Education Week - June 21, 2017 - 12

Are Confederate-Statue Conflicts Teachable Moments?
in U.S. history classes for discussing
the Reconstruction era following the
Civil War and the subsequent introduction of Jim Crow oppression.
More generally, the controversy
offers lessons on how students can
learn to read and interpret the monuments that populate public spaces
all over the United States, said
Kevin M. Levin, a Civil War historian and a former high school history teacher in Charlottesville, Va.
"The monuments themselves
tell two stories. On the one hand,
it's about Robert E. Lee. It's also
about what the people who put up
the monument want you to believe
about Robert E. Lee," he said. "In
suggesting history is being erased
by removing these statues, what's
often missed is that monuments
already erase history-by selecting
what will be remembered and how
it will be remembered."
One of the difficulties of approaching the topic of Confederate memorials is that Americans in general
have a shaky grasp of Civil War history and an even worse understanding of the Reconstruction, leaving
a vacuum that teachers need to be
prepared to fill.
Often, curricula focusing on Reconstruction have emphasized significant
political events, such as President Andrew Johnson's impeachment, rather
than on the stories of the hundreds

Mike Morones/The Free Lance-Star via AP

CONTINUED FROM PAGE 1

Elizabeth Aine Harding,
center, and other girls
spread rose petals around
a Confederate monument
as part of a Memorial Day
observance this year
in Fredericksburg, Va.

12 | EDUCATION WEEK | June 21, 2017 | www.edweek.org

of freed slaves who rose to prominent
positions as mayors, legislators, and
governors during that time.
"We're skipping over a 12-year period that helped lay the foundation
for the civil rights movement, for
example, with the Civil Rights Act
of 1866 that was the first law to define citizenship and equal protection
under the law," said Jeremy Nesoff,
an associate program director for
Facing History, a nonprofit group that

provides professional development to
secondary teachers on controversial
topics, including the Reconstruction.

'Lost Cause' Thinking
Some of those omissions have
roots in the continued prevalence
of "Lost Cause" thinking. The term
refers to a discourse that views the
Civil War as a fight over states'
rights or culture, omitting what
nearly all historians agree was the
prime cause of the war: slavery.
Most of the Confederate monuments
now under debate were erected between 1880 and 1940 as Lost Cause
mythology flourished, and as Jim
Crow laws undid the Reconstruction's promise of a racially integrated America.
Lost Cause depictions also dominated school textbooks through at
least the 1970s, Levin said.
And while many curricula now
reflect contemporary historiography about the war, the falsehood
that it wasn't primarily fought over
slavery remains influential, even
among some who set classroom
standards.
Look no further than Rep. Tommy
Benton, a Georgia lawmaker who
in March introduced a resolution
to designate a Confederate History
Month. The resolution conspicuously neglected slavery as the cause
of the Civil War, and despite the ensuing controversy, the Republican
lawmaker was recently named to a
state panel on civics education.
Even for teachers who are up
to date on their history, pitfalls
await. For one, it's easy for even
well-meaning attempts at student
discussion of monument removal
to spill over into debates rooted in
identity and ideology.
The Facing History group suggests having students probe some
core questions first-for example,
what responsibility do Americans
bear for confronting their history?-
and setting up rules for class discussion. Then, teachers should keep the
talk anchored in content from primary- and secondary-source texts.
For a unit on the Confederate

memorials, teachers might have
students spend time analyzing the
speech that New Orleans Mayor
Mitch Landrieu gave upon the
removal of the final Confederate
statue; an article on the black activists key to bringing public attention
to the statues; and a New Yorker
piece outlining both supporters' and
opponents' viewpoints.
"If you continue to return to the
evidence and return to the texts and
really interrogate that and make
your arguments based on the texts,
you can deepen students' critical
thinking about an issue, rather than
prompting a reaction based on identity," the group's Nesoff said.
Breden used a similar strategy in
her Denver classroom. "Whenever I
talk about something in class that
might be uncomfortable for students, I try to have them talk about
a piece of writing or a video clip,
rather than something about themselves," she said.
Levin, the Civil War historian, has
in the past used the monuments
themselves-with plenty of structured preparation-as the centerpiece of a lesson.
During visits to the Robert E. Lee
memorial in Charlottesville, he had
students put their research skills to
use to answer increasingly sophisticated questions about the monument: What kind of a monument
is it? How is the subject depicted?
How visible is it? Who paid for it?
What was said about it when it was
dedicated? Would we dedicate a
monument to Robert E. Lee today?
If a contextual marker was placed in
front of it, what would it say?
"One of the things I really want
my students to understand is that
monuments are not really about history; it's about the people who put
it up," he said. "I want them to think
about what that means today ... And
how does that shape how we see
that monument today?"
Connecting the past to the present
is a lesson that Breden especially
appreciates, because the echoes of
the Lost Cause ripple even in trueblue Denver. Benjamin Stapleton,
the city's mayor from the 1920s
to the 1940s, had ties to the Ku
Klux Klan, and the city was then a
stronghold for white supremacists,
she noted. For decades, South High
School's mascot was "Johnny Rebel,"
a Confederate soldier. (South's mascot is now a gargoyle.)
Those connections helped make
the Confederate-statue controversy relevant to her students.
She's proud that their discussions
yielded different, but well-reasoned, arguments. Some of her students favored removing the statues
to museums where they could be
better contextualized; some favored
coupling them with new explanatory plaques or exhibits acknowledging the horrors of slavery. But
all of them thought about what it
must be like for black residents to
walk by or eat lunch in a park featuring a Confederate monument.
"They felt like it was really important to consider where the statue is,"
she said, "and how accessible it is to
people."


