflecting from the real conversation–whether or not John Calhoun as an individual, regardless of anyone else’s legacy, is deserving of a place of honor at Yale–by arguing that other people were bad too and that all white people were racist at the time?

Buildings all over the world are named after historical figures whose names were placed there because powerful cultural elites believed that person represented values that were important to contemporary society and were therefore deserving of honor and recognition. Some of these names will remain in their location forever. Some of these names change over time because new people make history and earn a spot within the commemorative landscape while older names are forgotten. And sometimes those names change because contemporary values–which are always a factor in selecting who gets to be a part of a commemorative landscape–change.

It is more than fair to ask whether or not the process of removing Calhoun’s name was legitimate, but it’s a separate question from whether or not Calhoun deserves his place of honor. If we wish to have a productive conversation about John C. Calhoun’s historical legacy, we must be willing to have an honest look at his life, his deeds, and his time. We must be willing to acknowledge that he was a white supremacist and a controversial figure in his time. And we must consider why Yale leaders felt the need to honor Calhoun with a college in his namesake in 1931 and why it was considered acceptable at that time to do so. From there we can begin to debate Calhoun’s individual legacy without resorting to tired “political correctness” arguments or childishly saying that other people were bad too. If Calhoun deserves a college in his name, make a compelling case to justify it based on his merits as a historical figure.

Cheers

The Westmoreland County Historical Society Offers a Pseudo Apology

The Westmoreland County Historical Society responded to my email about their mock hanging reenactment yesterday. There is good news, on the one hand, as the organization has decided to no longer engage in this particular reenactment in the future. On the other hand, the email was a pre-written pseudo apology, and it’s evident that my message (and probably anyone else who wrote one) was not read by any staff members. This is a particularly disingenuous action given the fact that the organization’s previous Facebook statement encouraged discussion about “this sensitive aspect of American history in a constructive way.” Why encourage constructive feedback but then ignore that feedback and write a second pre-written statement?

Here is the email response in full:

westmoreland-historical-society-email-statement-1westmoreland-historical-society-email-statement-2

I don’t want to belabor my complaints here, but really? “We deeply regret that people were offended” instead of simply apologizing and/or acknowledging that engaging in a public hanging reenactment might be problematic. Also, the person who posted the video to YouTube is truly at fault because the video took things out of context. Everything would make sense if it weren’t for this video. Really?

Once again, the historical society gets it wrong by defending their program through harping on their obligation to discuss “sensitive” aspects of history, “even those that are unacceptable to our modern sensibilities.” No one is questioning that obligation. Most visitors can handle programs about sensitive topics and public historians in the field applaud that approach, as we have an obligation to discuss difficult topics in human history. The problem that the critics had was with how the program was organized, the medium by which it was conducted, and the lack of an explanation about the educational purpose a mock hanging serves towards understanding this particular event in American history.

As I mentioned in my email, there are many different ways public history institutions can discuss difficult topics like slavery, genocide, the Holocaust, or a public hanging without having to literally reenact the particular event. I can visit Manzanar National Historic Site and understand the significance of the site without having to watch a reenactment of a Japanese American family being thrown into an internment camp. I can read a historic marker commemorating the 1866 Memphis Massacre and understand the significance of the event without living history performers reenacting a scene of angry whites torching the homes of black neighbors and then firing gunshots into those homes when their inhabitants tried to get out. I can visit a place like the Sachsenhausen Concentration Camp, as I did in 2015, and engage in thoughtful discussions with fellow visitors and staff about sensitive aspects of history without watching performers reenacting SS guards torturing the camp’s inmates.

In sum, a living history reenactment of someone’s death is a tasteless, wholly unnecessary exercise that does little to enhance understanding or empathy of a given historical topic.

