Interdisciplinary Teaching and Teacher Education by Dr. Jiwon Kim and Dr. Sandra Zak

Reviewed by Hank Bitten, NJCSS Executive Director and contributing author.

I am writing to you as a contributing author to Interdisciplinary Teaching and Teacher Education rather than as a reviewer. Through this blog post I am hoping to expand your classroom experience, ask you to begin talking about classroom instruction with your colleagues, and challenge you to develop partnerships or connection groups within and outside of your school. I have the perspective of an educator with more than a half-century of experience as a teacher in elementary, middle, high school, and college classrooms and five school districts.

Public education took a step forward in 1852 when Massachusetts became the first state to pass an Act Concerning the Attendance of Children at School. This was a monumental change because every village and city in Massachusetts was required to have a primary school to teach math and grammar. Students were required to be in school for three months with six weeks or more of continued instruction. Parents who did not send their children between age 8 to 14 to school were fined $20, a little more than a week’s wage for a factory worker. Lessons were passive and based on memory and practice.

Fifty years later in the beginning years of the 20th century, John Dewey dramatically shifted the focus to inquiry and problem-solving. Dewey’s instructional philosophy included brainstorming for solutions, testing hypothesis, experiential learning, and models of student government. His model was revolutionary, emphasized an understanding of the big ideas rather than simplistic true and false or multiple choice answers.

William James, a psychologist, understood the influences of the media on children. Children were exposed to advertising and pictures in newspapers and magazines. The media in the beginning of the 20th century was perhaps just as powerful as today’s social media digital platforms as publications overwhelmed the mailbox of the home instead of the inbox on the phone. James understood motivation, the importance of emotional engagement in learning, and the importance of the educational environment on the character and behavior of students.

My college instruction in the 1960s was influenced by Jerome Bruner.  The emphasis was on cognitive growth and a constructivist model of learning. We were taught concepts and how to use relevant experiences to bring meaning to the content in the curriculum. One of the lessons I applied from Jerome Bruner to the teaching of social studies was the influence of culture on how students learn. 

My education as a teacher was influenced by the sociologist James Coleman.  I developed simulations for understanding the big ideas of revolution, social classes, perspectives, and historical changes. I applied my college experiences of debate, Model United Nations, Model Congress, and Mock Trial to simulations of battles, problems in society, and decisions of presidents.  My graduate studies focused on the French Revolution and the insights of The Anatomy of a Revolution by Crane Brinton.

It is in the context of my simulation game, France, 1789, that interdisciplinary instruction became the focus of my teaching of world history, United States History, and African American History. I integrated literature, art, film, and music into my lessons. The engagement of my students was visible and they were applying knowledge and memory to their experiences.

Dr. Jiwon Kim and Dr. Sandra Zak provide a practical guide with explicit examples of how interdisciplinary models in classrooms and school are essential to learning in a Tik Tok culture and why teachers in departments, faculty in smaller schools, and professors of education need to have discussions about the effectiveness of teaching and the extent that students are learning.

The main concern of social studies teachers is that their students cannot write. We observe  children asking Google for answers, completing assignment worksheets in Google Classroom, and engaging with short videos on BrainPOP and YouTube.  My response to teachers who share with me their observations about how their students are learning in middle school and high school is that they need to be taught how to think before they can write. They need to be asked open-ended questions before they can express what they are thinking.  They need to build memory through interdisciplinary learning experiences.

Interdisciplinary education and interdisciplinary instruction are similar and yet very different experiences for students.  In Chapter 3, Christine Grabowski presents graphic models for planning and practical examples of interdisciplinary connections between social studies, math, reading, and art.  Below are examples relating to civic engagement and spatial recognition.

In Chapter 4, I provide explicit examples for teaching climate, U.S. History, Civics, and world history. Intradisciplinary models with integration of geography, economics, and culture provide students with both relevance and engagement. Below is an example of the diverse contributions of people from New Jersey who have impacted the lives of ordinary people.

In Chapter 5, Dr. Mark Pearcy and I present explanations on why interdisciplinary learning is necessary, models for including this in the education of pre-service teachers, and an example of a school district in New Jersey that has multiple opportunities for high school students.  Below is an example of curriculum connections in a World History course.

Perhaps the most important contribution of the collaborative efforts of Jiwon Kim and Sandra Zak are the prompts suggested for discussions between teachers and curriculum directors.  The importance of shared instruction, differentiated learning, and partnerships with local and academic institutions is a good beginning. I hope you enjoy Interdisciplinary Teaching and Teacher Education as much as I enjoyed contributing to it!

Using Rivers as a Contextual Bridge to Connect K-8 Students to Their Communities

Using Rivers as a Contextual Bridge to Connect K-8 Students to Their Communities

November 1, 2024 Heather Fenyk

For K-12 students, there is only one New Jersey Student Learning Standard (NJSLS) on rivers: “Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains).” On Monday October 20, Lower Raritan Watershed Partnership Board Members Missy Holzer and Heather Fenyk joined K-12 educators attending the New Jersey Council for the Social Studies annual conference to lead what we hope was the first of many workshops to support educators and students in using maps and rivers to learn about, and connect to, their communities. We now invite K-12 educators from all disciplines to explore curricular materials we shared at our NJCSS2024 session, titled “Using Rivers as a Contextual Bridge to Connect K-8 Students to Their Communities: A First Nations Perspective.” A curriculum guide and all workshop materials, including the powerpoint, bibliography, and detailed teacher and student case study guides, are available at: https://tinyurl.com/LRWP24NJCSS.

This LRWP workshop for social studies teachers emerged from our own place-based, problem-based teaching orientation, and built specifically on our Spring 2024 volunteer eel monitoring program. We centered the lesson around a special case study: “The Mystery of the Missing American Glass Eels,” and also worked to support educator comfort with using maps, particularly topographic maps, as tools for student understanding of change to their local landscape over time. Our aim, as always, is to help educators use local waterways to connect students to their backyards, while developing our next generation of local stewards.