http://edweek.org/leaders/nominate http://www.edweek.org

Education Week - June 21, 2017

Table of Contents for the Digital Edition of Education Week - June 21, 2017

Education Week - June 21, 2017
Accreditor Latches Onto ESSA Bandwagon
President Trump Seeks to Expand Apprenticeships
Too Few ELL Students Land in Gifted Classes
Teacher Shortages Hinder Foreign-Language Instruction
Only 1 in 5 students was enrolled in a foreign language course in 2014-15
The ‘Old South’ Rises Again in History Classes
News in Brief
Report Roundup
Nevada’s Faltering Choice Program Could Have Broader Fallout
NPR Digital News Veteran Joining Education Week as Top Editor
DIGITAL DIRECTIONS: Gates, Zuckerberg Teaming Up On Personalized Learning
SNAPSHOT: Belonging at School Starts With Teachers
Ed. Dept. Budget Proposal Hammered by Both Sides in Congress
Early ESSA Plans Boost District Role In School Turnaround
Ed. Dept. Demands More Detail From States’ ESSA Plans
Closing Acts May Be Near In K-12 Funding Dramas
Chester E. Finn Jr.: The Dirt-Encrusted Roots Of Social-Emotional Learning
Adam Feinberg: Learning Disabilities Exist, Just Not in Summer School
Florence R. Sullivan & Jill Denner: Why Don’t We Do a Better Job of Teaching Computer Science?
Letters
TopSchoolJobs Recruitment Marketplace
Christopher Lubienski & Sarah Theule Lubienski: Why School Vouchers Aren’t Working
Education Week - June 21, 2017 - The ‘Old South’ Rises Again in History Classes
Education Week - June 21, 2017 - 2
Education Week - June 21, 2017 - 3
Education Week - June 21, 2017 - News in Brief
Education Week - June 21, 2017 - Report Roundup
Education Week - June 21, 2017 - Nevada’s Faltering Choice Program Could Have Broader Fallout
Education Week - June 21, 2017 - DIGITAL DIRECTIONS: Gates, Zuckerberg Teaming Up On Personalized Learning
Education Week - June 21, 2017 - SNAPSHOT: Belonging at School Starts With Teachers
Education Week - June 21, 2017 - 9
Education Week - June 21, 2017 - 10
Education Week - June 21, 2017 - 11
Education Week - June 21, 2017 - 12
Education Week - June 21, 2017 - 13
Education Week - June 21, 2017 - 14
Education Week - June 21, 2017 - 15
Education Week - June 21, 2017 - 16
Education Week - June 21, 2017 - Early ESSA Plans Boost District Role In School Turnaround
Education Week - June 21, 2017 - Closing Acts May Be Near In K-12 Funding Dramas
Education Week - June 21, 2017 - 19
Education Week - June 21, 2017 - 20
Education Week - June 21, 2017 - 21
Education Week - June 21, 2017 - Chester E. Finn Jr.: The Dirt-Encrusted Roots Of Social-Emotional Learning
Education Week - June 21, 2017 - Adam Feinberg: Learning Disabilities Exist, Just Not in Summer School
Education Week - June 21, 2017 - Florence R. Sullivan & Jill Denner: Why Don’t We Do a Better Job of Teaching Computer Science?
Education Week - June 21, 2017 - Letters
Education Week - June 21, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - June 21, 2017 - 27
Education Week - June 21, 2017 - Christopher Lubienski & Sarah Theule Lubienski: Why School Vouchers Aren’t Working
Education Week - June 21, 2017 - CW1
Education Week - June 21, 2017 - CW2
Education Week - June 21, 2017 - CW3
Education Week - June 21, 2017 - CW4
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