Cheers

An Email to the Westmoreland Historical Society in Response to their Public Hanging Reenactment

The online publication Indian Country Media Network recently reported on a public history site that engaged in a public hanging reenactment of a Native American man this past summer. The article garnered some attention among public historians on social media, many of which expressed serious concerns about the appropriateness of this program. The Westmoreland County Historical Society attempted to defend their program with the following statement on Facebook:

westmoreland-historical-society-statement

I decided to respond to this statement. Here’s my email to the organization:

To whom it may concern at the Westmoreland Historical Society,

This message is in response to your statement on Facebook about a recent program your institution hosted in which living history performers reenacted an eighteenth century court case, including the gruesome hanging of the Native American Mamachtaga. I am a public historian who occasionally participates in living history programs, and I heard about this particular program through social media. While I respect your dedication to educating visitors about eighteenth century American history—particularly complex legal cases that involve thorny issues of race, gender, and indigenous rights—I have serious concerns about your institution continuing to engage in this mock hanging and similar reenactments in the future.

I found your Facebook statement in defense of your institution’s program to be inadequate. The statement appears to fundamentally misunderstand what many critics of this program are saying. Several Facebook users who commented on your statement also missed the point. The genesis of your statement is that your institution worked very hard to present a historically accurate program; your team engaged in primary source research and worked to provide context for the “historic political climate and social attitudes as well.” That’s good, but it’s not enough.

By focusing your statement on the historical accuracy of the program, you seem to suggest that your critics must either have a problem with the idea of doing any program on the Mamachtaga case, or that they can’t handle the idea of a historic education program that focuses on the “bad” parts of history. In any case, the program was historically accurate, so what’s the problem? That is a mistaken argument. On the contrary, few professionals in the public history field would have any problem with doing a program about Mamachtaga or similar cases like his. The problem that many of us have with your program is the lack of consideration about how the story is being told and the interpretive medium in which it is being told.

Interpretive programs take many shapes and forms, including tours led by trained guides, public lectures, video presentations, historical markers, digital presentations, living history programs, and other mediums. As educators, we want these programs to foster understanding and appreciation for history and the role it shapes in our daily lives. But what educational value does a hanging reenactment offer for the visitors who come to your site? What is it that you want your visitors to take away from this program?

There are have been numerous controversial living history programs about slavery in recent years that you may have heard about. In 2011, the Jefferson National Expansion Memorial in St. Louis, Missouri, hosted a “slave auction” reenactment on the steps of the Old Courthouse, and Conner Prairie Interactive History Park in Fishers, Indiana, hosts an award-winning living history program about the Underground Railroad entitled “Follow the North Star.” These programs have received both praise and criticism, which I think is fair. The problem with any program that attempts to literally “reenact” a historical experience like slavery, genocide, the Holocaust, or in this case a hanging, is that such a program cannot be accurately recreated for a modern audience, which in turn trivializes the experience. Furthermore, such a program runs the risk of de-humanizing the historical figures these performers are attempting to portray, and they can be emotionally hurtful to people who are watching regardless of what their particular background may be.

What makes the Old Courthouse slave auction and “Follow the North Star” largely successful, however, is that they incorporate pre- and post-event activities to allow people a chance to become emotionally prepared for what they are about to see and then share their feelings with a trained professional in a facilitated dialogue setting afterwards. Rather than coming to the site unprepared and leaving with a bunch of bottled-up emotions, these dialogue activities allow people to unwind and feel welcome in an environment that promotes learning and inclusiveness. Attendance in these activities is mandatory for visitors who want to participate in the main event. Your statement does not indicate whether or not such activities were incorporated into your program.

I have no doubt that the Westmoreland Historical Society is dedicated to conveying accurate history to its audiences. But at the end of the day, making sure that living history programs are historically accurate is only half the challenge of creating a successful program. Considerations of audience, setting, and interpretive medium must also be considered, and I believe the Mamachtaga program failed to account for these considerations. I believe a living history program focused on the hanging of a Native American or anyone else distracts from the history you want to impart on your audiences and is ultimately a program in poor taste. American history is drenched in the blood of victims of state violence, whether that be the largest mass hanging in U.S. history after the Dakota Uprising in 1862, the Memphis Massacre of 1866, the East St. Louis riots of 1919, or any other countless instances of bloodshed. Must we reenact these stories in a literal fashion in order to attract visitors and dollars? In the future, I hope you reconsider the merits of doing a mock hanging and consider other ways of bringing American history to life.