While it may seem unusual for an environmental non-profit to engage with K-12 social studies educators, the LRWP sees great potential to connect with multiple disciplines, including social studies, science, math and art. From the past to the present, and into the future, New Jersey’s waterways were and are vital to our existence. Besides being a continual source of water, our rivers, streams, and canals have implicitly and explicitly shaped our presence in the state. Drinking water, food, transportation (people and goods), industry, energy, and recreation are a few of the services our waterways have contributed to life in New Jersey.

Viewing our waterways from a watershed perspective that includes all the tributaries, rivers, and wetlands within a drainage area, connects communities to each other as much as they connect the flow of water from the headwaters of a river to the sea. Our Lower Raritan Watershed, its lands, streams, and the Raritan River, offer a host of case-based, problem-based, and place-based approaches to formal and informal investigation of these connections from the past, present, and future. The LRWP invites formal and informal educators to connect with us to discuss opportunities to partner for classroom or field based approaches to learning and inquiry.

Book Review: The Hope of Glory by Jon Meacham

Reviewed by Hank Bitten

The role of religious belief in world history is both a mystery and a connection to understanding continuity and change over time in history.  The major beliefs of Hinduism, Buddhism, Judaism, Christianity, Islam have had an enduring influence on civilization for the past five millennium. They are also a critical part of the world history curriculum in New Jersey’s public schools. The Hope of Glory by Jon Meacham is a concise perspective of his personal understanding of the Christian faith, his scholarly research of distinguished individuals across several centuries, his years of nurture through Episcopalian clergy, and an understanding of Jesus Christ as an historical and spiritual leader. It is a useful perspective for educators, especially social studies teachers.

Most teachers have their students read the Sermon on the Mount (Matthew 5-7) to understand the teachings of Jesus and in my classroom, I asked students to also read from the teachings of Moses (Ten Commandments), the teachings of Confucius (Analects), Lao Tzu, Muhammed (Koran), Siddhartha Gautama (Four Noble Truths), and the Ramayana.  The enduring teachings about life, love, humility, forgiveness, relationships go beyond the ideas of our civilization.  In fact, they are timeless and have endured more than 50 centuries. It is important that students have a cognitive understanding of the leaders of each faith and for many students in the United States, the Judeo-Christian heritage is familiar through the architecture of temples and churches, holidays and culture, and the experiences of their friends.

The message of the Christian faith, although familiar to many, remains one of mystery.  It is the only major religion that is for everyone in the world (the Gentiles).  Christianity is not defined by birth, geography, or ethnicity.  Jon Meacham states it cleverly: “We are all in a sense, like the Greek philosophers who came to Paul in Athens seeking clarity about the Christian message. ‘May we know what this new teaching is that you are presenting?’ they asked him in the Areopagus. ‘It sounds rather strange to us, so we would like to know what it means.’ The apostle then preached the gospel, saying that God through Jesus, ‘will have the world judged in righteousness by a man whom he has appointed, and of this he has given assurance to all by raising him from the dead.” (Pages 11,12)

The historical context of the thread of a Messiah that began in Judaism is presented in Psalm 98 and the 35th chapter in the Book of Isaiah. In The Hope of Glory, the thread of this context continues into the context of the Roman Empire and the establishment of the teachings of the Christian (Roman Catholic) church.

Students need a reference point in understanding the common and the unique tenets of the major religious beliefs.  Each one references love, relationships, a world order, forces of good and evil, and the power of the divine. Some reference an afterlife, a rebirth, a pilgrimage, prayer, sacrifice, a free will, or a mandate of heaven.  Teaching with visuals supports memory and thinking. Unfortunately, the role of religion in world history is mostly dependent on text sources, although paintings, mosaics, and architecture are useful for student understanding. Here is a perspective that supports continuity and change in chronology:

The sacred writings are expressed prophetically, poetically, historically and perhaps with another form of expression. Students need to understand that context matters, and that criticism engages thinking, analysis, and interpretation. Reason and faith are both helpful starting points for an educational conversation.

The thesis of the book is based on the words of Jesus from the cross on Good Friday. For teachers who have their students read selected verses from the Sermon on the Mount in Matthew 5-7, these words should prompt thinking, analysis, and understanding. The first words spoken from the cross are only written in the gospel of Luke 23:34: “Father, forgive them; for they know not what they do.”

These words are similar to the atonement of sins on Yom Kippur in Judaism, the triumph of good over evil in Islam, and the search for the enlightenment in Buddhism. However, the Christian faith has paradoxes and forgiveness of enemies, our persecutors, and people who do evil is one example. The message of forgiveness is what gave momentum to the acceptance of the Christian faith in the Roman Empire by Constantine and the Edict of Thessalonica by Theodosius in 380 C.E..

The second words are from Luke: 23:43: “Assuredly, I say to you, today you will be with Me in Paradise.”  If your students are engaged with learning history in small groups, the application of the last words of Jesus from the cross fit nicely into seven groups of three or four students. The context of Jesus entrance into Jerusalem for the celebration of the Passover gave reason to speculate over a political or militant uprising to challenge the power of the Roman government in Israel. Jesus was popular and his preaching about the arrival of the kingdom provided hope to the Jewish people in Jerusalem.  However, if this was a political plot of revolutionaries, why were none of the followers who were with Jesus arrested or executed? Students need to think critically about the teachings of Jesus in the Sermon on the Mount or in his parables. 

These words of Jesus are beyond our imagination or comprehension. They speak to the depth of the mercy and grace of an all-powerful God.  Students will likely focus on the clarity of the first word, ‘Assuredly’, the definition of ‘today’, and the etymology of the word ‘Paradise’.  These words have endured twenty centuries and will continue to inspire in the future in the search for answers about the human condition and existence.  It is an example of continuity without change over time.

The third words are spoken first to Mary, Jesus’ mother, “Woman, behold thy son!”  They are followed by the words, “Behold thy mother!”  to one of his disciples.  (John 19: 25-27) These words are spoken as commands, a charge to care for another person. There are links here to the religious teachings of right relationships by Confucius, being your brother’s keeper in Judaism, caring for others as reflected in the Eightfold Path and giving alms in the Five Pillars of Islam.  The application of these words from the cross speaks to how we understand the meaning and purpose of love and serving others.

