This volume was designed to help educators approach Emancipation and Reconstruction, with entry points for instructors to use within their lessons. This book provides context, content, and full lesson plans for teaching themes such as race, politics, gender, and memory during this important period in American history.
Historians argue that the years following the Emancipation Proclamation and those immediately after the Civil War were formative years in the trajectory of the United States as a country. So, why then, does this era of history not get the proper attention it deserves in survey classes across the nation? Why does the Civil War overshadow Reconstruction? The contributors of this volume would collectively argue that there are scant resources known to educators and typically teachers do not feel comfortable diving into the subject without proper content knowledge. This book hopes to provide an entry to the subject and spur ideas on where teachers may lead discussions about this import era of history. The authors ask questions about Reconstruction that allow students opportunities to dive deeply into themes of the era. Overall, they aim to extend the nuances of the historiography by exploring related disciplines, issues of race, gender, politics, and historical memory.
Recenzijos
Teaching Emancipation and Reconstruction introduces the questions of Reconstruction that have loomed over the era in many educational institutions. The authors promise and deliver on providing the multiple perspectives that students, teachers and historical enthusiast can use to engage with Reconstruction through the eyes of every American then and now.
Nichelle Pinkney Social Studies Coordinator and Author of Civil Discourse: Classroom Conversations for Stronger Communities The authors aim to move beyond the traditional textbook approach and effectively bridge the gap between the past and the present while ensuring the inclusion of truthful history. This work offers a deeper understanding of the Reconstruction period, providing educators and students with the knowledge to navigate the critical racial progress of that time. As many social studies and history curricula across the country continue to overlook Black History in classrooms, this volume offers the opportunity to reshape the teaching of Emancipation and Reconstruction.
Michelle Tovar, Ed.D. Director of Education, Buffalo Soldiers National Museum
Preface About the Book Series Teaching Critical Themes in American
History Acknowledgments Matthew R. Campbell: Introduction: Teaching,
Learning, and Historiography Shannon M. Smith: Teaching Emancipation as
Racial Progress and Reconstruction Violence as Racist Progress Kristen
Brill: Dismantling Scarlett OHara: How Slaveholding White Women Supported
Slavery and Resisted Emancipation Kent A. McConnell: Jus Post Bellum and
the Moral Imperatives of Reconstruction Jenice L. View: A Reconstruction
Timeline Tim Dorsch: Drawing Conclusions: Using Political Cartoons in the
Classroom to Analyze Reconstruction Era Images of African Americans Adam J.
Schmitt/Ashley Towle: Representations of Reconstruction: Social
Transformations and Textbook Portrayals of the Past Katherine Perrotta: The
Road to the 19th Amendment: Examining the Womens Suffrage Movement during
the Reconstruction Era with Historical Empathy Pedagogies Scott L.
Stabler/Justin Sheldon/Timothy J. McKeeby: Reconstructions Accomplishment:
Black Education and the Rise of the Civil Rights Movement Mark Pearcy:
"There Is No Redemption from Our History": Reconstruction, Memorialization,
and Public Memory Jenice L. View/Caroline R. Pryor/Amy Wilkinson:
Reconstruction Resources Contributor Biographies Index.
Matthew Campbell, Ed.D., serves as the K-12 Social Studies Coordinator in Conroe ISD. He also teaches social studies methods courses at the University of Houston and UH Downtown locations. Matt received the Award for Outstanding Early-Career Teaching from Humanities Texas in 2015. He is the current president of the Texas Council for the Social Studies.