Sincerely,

Nick Sacco

Comparing and Contrasting the National WWI Museum and the National WWII Museum

Photo Credit: Nick Sacco

Photo Credit: Nick Sacco

One of the last things I did in 2016 involved taking a short trip to New Orleans, Louisiana, to visit a good friend of mine and explore some of the historical sites in the area. The trip was wonderful and I also enjoyed the eighty-degree temperature outside, a nice contrast to winter in the Midwest.

About three years ago I had the opportunity to visit the National World War I museum in Kansas City. The National World War II museum just so happens to be located in New Orleans, and we made a point of spending nearly an entire day visiting the site. I came away from the World War II museum impressed with some aspects and less impressed with others. I’ve been thinking about the similarities and differences of my experiences at both museums since the trip, and what follows are some rough thoughts on those experiences.

One of the major aspects of the World War II museum is its use of technology throughout the museum. Upon arriving at the museum, visitors have the option of obtaining a “Dog Tag” card that looks like a credit card. Computer stations throughout the museum have a spot where you can put your card on a scanner, upon which the computer shows a short video of a World War II solider who is assigned to your card. Five stations throughout the museum tell a different aspect of your soldier’s experiences before, during, and after the war (if they survived it). Notwithstanding the difficulty of finding some of the computer stations (I missed two of them) and the lack of available computers (I don’t think I’ve been to a museum that was so busy and people were almost always hounded around the computers), I though the activity was thoughtful and educational. My “Dog Tag” had the story of four-star General Benjamin O. Davis, who happens to be an extremely important and heroic figure in U.S. military history. Elsewhere there was an interactive activity about the USS Tang, a ship that sunk thirty-three enemy ships during the war, that was immersive and interesting. Visitors were assigned to a station within a recreated model of the Tang and given a specific duty on the ship to complete during a mission.

Photo Credit: Nick Sacco

Photo Credit: Nick Sacco

A Tank in the National World War II Museum. Photo Credit: Nick Sacco

A Tank in the National World War II Museum. Photo Credit: Nick Sacco

Other uses of technology in the World War II museum were not as successful, in my opinion. The museum was full of videos throughout the exhibits, all of which had sound. The sounds from each of the videos often bled into each other, creating a wall of cacophonous sound that distracted from the exhibit text and artifacts in a given area. Equally frustrating was how the walkways throughout the exhibits were not large enough to isolate video-watchers from the rest of the crowd. People would stop to watch the videos and block the walkways for other museum-goers, creating cramped hallways and little breathing room to maneuver through the museum. The World War I museum, by contrast, doesn’t utilize as much digital technology in its exhibits but uses its resources in ways that are more user-friendly. Videos about the political situation in the 1910s, the coming of World War I, and the United States’ decision to enter the war are isolated from the rest of the museum exhibits, allowing visitors who want to see the videos the freedom to do so while not distracting from others who want to visit the museum’s other exhibits. While the World War I museum doesn’t offer a “Dog Tag”-type activity for visitors, it did offer one interactive activity in which visitors created their own propaganda posters using graphics and artwork from posters used in various countries at the time.

The other noticeable aspect of both museums is the role of politics in their interpretive exhibits. The World War I museum does a masterful job in both its exhibits and videos of analyzing the political conditions that existed in Europe before the coming of the Great War. Topics such as nationalism, colonialism, imperialism, racism, and entangling alliances are explained with clarity and precision without sacrificing complexity. Equally important, the World War I museum places particular interpretive emphasis on conditions in Europe, not the United States. I believe this distinction is really important. While the museum is tasked with educating visitors about the American role in war, the staff at the museum astutely understand that this role must be fit within a larger story that spends several years in Germany, England, France, Austria-Hungary, Serbia, and the rest of Europe before the U.S. became a leading actor. The museum’s splitting into two sections between the years of 1914-1916 and 1917-1918 (when the U.S. entered the war) reinforces the importance of not focusing on the war’s history through too strong of an American lens.

The World War II museum, however, struggles to address the equally messy politics of that conflict. The exhibits throughout the museum barely touch political matters beyond the interactions between politicians and generals with regards to military strategy and tactics. A film narrated by the actor Tom Hanks does acknowledge that the U.S. faced two growing enemies in fascist Europe and imperial Japan, but doesn’t explain how these two forces came to be. Visitors are told, for example, that the Nazi party ruled Germany through the ideological lens of hatred and Aryan racial purity, but doesn’t explain how the Nazi party appealed to a wide swath of German voters or point out that Hitler was democratically elected. Likewise, Japan is portrayed as a militaristic, land- and -resource-hungry empire bent on conquering all of Asia, but why Japan held these ambitions and how they gained such power in the first place is left unexplained.