The fourth words speak to the human suffering of Jesus on the cross. “My God, my God, why hast thou forsaken me?” (Matthew 27: 45,46) There is no other religious teacher associated with the major religious beliefs who experienced the pain and fear that was present in the final day of the life of Jesus. Confucius died a normal death, very little is known about the death of Lao Tzu, Abraham lived beyond a full age of people in 1800 B.C.E., Siddhartha likely died from illness after reaching Nirvana, and Mohammed died peacefully in his home. If Jesus knew that He would return to life in three days, what is the meaning of these words? This is the power of the invisible and the mystery of the unknown. In this context, how do your students understand the meaning of this question and the context of how it was spoken?  Which visual image has best represented the Christian faith over time: the cross, the empty tomb, or something else?

The fifth words spoken are: “I thirst.” (John 19: 28,29) On the surface, these words are unlikely to engage students in a meaningful discussion or application. Jesus was given vinegary wine on a hyssop branch with a sponge attached to it. The symbolism of hyssop is an important connection to the Passover in Judaism as it was used to sprinkle the blood of the lamb on the doorposts to guarantee God’s protection.  Kind David was cleansed in Psalm 51:7 with the hyssop plant.  In this context, it is important to emphasize the spiritual cleansing of forgiveness that is a core belief of the Christian faith.  The ‘thirst’ is connected to the Passover in Judaism, the importance of how forgiveness changes our lives, and how the church forgives sins through confession, baptism, and the Lord’s Supper. For teachers, using the Sermon on the Mount, in addition to the words spoken in the final hours of Jesus, consider the words of Matthew 5:6, “Blessed Are Those Who Hunger and Thirst for Righteousness” support a meaningful discussion with many questions for deeper inquiry and application.

The next to last words spoken from the cross, “It is finished” are written in John 19:30. The meaning of these words for 21st century Christians is different than what the words meant for the first century followers and the eyewitnesses at Calvary. The Greek word, tetelestai means finished, completed, or accomplished. Paul preached to the Romans, “But now the righteousness of God has been manifested…through faith in Jesus Christ for all who believe.  For there is no distinction: since all have sinned and fall short of the glory of God, they are justified by his grace as a gift, through the redemption which is in Christ Jesus, whom God put forward as an expiation by his blood, to be received by faith.” (Page 86)

However, the creeds of the church that were written after the death and resurrection of Jesus have believers professing that all is not finished because Jesus is to return from heaven. Heaven, as mentioned in the Bible, is not a future destiny or a distant place. Instead, it is a hidden dimension in our life. Another way to think about heaven is that it is God’s space. (Page 88) Students will be asking questions about heaven, hell, eternity, war, sickness, and the list will continue.  These questions are important for inquiry by teenagers.  It is also important to understand that answers are determined by knowledge and the only clear knowledge we have in the Christian religion is to love God and to love one another as ourselves. This is the time to ask the essential question about the role of religion in world history, which is likely in your curriculum. There is mystery in all the major religions and students need to understand this difficult concept.

The final words spoken by Jesus are written in Luke 23:46: “Father, into thy hands I commend my spirit.”  The eyewitnesses watching the hours of Jesus dying were left with sadness and confusion. They expected a kingdom, a new earth and a new heaven. They only saw darkness. The most scholarly theologians are unable to fully explain the meaning of redemption.  The religions of Judaism, Hinduism, Buddhism, Islam, and the teachings of Daoism and Confucius also leave students with unanswered questions.  The common thread in each religion is the universal search for grace, a better world where good triumphs over evil, and hope!

The religious faiths of Judaism, Christianity, and Islam have become politicized as people in different periods of historical memory have persecuted, attacked, interpreted morality, and defined culture.  The tenets of their foundational beliefs have endured trade, prosperity, the Crusades, scientific discoveries, schisms, epidemics, Age of Reason, imperialism, World Wars, a journey to the moon, and genocides. It is important for students of world history to understand how ordinary people live their lives with the same questions we are asking.

This is why we teach the role of religion in history.

The First World War and New York City

On April 6, 1917, President Woodrow Wilson declared America’s entrance into the First World War and initiated a nation wide drive to strengthen the armed forces. It was decided that the commemorations of Patriots’ Day on April 19 should coincide with a “Wake up America Day” of
recruitment. Every city hosted its own parties and spectacles.

In New York City, festivities were organized with decorated floats, patriotic banners and a grand vaudeville at Carnegie Hall starring Will Rogers, Ethel Barrymore, and others. James Montgomery Flagg designed the posters announcing the event. Fifth Avenue hosted a parade, whilst Army and Navy planes dropped pamphlets encouraging the crowd to summon the “Spirit of 1776.”

The manifestation started with a parade that re-enacted Paul Revere’s legendary “Midnight Ride” in April 1775 to warn the colonial militia of approaching British forces. At midnight the bells at
Trinity Church rang whilst, dressed as a Continental soldier, a young feminist named Jean Earle Moehle rode on horseback through Manhattan beckoning both men and women to “wake up” to the fight.

Despite America’s initial neutrality, the conflict was a headache for New York’s authorities. After recent mass arrivals, the city was largely populated by first- or second-generation European immigrants.

With their former homelands at war, residents responded by either declaring allegiance to the “motherland” or by identifying with their adopted nation and engaging in debates regarding the morality of global war.

The arguments were taken outdoors. The fighting front may have been far away, but the battle raged on the streets of the city. The war sharpened the focus on issues of American and civic identity.

A City of foreign villages? New York had grown rapidly with different immigrant nationalities living in a network of small communities. By 1900, the metropolis consisted of multiple foreign “villages” with a population that included 300,000 Germans; 275,000 Irish; 155,000 Russians; 145,000 Italians; 117,000 Austro Hungarians; 90,000 British; 30,000 Polish people and many other smaller groupings.

