History According to Hutton

Reflection

Thursday, July 14, 2005

Blog Entry #6

How can I use baseball to teach history?

It seems like the two subjects are a millenium apart. I liked how Dr. Finkleman gave the analogy of Baseball being like the Supreme Court. I think my students could really grasp that.

Baseball is also a great tool to teach about history. Because the topic of baseball could grab the interest of some of the more 'hard to motivate', I could start with the integration of baseball and then work backwards addressing the larger social issues.

Blog Entry #5

Honestly, I didn't really know anything about the Harlem Renaissance before I started reading Dr. Wintz' book. What surprised me most was the fact that it simply wasn't taught in my high school. It wouldn't surprise me to find out that other history teachers today don't know much about it either.

It was intersting to see so many Kansas connections. One does not typically think of Kansas and Harlem in the same context. I really enjoyed reading some of the poems by Langston Hughes and others. I am beginning to get an idea of how I can use this in my classroom so that, as adults, my students are ignorant of it also.

Wednesday, July 13, 2005

blog 4

How would you approach the topic of race riots and/or lynching and the critical societal and historical issues surrounding them with your students?

Approaching serious topics like riots and lynchings is difficult even with high school students. A teacher would have to be very careful to get across the information, yet not go too far. The good news is that high school students are very interested in these topics.

I will approach these things by first setting the context. Next, we will study some of the more famous cases followed by discussion. A debate would be great at this point but, again, a teacher must be careful that it doesn't go to far. I might add a research project where each student will research another case. Finally, I would have the class discuss the problems of race today and how society deals with it. They could offer suggestions on how to help ease racial conflict for the future.

Tuesday, July 12, 2005

Slavery and the Constitution

I had to make a special place in my notes for the extra stuff I learned beyond the topic. It had never occurred to me that the original buildings in Washington were built by slaves. I think it could generate some good discussion in my classroom.

I thought Dr. Finkleman was very fair in his approach of Slavery. He really seemed like he said it like it was, not the way we believe. I was glad he went through all of the theories of the cause of the Civil War. I had been teaching one theory that was a very old one. I will have to 'chew on' the idea that slavery was the real cause because I had been taught differently.

I will have to be careful when I talk about slavery with my own students. I worry that someone will be offended even though these things are fact. Perhaps I should preface any discussion with a caution.

Monday, July 11, 2005

Slavery and the Constitution

Dr. Finkleman answered a lot of questions I didn't even know I had about slavery. It is a topic that we think we have heard all there is to know about. The move from slavery being an economic issue to a racial one was something I never thought about. He really made clear the fact that the Africans didn't see slavery as a racial thing or putting a neighbor in slavery. They really saw others as enemies. I think I will be able to explain the evolution of slavery much better to my students.

I was shocked to hear that the story of Noah was once offered as justification for slavery. I had never been taught this, but I can see how people could really be influenced by such a notion.

African American Politica Thought blog1

It was interesting to hear about the differences in opinion of African American civil rights leaders. As in every organization there is a spectrum of thinking. In today’s Republican and Democratic parties there are moderates and ‘extremists’ yet they agree on the basics. The African American political and civil rights leaders all agreed that they wanted a better life for African Americans. They wanted equality and a prosperous life for African Americans, however, it seemed like they all had different ideas of how that could be achieved. Sometimes, they would criticize each other to the point that you have to wonder if they only hurt the cause.
Although the spectrum of differences within an organization is inevitable, one can’t help but wonder what might have happened had they agreed on the methods. However, all of these men made their mark and contributed positively to the movement.