Another contrast of equal interest is the use of patriotic themes through these museums. The World War I museum takes a somber, reflective tone throughout its exhibits. The most notable example is the Paul Sunderland Glass Bridge. Underneath the bridge lies 9,000 poppy flowers in a field. Each flower represents 1,000 deaths during World War I, symbolizing the nine million people worldwide (not just Americans) who died in that conflict. No such display is exhibited in the World War II museum, and while the Tom Hanks film points out that 65 million people worldwide died in World War II, it becomes evident in the film and surrounding exhibits that the 400,000-plus Americans who died during the war will get particular attention in the interpretive programs. Nothing demonstrated this fact more than a musical program in one of the World War II museum’s buildings. Three women in 1940s-style dresses–one red, one white, and one blue–sang patriotic songs for roughly thirty minutes, including the songs of each military branch and Lee Greenwood’s “God Bless the USA.” During Greenwood’s song the women pulled out a U.S. flag, which in turn led to rancorous applause among the museum’s visitors. This exercise isn’t necessarily wrong or out of place at a museum of American history, but I can’t help but feel like such a display would feel unusual at the World War I museum. Likewise, similar exercises would feel awkward in a German museum like the Jewish Museum, Berlin, or the German Historical Museum, both of which I visited in 2015, where such open displays of patriotism and nationalism are fraught with their own difficulties and historical baggage. The musical program reinforces the history of World War II as a “Good War” in American memory, as historian John Bodnar explains in his 2010 book on the topic. U.S. involvement in World War II was good, of course, but the story is more complicated than singing a Lee Greenwood song.

Photo Credit: The National World War I Museum and Memorial

Photo Credit: The National World War I Museum and Memorial

In sum, the interpretive focus of the World War I Museum is a warning in the dangers of excessive nationalist sentiment and an elegiac meditation on the destructiveness of war, particularly one in which modern technology further amplifies the killing. Conversely, the interpretive focus of the World War II Museum is openly nationalist, Ameri-centric, and a borderline glorification of war. The World War I museum explains the causes of the war, its effect on world affairs, and the consequences of an inadequate peace treaty that helped foster another tragic world war just a few decades later. The World War II museum only mentions the causes of the war in passing through a video. While it does highlight the bloodshed of the war, particularly the blood shed by American soldiers, it struggles to tie in the conflict with other global affairs and chooses to stop at the war itself. The messy politics of the Cold War are put to the side in favor of a simple narrative of American progress and freedom.

I enjoyed both museums and believe that everyone would benefit from visiting both, but I believe that the World War I museum is superior in its interpretive programming and educational themes. It remains one of the best museums I have ever visited.

Cheers

A Few Simple Tips for Public Historians Working with Confrontational Visitors

Public historians who work in interpretation and education often find themselves in a uniquely different setting from that of a classroom history teacher. A classroom teacher typically has at least sixteen weeks to learn about his or her students and to build a relationship with them. The teacher typically works with those students from sixty to ninety minutes per classroom session, and the really good ones blend a range of pedagogical techniques throughout the semester that simultaneously foster teamwork, historical empathy, a better understanding of historical content for a given time period, enhanced reading, writing, and research skills, and a heightened appreciation of the importance of history in our daily lives.

Public historians share many of these same goals when working with their many publics, but the amount of time we have to communicate with them is much shorter. In my work with the National Park Service I typically get one ten-minute introductory talk to build a relationship with visitors of all different backgrounds and spark an interest in history within them. My interpretive narrative changes and evolves with each group I work with in the hope that I can meet people where they are on their own journey through history. In the public history world you must quickly learn how to work in small time spaces like mine. Moreover, you never know who will walk through that door to visit your site on a given day, which is simultaneously exciting and nerve-racking.