One of the most extensive communities was Little Germany (Klein Deutschland) in the Lower East Side where German banks, businesses, breweries and newspapers flourished. Little Italy (Piccola Italia) on Mulberry Street was likened to an insular Neapolitan village with its own language, customs, and institutions.

By 1900 there were many other ethnic enclaves dotted around the city. Little Syria was centered on Washington and Rector streets. Its name derived from some 95,000 Arabs who had arrived from Ottoman controlled Greater Syria (covering what is now Syria, Lebanon, Palestine and Jordan) in the Great Migration between 1880 and the early 1920s. In 1892, the first American-Arabic language newspaper Kawkab America (Planet of America) was printed there.

Throughout the nineteenth century New York served as a financial hub for industrial growth and became the nation’s de facto cultural capital. It created a divided city. While Fifth Avenue and the Central Park district were monopolized by the elite, part of Manhattan’s Lower East Side was stricken by poverty. New York’s political landscape became shaped by migration issues in which the Democratic Party and Tammany Hall dominated municipal government.

The loyalty of immigrants to the Democratic Party was born out of the perception that the city’s wealth was not shared, causing stark levels of inequality. The rule of oligarchs also caused the emergence of anarchist groups. It was against this background of social unrest and militancy that New York City was drawn into the war in Europe.

The United States initially decided on neutrality for a number of reasons. It was generally expected that the “distant” war would not last long. Politicians agreed that the fragile status quo between communities with ancestral ties to either the Allied or the Central Powers should not be endangered as the war was bringing conflicting ties and allegiances to the fore.

The German-language New Yorker Staats-Zeitung extolled the virtues of the German Kaiser; the Yiddish socialist Forverts(Forward) explained the murder of Austria’s Archduke Franz Ferdinand in Sarajevo as a consequence of social repression; and the Gaelic American complained that Britain’s colonial rule forced Ireland into entering the war. Large crowds with divided loyalties gathered
around newspaper offices in Times Square and Herald Square to learn the latest news from the battlefields.

Consulates encouraged patriotic support. Schemes were set up to raise money for war widows and orphans. German-American residents paraded down Fifth Avenue and queued to sign up. City authorities became increasingly concerned that New York’s diverse population could prove to be a tinderbox of a conflict that was ripping Europe apart. Demonstrations of sympathy towards any of the combatants were soon forbidden.

In spite of internal tensions, Woodrow Wilson’s decision not to get involved was shared by many. That consensus changed when both Germany and Britain started targeting enemy supply lines on the high seas. The British North Sea blockade annoyed politicians, but the German move towards “total” submarine warfare became intolerable once American ships were attacked and lives lost at sea. Outrage was expressed after a German U Boat torpedoed the British liner Lusitania off the coast of Ireland on May 7, 1915, killing 1,198 civilians, 128 Americans among them.

Parades for and against military participation were held around the nation. Woodrow Wilson remained determined not to take sides. Why would a President who was of Ulster-Scottish descent and the son of a Presbyterian minister commit himself to a morally abhorrent conflict that might spill over into the streets of American cities? Why imperil an emerging economy that was heavily dependent on trade with the United Kingdom in particular, closely followed by Germany?

Former President Theodore Roosevelt by contrast advocated expanding the military in anticipation of a widening of hostilities, especially since Wilson’s appeals for peace talks and offers of mediation were ignored.

One effect of growing public anger was unease about New York City’s “American” identity. Addressing an audience at Carnegie Hall in October 1915, Roosevelt stated that “hyphenated
Americanism” was no longer tolerable. His words instigated a period of chauvinistic jingoism, accompanied by a campaign of orchestrated propaganda that permeated the city.

With the formation of the Preparedness Movement in August 1915 and the concurrent rise of the National Security League (NSL: a quasi-paramilitary organization which campaigned for the assertion of “American” values), New York’s streets were closely observed by municipal and national authorities. The call for Americanization had a belligerent undertone intended to ensure law and order amongst a split population.

Americans started to doubt Wilson’s policy of “armed neutrality” and were getting ready for intervention. On May 13, 1916, a Preparedness Parade along Fifth Avenue was attended by an estimated 130,000 marchers who joined ranks behind a banner that proclaimed, “Absolute and
Unqualified Loyalty to our Country.” The manifestation inspired Childe Hassam’s painting “Flags, Fifth Avenue.” An anti-German Francophile, the artist passionately backed the Allied cause.

Isolated incidents intensified the city’s febrile atmosphere. The Black Tom Island Explosion in New York Harbor on July 30, 1916, which destroyed a large ammunition depot, damaging the Statue of Liberty and buildings in downtown Manhattan, heightened the suspicion that German saboteurs were active in the city (although arrests were made, the culprits were never identified).

Responding to recent news of the February Revolution in Russia, New York’s 95th Mayor John Purroy Mitchel stated in an address of March 1917 to a gathering of Russian-Americans that the
city’s citizens should be divided in two classes: “Americans and traitors.”

In April 1917, Wilson went before Congress to ask for a declaration of war. He cited Germany’s resumption of submarine warfare, its sabotage, and the revelation of the “Zimmermann Telegram” (an attempt by the German Foreign Office to recruit Mexico to attack the United States) as evidence of the nation’s hostile intent. It was a pivotal moment. For the first time in the nation’s history, America joined a coalition to fight a war not on its own soil or of its own making. The decision transformed life in New York City. All foreign-language publications were monitored; socialist and anarchist newspapers were censored or restricted.

Vigilantes attacked people identified as “pro-German”; schools sacked German teachers; butchers no longer sold Frankfurters; orchestras stopped playing German masterpieces; the German American Bank was re-introduced as the Continental Bank of New York; and countless German-Americans changed their names to demonstrate their loyalty.

Six weeks after formally entering the war, Congress passed the Selective Service Act which authorized the government to impose conscription. Men between the ages of twenty-one and forty
five were required to register for military service. The move was widely resisted. As the spectre of the 1863 Draft Riots haunted politicians, the process in New York (and elsewhere) was enforced by a heavy police presence, backed up by NSL volunteers. Patriotism was tightly policed.