Those who work the front lines with their many publics are often trained to study historical content, put together an interpretive program based on a knowledge of that content, focus on exposing “multiple perspectives” to the past through the eyes of various historical actors and, if possible, make connections to present-day circumstances. These objectives are noble and challenging, especially because the historical content we interpret and the present-day connections we make are inherently political. If you work in public history long enough, you will run into a visitor who will object to the historical content you share, your intent to go beyond the historical perspective of White Anglo Saxon men, and the connections you make between the past and the present. These interactions can be difficult and emotionally draining. The recent news of increasingly hostile anti-immigrant comments from visitors to the Lower East Side Tenement Museum in New York City is but one example of tour guides experiencing a great deal of challenging visitor feedback about their interpretive stories and the messy politics of the present.

We are trained to understand the past but less often trained to deal with the present. While public historians should be prepared for confrontational visitors, how to work with these visitors to turn heated confrontations into meaningful interactions that promote learning and understanding is often left unsaid. What follows are a few simple tips that I’ve employed in my own interactions with confrontational visitors over the years.

 

Respectfully challenge visitors to further explain and defend their claims.

The purpose of education in my view is to encourage learning, which I broadly define as a change in thinking about and understanding of the world through experience, study, and interaction. When I experience a confrontational visitor, my first desire is to turn the interaction into a learning opportunity through dialogue. Public historians need to be well-versed in historical content and methods, but they also need to be effective conversationalists. Good public history practice is as much about being a respectful, attentive listener to visitor feedback as it is about effectively communicating historical content. When public historians demonstrate their willingness to listen, they establish trust with visitors and open the door for respectful interactions. They might also learn something from a visitor during the process!

When a visitor says something I might disagree with, I try to respectfully challenge that claim by encouraging the visitor to keep talking rather than telling them outright that they’re wrong. I like to use the following prompts:

“Tell me more.”

“What sources did you rely on to make that conclusion?”

“Where did you hear that claim? I’ve heard a few different viewpoints on this topic.”

“I want to better understand your perspective. What you do mean when you say…”

“There’s been a lot of debate about this topic. Have you read [enter a relevant work of scholarship] before? It might offer a different perspective worth considering.”

“Thanks for sharing your perspective. What made you interested in this topic?”

Each of these prompts challenges visitors to defend their position while also encouraging them to continue sharing their perspective with someone who’s willing to respectfully listen to them. I particularly like “tell me more” and “what sources did you rely on” because they put the onus on the visitor to explain and defend themselves. After listening and providing a few prompts to get the visitor talking, you then put yourself in a position to share your perspective and use your historical knowledge to direct the visitor towards resources they can use to learn more after the interaction has taken place. None of this is rocket science, but these prompts have been my best tools for challenging confrontational visitors.

 

Different circumstances require different sorts of responses from public historians.

While public historians should always strive to encourage visitor feedback and constructive dialogue, there are times when the best option is to stop the conversation and let it go. Some visitors will simply refuse to listen to you or give you the respect you deserve as an educator and scholar. Your emotions, self-respect, and dignity come first, and sometimes saying “we’ll just have to agree to disagree” is the only path forward.

There are other times where clearing up misinformation and historical inaccuracies stated by visitors requires a response more forceful than a dialogic method. For example, a visitor once argued to me that Abraham Lincoln was a slaveholder. It was necessary, in my view, to simply state right off the bat that such a claim is inaccurate and to explain that Lincoln lived in free states his entire adult life save for his time in Washington, D.C. I felt like we needed to be on the same page on this matter before engaging in a dialogue about Lincoln’s political views towards slavery.

So, in sum, each individual interaction with a visitor has unique circumstances attached to it. Public historians must determine on an individual basis how they’ll respond to the confrontational visitor, whether that be through dialogue, a more assertive approach that corrects inaccurate information, or a decision that the conversation is too heated and should be ended.

 

Never put labels on visitors. Challenge what they say and do rather than making claims about who they are.