Speaking out against the war meant risking prosecution, while posters whipped up emotions and encouraged subjects to enlist, conserve food, buy liberty bonds and keep on the lookout for foreign spies. The (intimidating) calls for loyalty raised the issue of citizenship, especially amongst African-Americans.

By supporting the government’s call many black leaders hoped to gain full citizenship, but others suspected that the war would lead to more injustice. In response to racist perpetrating the East St
Louis Massacre, the National Association for the Advancement of Colored People (NAACP) and African-American Churches in Harlem conducted a Silent Parade on July 28, 1917, in which about 10,000 participants marched along Fifth Avenue.

Protesters carried banners and placards that alluded to a draft that demanded African-Americans to fight for freedom and democracy in Europe, whilst they themselves were not only deprived of representation and equal rights, but in danger of being assaulted or lynched.


Through conscription, the army grew in a relatively brief period from a constabulary force of some 300,000 troops to an American Expeditionary Force (AEF) of more than four million soldiers. These
forces reflected the population’s ethnic and racial diversity.

The slogan “Americans All!” promoted wartime service as a unifying experience that rendered differences in language, culture and religion irrelevant – but race still mattered. The army-at-war
remained rigidly segregated.

When American forces arrived in Europe, they quickly turned the tide in favor of Britain and France, leading to an Allied victory in November 1918. They had been engaged in six months of fighting at
the cost of 53,000 lives. In addition, nearly 63,000 men died of disease, primarily from influenza (misnamed “the Spanish flu”), and 200,000 veterans returned home wounded.

The number of casualties weighed on Wilson’s conscience. It motivated him to support the creation of an international body based on collective security. Even though joining the League of Nations would require the United States to sacrifice a measure of sovereignty, the President was prepared to pay the price for the sake of peace.

His opponents declared it foolish to relinquish America’s newfound stature as a military superpower. The toxic discussion on what later became known as “America First” has divided opinion ever since.

The marking of the Armistice in November 1918 was a moment that New Yorkers came together to celebrate their collective identity. Whereas in 1914, German-Americans had paraded down Fifth Avenue proclaiming their attachment both to the Fatherland and to the United States, now mobs of cheering citizens kicked effigies of the Kaiser through the city. The war had turned New Yorkers into “real” Americans.

Book Review – Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong

Reviewed by Thomas Hansen, Ph.D


James Loewen does a great job here of presenting some very interesting and different perspectives on some of the most important events, persons, wars, and traditions in American history. In fact, what he provides here is a lot of information that is the exact opposite of what is reported in the great majority of the high school history books. In some cases, the truth is not presented at all in those textbooks.

Writing this book did cause some large waves at the time, as I remember. I had heard about the book but never read it. I came across a copy the other day and had to see what was so shocking and revealing and other-worldly about Loewen’s revelations about US history.

Experiencing it now, I can see why it was so iconoclastic back when it appeared. The book dispels a huge number of myths and explains how high school US history books are meant to paint a White,
ethnocentric, idyllic, patriotic, and just plain false account of so many things in our past. The way the history books have discussed Native Americans, Blacks, racism, wars, and so many covered up facts and realities is incredible.

I would recommend the book to all those readers who wish to be better informed about the truth about our history and who wish to get the basic information they need to be able to do their own research on the people and places whose pictures have been painted very differently from what one will expect once you get the real explanations of what went on in the past.

Woodrow Wilson, Helen Keller, and others are not presented the same way here as they are in typical high school history books. I urge you to read this book and embark on some interesting research
journeys to get a different version of history. It is an enjoyable and unsettling book, at the same time.

Certainly all teachers should read this book, and obviously teachers of American history need to have this one on their shelf if they are going to engage in discussions with other professionals who want to know the truth. Why textbooks are so general and vague is a theme addressed throughout this revealing book. How we as educators can figure out a way to teach students about the truth of so many magical and mythical stories is a challenge. There has been so much written in the attempt to use a glorifying approach to American history.

Loewen is a good writer and presents his information here completely and through the use of references. Note that he has a long bibliography and is funny and sarcastic throughout the book (e.g., pp. 14, 15, 16). He is not afraid to write down some very controversial and clear information in this book. For example, he includes five key images of the Vietnam War with their explanations (p. 242). Loewen also spells out the most important question regarding why we fought the Vietnam War (p. 248).

Loewen sure did stir things up. I recommend you read this book… see if you agree or disagree… certainly interesting to considering some challenging and different perspectives on some of the most important events, persons, wars, and traditions in American history. Yet another good book to make us think!

Herman P. Levine: A Brooklyn School Teacher in the Mexican Revolution

Apparently, a prison term was not enough punishment, for Levine was also fired from his job. The state commissioner of education deprived Levine of his license to teach, and the school board at a meeting on 11 July 1917 dismissed him from his teaching position at Public School 160.6 The state and the school board made it impossible for Levine to practice his profession in his native state, and no doubt this became another factor in driving him into exile.7

While in jail, Levine was duly notified that he would still have to appear for his mandatory physical examination. Standing on his principles, he wrote from jail to The Call, rather sententiously, “I shall…not raise any technicality, but offer myself as a sacrifice, if need be, to the greedy, exploiting and devastating system of capitalism.”8 As Levine’s statement makes clear, he was a conscientious objector to the war because he was a socialist opposed to capitalist wars.

In Minneapolis, Minnesota on 21 September 1919 the board of education dismissed D.J. Amoss from his teaching job at Central high school because of his alleged membership in the Industrial Workers of the World.

7 “Minneapolis Teacher,” The Call, 22 September 1917, p. 9.
8 “Levine Refuses Physical Test,”, The Call, 9 August 1917.

He asserted, “My life will affirm what my mind and heart dictate. I have refused to do their bidding by refusing. Such actions were not uncommon at the time.to register. I will refuse to do their bidding in the future.”9 Levine’s statements published in The Call, thus also served, as he surely realized, as anti-draft and anti-war propaganda. His own intransigence might serve an inspiration to other young men to resist.

Levine also wrote a letter from jail to a friend who then passed it on to be published in The Call:

Having been registered against his will in prison, when Levine finished his prison sentence, he was still subject to the draft, and, if he refused, to imprisonment. Evidently preferring his freedom, he must have left for Mexico immediately upon release in June 1918. Levine reached
Mexico City shortly thereafter, and adopted two aliases and identities: Mischa Poltiolevsky, claiming to be a Russian immigrant, and Martin Paley, an American schoolteacher. Levine’s experience in jail and prison must have hardened his radical convictions, for when he left and fled to
Mexico, he continued his political activity, though now as a leftist labour organiser rather than as an anti-war activist.

Levine’s decision to go to Mexico was not unique. Americans didn’t go to Canada because it was part of the British Empire which was already at war. Mexico credate no barriers to American war resisters who wanted to enter the country, and what began as a trickle became a steady stream, and
soon, some would claim, a flood. The New York Times reported in June of 1920—a year and a half after the end of the war—that an estimated 10,000 draft evaders still remained in Mexico.11 Senator Albert Bacon Fall told the Associated Press that an estimated thirty thousand Americans had crossed into Mexico to evade the draft law.12 American politicians and the press called them “slackers,” a derogatory term that the war resisters adopted as a badge of honor.

Many American war resisters went to Mexico City, but Levine went to Tampico in the state of Tamaulipas, a city that was then a center of the relatively new oil industry dominated by British and American companies. He eventually found work as a clerk there set about re-organizing the local
chapter of the Industrial Workers of the World, also known as the Wobblies.

Tampico, the principal port for the Mexican oil industry, had developed rapidly beginning with the outbreak of the war in Europe in 1914. With the expansion of industry there was also a rapid growth in the number of oil workers, stevedores and seamen. These workers, often led by Spanish anarchists or sometimes American Wobblies, formed unions which grew rapidly in size, strength, and militancy.

11 ‘Ask Mexico to Send Draft Dodgers Back,” The New York Times, 7 June 1920, p. 9.
12 Linn A.E. Gale, “They Were Willing,” Gale’s Magazine, March 1920, p. 1. 3

Labor unionism in Tampico had begun during the first years of the twentieth century when workers had established a variety of unions, such as the Moralizing Union of Carpenters (Unión Moralizadora
de Carpinteros). By 1915, the major anarcho-syndicalist labor federation, the House of the World Worker, had reached Tampico, and began organizing both trades and industrial workers. The practice of striking to improve wages and working conditions became widespread and frequent among workers in Tampico.13

The Industrial Workers of the World already had a foothold in Tampico before Levine arrived. While it remains unclear if the IWW had any specific strategic plan for Tampico, in general the IWW organized unions of workers in a particular industry with the goal of affiliating them eventually into a national and then a worldwide industrial union, the One Big Union, as they sometimes called it.14

13 Gruber, Adelson, Steven Lief 1982, “Historia Social de Ios Obreros Industriales de Tampico, 1906 1919,” (Doctoral dissertation, 1982, Colegio de México), pp. 424–70.
14 Cole, Peter, David Stuthers, and Kenyon Zimmer 2017, Wobblies of the World: A Global History of the IWW.

In the United States, the IWWs strategy led it to organize oil workers, copper miners, lumberjacks in the spruce forests, and agricultural workers in the wheat fields: all strategic wartime industries (spruce wood was used to build airplanes). Following capital and heavy industry over the border to the south, Wobblies found themselves working in Mexican mines and oil fields, as well as on
Mexican docks and on ships of various nations. There they would employ the same strategy of industrial unionism and direct action.

One group of the Industrial Workers of the World arrived in Tampico in force in 1916 when the C.A. Canfield arrived in port. The crew of the Canfield belonged to the IWWs Marine Transport Workers (IWW MTW), and many were Spanish speaking. They recruited Mexican seamen to their union, which probably also gained a foothold among the stevedores. Pedro Coria, a Mexican IWW organizer from Arizona arrived in Tampico in January 1917 and organized Local #100 of IWW-MTW.15 Workers in Tampico had many grievances, (London: Pluto Press, 2017), pp. 124 but one of their major complaints was that they were paid in varying worthless currencies, so they demanded pay in gold or silver. In 1917 there was a series of strikes that began over this issue, culminating in a
great general strike in the Tampico area involving petroleum workers and stevedores from both the House of the World Worker and the IWW.16 The US Embassy sent a note to the Mexican Secretary of Foreign Affairs in October of 1917 on ‘The Tampico Situation’, which gives an impression of the
US government’s concerns. The note reads:

On 8 January 1919, Excelsior, a Mexico City newspaper, repeated a story that had apparently originated in New York that there were “secret soviets” in Tampico, organized by the IWW.18

15 Norman Caulfield, “Wobblies and Mexican Workers in Mining and Petroleum, 1905-1924,”
International Review of Social History, April 1995, Vol. 40, No. pp. 51-751995), p. 57.
15 Cole et all, Wobblies, pp. 124–39. 16 Cole et all, Wobblies, pp. 124–39.
17 US Embassy to Mexican Secretary of Foreign Relations, unsigned, ‘Memorandum: The
Tampico Situation’, 13 October 1917, Expediente 18-1-146, SRE.
18 Paco Ignacio Taibo II, Los Bolshevikis: Historia narrativa de los orígenes del communism en Mexico: 1919

By the time Levine arrived in Tampico in 1919 or 1920, the IWW was an established organization among industrial workers with a legendary militancy. Levine joined in the work of the IWW as editor of the group’s newspaper. In 1920, US intelligence agents reported that Mischa Poltiolevsky—they apparently believed this was Levine’s real name—”is working in Tampico under the name of M. Paley. He is a very active agent/”19 They were correct.