The social commentator Jay Smooth says it best in the below video when he argues that if you hope to get through to a person and give yourself a chance to change their perspective, it’s more effective to focus on what they say then making claims about who they are. We don’t know the personal lives of our visitors or how their life experiences have shaped their particular perspective of the world. When the focus is on speculating about someone’s motives or putting labels on that person, the conversation turns into name-calling and the potential for a genuine learning opportunity is lost. Furthermore, your ability to hold someone accountable for their views becomes much tougher when you focus on names instead of words and actions. In my own work I often encounter visitors who believe the American Civil War had nothing to do with slavery. The easy response would be to call out the person’s incorrect view and accuse them of being a neo-Confederate. A more productive response would challenge that person using the above prompts to ask them how they came to that conclusion. Rather that saying that the person is a neo-Confederate, I can respectuflly state, using my knowledge of historical scholarship and contemporary debate, that what they’re arguing sounds like something a neo-Confederate might say.

What do you think? What strategies and technique do you utilize for working with confrontational visitors?

Cheers

The National Park Service Releases its “Civil War to Civil Rights” Summary Report

During the Sesquicentennial of the American Civil War, the National Park Service undertook an ambitious plan to commemorate and educate people about the war’s history and connect it to the emergence of the Civil Rights Movement in the 1960s. “Civil War to Civil Rights” included more than 100 units of the NPS and lasted from 2011 until 2015. The NPS recently published its summary report of the commemoration and you can read it here.

My own perspective on what happened across the agency during the Sesquicentennial is fairly limited. For most of the commemoration I was away from the agency working as a teacher and going to graduate school; I only started working for the NPS during the last year of the Sesquicentennial. Nevertheless, there are a few broad takeaways I have about this report and the program as a whole:

  • I had issues with the “Civil War to Civil Rights” theme, which I previously wrote about here. Overall I thought the theme was too limiting and exclusionary in that it tended to focus on the Black freedom struggle without giving appropriate attention to other important stories about gender, immigration, indigenous rights, and the very meaning of the Union and why it was worth fighting for. To cite one example, the story of this nation’s indigenous peoples is not one of “Civil War to Civil Rights” and does not fit nicely into that interpretive box. By extension, the time period from roughly 1880 to 1950 was largely overlooked. For most visitors I suspect that they made the connection between 1860 and 1960 but never thought too much about what happened during the bulk of the time in between those years. Connecting those dots, particularly with regards to the Reconstruction Era, will be another challenge to face moving forward.
  • At the same time, I thought the Park Service did a nice job (and continues to do a nice job) of interpreting the role of slavery in the coming of the Civil War. I am currently reading Robert J. Cook’s publication on the Civil War Centennial commemoration from 1961-1965, which convincingly shows that the Civil War Centennial Commission tasked by the federal government to commemorate the Civil War during that era largely ignored the stories of slavery and emancipation in favor of a “consensus” interpretation that extolled the mutual valor of soldiers on both sides of the conflict. We have thankfully moved beyond that interpretive model today.
  • During the Sesquicentennial I did some preliminary research on visitation to Civil War battlefields and related historic sites and found that overall attendance was up at many sites during the commemoration. The NPS final report seems to validate my findings. We don’t know what exactly each visitor took away from their experience and we still have much work to do in bringing new audiences to NPS Civil War sites, but overall I think it should be no surprise that the Sesquicentennial brought a much more diverse audience pool to these sites thanks to a more inclusive and accurate interpretation of the war and an expansive educational initiative that went beyond military tactics into the realms of economics, politics, and culture.
  • I can’t say that I saw a lot of radically dynamic programs within the agency that really broke the mold of traditional education/entertainment interpretive programs (e.g. battle reenactments, ranger-led talks, school and scout programs), but the agency did engage in a lot of thoughtful programming and updated its museum panels and technological media to reflect contemporary historical scholarship on the war.
  • This NPS report and a lot of the rhetoric within the interpretation and education wing of the agency has focused around talk of “multiple perspectives,” “moving beyond facts,” and “relevant” stories that speak to contemporary issues. In particular the ascension of facilitated dialogue as a legitimate form of educational programming was notable during the Sesquicentennial, although I think there are a lot of sites that continue to solely rely on traditional ranger-led interpretive programming. I believe these developments are good, but only to an extent. The root of any educational program must be planted on a foundation of historical scholarship and primary source evidence. It all starts with educating people about the actual history itself and the importance of studying the past today. I want to have good, meaningful dialogues with people, but if someone shares a perspective rooted in misinformation (“Thousands of blacks fought for the Confederacy”; “Abraham Lincoln started the Civil War”; “Ulysses S. Grant is a terrorist”), I will call them out on it. Doing so, however, means I need to have an understanding of the evidence at hand. Having an ability to do interpretive programs like facilitated dialogue without an understanding of the history involved in the discussion is meaningless to me.
  • The overall cultural influence of the Civil War Sesquicentennial was shaped by two remarkable developments outside the agency. One is the emergence of the internet as a medium for learning, discussing, and writing about the war. For any contribution the NPS offered in enhancing the nation’s collective understanding of the war, the internet contributed in ways both good and bad on a level that far exceeded the reach of the NPS’s educational offerings. The second remarkable development was the rise of explosive contemporary events that accompanied the Sesquicentennial. The Ferguson unrest began a mere 30 minutes from where I work at the Ulysses S. Grant National Historic Site and I imagine that it introduced a great number of people to the histories of racial violence, the Civil War, and the Civil Rights Movement who may have not taken an interest if not for contemporary events. The shining moment for us at ULSG was most likely the effort to bring every eighth grader from the Ferguson-Florissant School District to the site to discuss these topics in early 2015, which I thought was pretty successful. Likewise, the Charleston shooting ignited a firestorm over the appropriate displaying of the Confederate flag in today’s society. Visitors were not hesitant to share their thoughts with me on that topic, which in turn led to (mostly) good conversations about the meaning of the flag and the origins of the Confederacy. Ultimately I believe the NPS’s Sesquicentennial events were successful, but were in many ways overshadowed by what was going on in the larger world.