Levine had become one of the most dynamic leaders of the Tampico IWW organizing among stevedores and oil industry workers. The former socialist Levine had undergone a conversion experience: he had given up his membership in the Socialist Party and had joined the IWW. During the period between 1917 and 1919, he rethought his political ideals, rejecting his belief in socialism and espousing instead revolutionary syndicalism. In a letter to the Industrial Workers of the World headquarters in Chicago, he explained his personal situation and his political views:
I have never learned a trade, nor am I a manual worker, and this I regret, for I recognize that the workers on the job must prepare themselves to run industry, and the workers on the job must determine radical tactics during the struggle to attain their aim, because they alone are surrounded by that environment from which real radical measures surge. I am opposed to political action. An
industrial administration must be prepared for industrially. Political action wastes energy that could be used in the class struggle—on the job. I intend to learn a trade as soon as possible, so that my views may arise in the proper environment. Until then, I shall suggest nothing— but shall affirm that radicals on the job, in the factory, on the farm, in the mine—theirs is the final voice.

1925 (Mexico: Joaquin Mortiz, 1986), p. 32.
19 Memo of 26 May 1920 from the military attaché of the American Embassy to the Director
of Military Intelligence, G.S., Washington, D.C. on the subject of Bolshivist [sic] propaganda,
Record Group 165, Box 2290, USMID, USNA.

Levine concluded his letter, “I was a member of the Socialist party, Local Kings [County], N.Y., but sent in my resignation last May [1919].” In a hand-written postscript he added, “As soon as I become a worker on the job, I intend to join the IWW. But for the present as an office worker, I cannot do so.”20

Why did Levine leave the Socialist Party? Perhaps because so many prominent figures in the party had supported the war and even gone to work for the Wilson administration. Or maybe Levine had fallen under the influence of American or Mexican Wobblies who had convinced him of their
revolutionary syndicalist principles and strategy. Or perhaps his own experience as a slacker had simply driven him to the left, and, at the time, the far left was the IWW.

20 Letter (unsigned) by Levine to Whitehead, November (date scratched out), 1919, Record Group 165, Box 2290, USMID, USNA. 21 A number of copies of El Obrero Industrial can be found in Record Group 165, USMID, US

In any case, though he did not have an industrial job—or perhaps precisely because he did not have such a job—Levine, using the name M. Paley, became the editor of the Tampico IWW newspaper, El Obrero Industrial (The Industrial Worker). The newspaper was just one or two tabloid size sheets of paper folded into four or at most eight pages, written in Spanish it was aimed at the Tampico oil workers and stevedores. Its articles advocated direct action and industrial unionism and called for the use of the general strike to create a workers’ government.21 Levine’s newspaper and his
organizing activities became a serious concern to the US Military Intelligence Division (USMID). The USMID officer in Laredo, Texas wrote to his superiors in July 1920:


The [US] Government is receiving copies of “The Industrial Worker” [El Obrero Industrial] paper being printed in Tampico, which in its editorials is spreading the doctrine of Lenine and Trotzky. The paper says the strikers will not cease until they have accomplished their purpose. Reports also state that at their meetings the strikers have red flags and that the cry ‘Vive la Russia’ [sic] can be heard. The oil companies told the laborers that the pay will not be increased one cent, as they claim
they are paying the best salary in the country.22

National Archives. The newspaper reported on local activities in Tampico, but its main political ideas were identical to those of the IWW of the United States: direct action, industrial unionism the general strike.


At the time many IWWs were supporters of the Russian Revolution and the Soviet government, and some were attracted to the Bolsheviks, who were in the process of organizing the Communist International. As editor of El Obrero Industrial Levine, like other Wobblies, followed the Russian
Revolution with sympathy and offered it his support from afar. Later he would join in the foundation of the Mexican Communist Party (PCM).

The writer B. Traven, whose real name was Ret Marut and who was a German revolutionary refugee of the post-war conflicts in that country, lived in Tampico in the early 1920s. Traven spent some time
with members of the Industrial Workers of the World and left a picture of the American radicals in his novels Die Baumwollpflucker (The Cottonpicker) and Der Wobbly (The Wobbly). In his fictional account of a strike Traven gives us some idea of Levine’s Tampico:

in this country [they] do not suffer from a clumsy, bureaucratic apparatus. The union secretaries do not regard themselves as civil servants. They are all young and roaring revolutionaries. The trade unions here have only been founded during the last ten years, and they have started in the most modern direction. They absorbed the experience of the Russian Revolution, and they embody the
explosive power of a young radical force and the elasticity of an organization which is still searching
for its form and changes it tactics daily.
23

22 Report from Intelligence Officer, Laredo, Texas, to department Intelligence Officer, Fort
Sam Houston, Texas, 23 July 1920, Record Groups 165, in Box 2291, USMID, USNA.
23 Heidi Zogbaum, B. Traven: A Vision of Mexico (Wilmington, DE: SR Books,

Traven’s stories and novels caught the spirit of Tampico’s Wobblies and other radical unionists.
The employers took the matter of what they saw as the foreign-inspired labor unions in Tampico quite seriously.

R.D. Hutchinson, of the British ‘El Águila’ Oil Company told the Bulletin of the National
Chambers of Industry that the Tampico general strike of 1920 represented a “giant step toward the dictatorship of the proletariat,”

He went on: Mexican workers have unionized with the goal of imposing themselves on capital in Tampico and they have done it at the insistence of two different kinds of agitators: some foreigners, who, preaching Bolshevik ideas, have done a profound job, a deep job among the proletarians of the oil zones; and the others, Mexican politicians, who pursuing, if not identical goals, disrupt the peace by attacking the established interests at this crucial moment.24

As both Traven’s novel and this company manager’s remarks suggest, Levine, Coria and other slackers together with the Mexican workers had constructed a powerful, radical industrial union movement in Tampico that threatened the existing order.

Scholarly Resources Inc., 1992), p. 14, citing B. Traven, , Die Baumwollpflucker. (Hamburg. 1962),
p. 72. Wobbly movement.