We’ve still got a lot of work to do – let’s keep it up.

Cheers

Historical Thinking Promotes Informed Citizenship

In looking back at this recent and torturous U.S. Presidential election, I believe the blatant and irresponsible sharing of fake news, inaccurate memes, and outright propaganda, combined with a general lack of civility and informed online conversation, contributed in some way to Donald Trump’s electoral victory. I do not mean to suggest that there were no other factors that contributed to this particular outcome or that people on the left side of the political spectrum don’t also share fake news and stupid memes – they do. But evidence is mounting that fake and inaccurate news–particularly Pro-Trump news–is widespread on social media and that many people regardless of political preference take misinformation seriously if it lines up with their own personal and political views. Facebook is especially bad in this regard. The chances are good that many voters who are also Facebook users went to the polls and made their respective decision based partly on false information gleaned from articles shared on their news feed.

Professor Mike Caulfield’s particularly sobering analysis of fake articles created by a fake paper, the “Denver Guardian,” that spread like wildfire across Facebook demonstrate how easy it is to get duped by someone with an agenda and basic computing skills. Friends and family that I care about have also engaged in this sharing of fake news on Facebook, which I find deeply troubling. Facebook has evolved into a news-sharing website without creating a mechanism for effectively moderating fact from fiction, and at the end of the day the site isn’t fun anymore. I haven’t checked my account since the election.

As a historian and educator I have stressed on this website the importance of teaching not just historical content in the classroom but also historical methods. When we teach both content and methods, we convey to students the idea that history is not just a mess of names, dates, and dead people, but also a process that enables students to conduct research, interpret reliable primary and secondary source documents, and ultimately become better writers, readers, and thinkers in their own lives. I think that now more than ever these skills need to be taught not just for their utility in understanding the past but for also parsing through the vast multitudes of information that bombard our social media feeds on a daily basis. Historians have much to contribute to contemporary society and they should lead the way in accomplishing this important work. When we learn to think historically, we enable ourselves to become more informed citizens who have the ability to participate in electoral politics with an understanding of the issues at hand and how our system of government operates.

I am interested in hearing from history teachers about what methods, tools, and practices they employ when teaching students how to distinguish between reliable and unreliable sources and how to interpret these sources to construct informed arguments and narratives. Sam Wineburg’s scholarship has been instrumental in my own thinking about these topics, and I believe everyone should listen to or read his keynote address at the 2015 meeting of the American Association for State and Local History. I have also utilized historian Kalani Craig’s guide on the 5 “Ps” of reading primary sources, which is equally relevant when assessing sources on contemporary topics.

What has worked for you when teaching others how to assess and interpret documentary sources? Please let me know in the comments.

Cheers

Many Historic House Museum Tours Are Boring Because They Lack a Human Element

The Campbell House Museum in St. Louis, Missouri, is one of my favorite historic house museums partly because of its historic artifacts but mostly because the staff does such a nice job of interpretive the lives of the people who lived in the house. Photo Credit: Wikimedia Commons

The Campbell House Museum in St. Louis, Missouri, is one of my favorite historic house museums partly because of its historic artifacts but mostly because the staff does such a nice job of interpretive the lives of the people who lived in the house. Photo Credit: Wikimedia Commons

There’s a lot of buzz within the public history and museum fields about Franklin Vagnone and Deborah Ryan’s new book, Anarchist’s Guide to Historic House Museums. I’d been waiting for a while to have a chance to read the book, and I finally got around to it this week. Overall the book aims to challenge standard practices at historic house museums in regards to interpretation, education, and preservation at these places, and it will definitely provoke new conversations within the field about how and why historic house museums are important for understanding and appreciating the past.

I finished Anarchist’s Guide feeling underwhelmed. While I found the book’s appendices useful for researching visitor feedback and evaluating a given site’s standard practices, I felt like most of Anarchist’s Guide’s conclusions were neither revolutionary, radical, nor original. I might expand upon these thoughts in a future blog post. Nevertheless, I do agree with one central argument made by Vagnone and Ryan that should be repeated to all house museum professionals, however: historic house museums are first and foremost about the people, past AND present, who occupy the house’s space. As Vagnone argues, “the breath of a house is the living that takes place within it, not the structure or its contents” (21). Hear! Hear!

With the National Park Service–at least among those of us who work at historic homes–there is a running joke about the dreaded “furniture tour.” You arrive for the tour and the guide that accompanies the group room-by-room focuses almost exclusively on the furniture pieces of the room and the minute details of each piece that no one will remember when the tour concludes: what year this chair was produced, what state this table came from, how thankful we tourists should be for the good museum professionals who’ve preserved all this furniture for us today. What often goes missing from these tours is the humanity of it all. Why is any of this furniture important? Who are the people who owned this furniture, and why did they buy it? What is so important about this house and why should we continue preserving it? Why should we care about this place today?

To be sure, there is an important place for material culture analyses at historic homes. A gifted interpreter can take a historic artifact and tell nuanced stories about the people who owned it and that artifact’s cultural, economic, and political history. Who built this artifact? Why was this artifact valuable at the time and why did the owner purchase it in the first place? What can this artifact tell us about the times in which its owner lived? When historical artifacts act as tools towards the end goal of better understanding and appreciating the past and the people who lived in it, visitors leave with a better sense of empathy and the humanity of the past. Conversely, tours end up becoming boring and stale when historical artifacts become ends within themselves, reinforcing the idea that the study of history is primarily one of rote memorization and filling the “empty” minds of visitors with dates and facts.

The situation at my own workplace is somewhat unique in regard to historic artifacts. At the Ulysses S. Grant National Historic Site we have no original furniture inside the historic White Haven estate. While the structure itself is still mostly original today, the lack of original furniture disappoints some visitors. This feeling is understandable, and by no means do I consider such a sentiment misplaced or silly. We all visit historic homes partly because we are curious to see what they look like inside, and at first blush an empty room is nothing to be too excited about. But I take pains to point out to visitors that the National Park Service didn’t choose to preserve this particular house because it was old or because of the way it was designed, but because of the people who lived in it. The house, to paraphrase Vagnone, breathes life because of the people who were there during its 170-year existence as a private residence and the people who still visit it as a National Historic Site today. If the house and its original structural elements were to be completely destroyed tomorrow, the National Park Service would continue to oversee the site and tell the stories of the people who lived there, even if there was nothing original to actually see. But if people stopped coming to the site and the house became an empty hole of nothing beyond a historic structure, what would be the point of the NPS staying to preserve the site? It wouldn’t matter if each room had an abundance of historic artifacts – no one would be there to see it.

A historic house without any people in it breathes no life. Anyone who holds a leadership position at a historic house museum ought to remember that when designing interpretive programs or explaining to stakeholders why their particular site is important and worth preserving.

Cheers