The British government was also alarmed at the growth of the IWW in Tampico and other cities. The British Ambassador, H.A.C. Cummins reported to Lord Curzon at the Foreign Office in London in April of 1921, “The I.W.W. organization obtained some influence here during the war, an influence which has not lessened, and it is known that the confederated labor unions [CROM] are being directed by these dangerous extremists, and that they are laying plans with a view to establishing a Soviet administration in Mexico.”25 As Cummins’s communication indicates, in Tampico both
the IWW and the more moderate state sponsored CROM unions carried out militant campaigns against the employers.

While both foreign employers and foreign consuls sometimes exaggerated the threat from the IWW, their exaggerations were based on the very real, and quite formidable Wobbly Movement.
24 “Las Últimas Huelgas Según Seis Industriales Prominentes,” Boletín de la Confederación de Cámaras

There are always fights between people in business and politics and the 1910s and 20s were a period of particularly ferocious struggles everywhere. U.S. President Woodrow Wilson fought the Socialist Party and the IWW, severely weakening the former and virtually destroying the latter. The Republicans fought the Democrats and defeated them leading to the reactionary and corrupt President Warren G. Harding. In Russia, Joseph Stalin fought and defeated Leon Trotsky. In America Socialists fought Communists and the AFL fought the IWW. So it is not surprising that here was also a fight in the Mexican IWW.

In Mexico, it became a personal fight between slackers Herman Levine and Linn A.E. Gale over the question of who represented the real IWW in Mexico. Gale was a small-town journalist, a former low level, local politician from New York, facing criminal prosecution for his debts and also fearing he might be drafted fled to Mexico with his wife Magdalena, a secretary who worked to support him. He published Gale’s Magazine which combined socialism and spiritual and promoted himself as the leading American leftwing intellectual and activist in Mexico, mailing his magazine to influential American radicals.

Industriales, (August 1920) , pp. 10 25 Bourne n.d., p. 307.


While Levine worked in Tampico organizing petroleum workers into the IWW, Gale, with the political backing of Mexican President Venustiano Carranza’s Minister of the Interior, Manuel Aguirre Berlanga published article s supporting Carranza’s notoriously corrupt and avaricious government, claiming it was progressive or even potentially socialism. At the same time, Gale claimed to be the leader of the Mexican IWW, and though he didn’t do much organizing, he gave out
IWW membership cards and photographs of the American Socialist Party leader Eugene V. Debs.

The situation was complicated by the fact that Gale also claimed to be the head of the Communist Party of Mexico (PCdeM), made up of the same clique that formed his IWW, while Levine sympathized with the rival Mexican Communist Party (PCM) that had been established by American slacker Charles Francis Phillips, Indian Manabendra Nath Roy, and Russian Bolshevik (Communist) Mikhail Borodin. All of this was taking place at a brief moment when revolutionary syndicalists around the world were briefly attracted to the Communist movement, just as they were in Mexico.
We know Levine’s opinion of Gale and his IWW group from a long letter (eight single-spaced pages) in which Levine wrote to “Fellow Worker Whitehead,” that is, Thomas Whitehead, the secretary-treasurer of the IWW in the United States. Whether or not a copy ever reached Whitehead is unclear, because the letter was intercepted by USMID. Levine portrayed Gale as the
antithesis of a genuine labor organizer. The letter gives us a great deal of insight into
Levine’s political principles and his notion of the proper role as an American revolutionary and labor organizer in Mexico and it is worth reviewing in some detail.26

26 The following several citations come from this letter. Letter (unsigned) to Whitehead from Levine, date November (date scratched out) 1919. Box 2290, Record Group 165, US National Archives.

Levine wrote, ‘He [Gale] is a businessman seeking political preferment and social position’, while Gale’s Magazine is ‘not a radical nor socialist organ’. He went on:

27 Letter (unsigned) to Whitehead from Levine, date November (scratched out) 1919. Box 2290,
Record Group 165, US National Archives. The following several citations come from this letter.

Levine pointed out to Whitehead that it was Berlanga who had quashed the teachers’ strike of 1919.


In general, Levine was critical of Gale’s notion that the Mexican government was a radical government moving toward socialism. What had the peasants and workers gained? asked Levine. “The worker’s reward? The right to have the military forces used against him when he goes on strike, printing presses seized, union halls closed.” Levine gave the examples of the suppression of the Mexico City teachers strike in May and of the Tampico oil workers strike in November of 1919.
“What is the essence of the Mexican Government?” asked Levine rhetorically. “It is an incipient capitalist state.” Carranza, Levine argued, had ‘tried to establish industry on a firm capitalist basis’, inviting the Chambers of Commerce of Dallas, Chicago and other US cities to come to Mexico to help:

Carranza invited them to invest capital in Mexico, but denied them any special privilege. He wants
Mexico to develop on a capitalist basis, without intervention of foreign capitalist governments. “Mexico for the Mexican Capitalists, for the Mexican Government” is his slogan.

Most modern historians would agree with Levine’s assessment of the Carranza regime. Levine argued that Gale’s call for support of Mexico against foreign intervention missed the point that the Mexican government actually supported foreign economic investment and protected foreign investors.

Tampico oil is in the hands of foreign exploiters. But when workers go on strike, the union halls are
closed down, printing presses seized despite specific constitutional provisions to the contrary, right of assembly denied—by whom? Not by foreigners, but by the military officials of that very government which we are asked to defend. Levine lumped Gale together with
Gompers as foreigners meddling in Mexican workers’ affairs:

Mexican radical policy will be determined by Mexicans. The Mexican working class is fighting its
fight where it ought to be fought—on the job. It [the Mexican working class] is not revolutionary—but it becomes aroused over the right to organize—as is proved by the Orizaba [textile] strike now before the public eye. Mexican Labor is too conservative, its leaders and organizations being bound up with the American Federation of Labor. But there are radical elements, and it is to them that we must look for action.

Interestingly, while he and other American slackers participated in the Mexican labor movement, Levine clearly believed that Mexican workers should ultimately determine its policies. Levine concluded his critique by arguing that:

American radicals should fight against American Capitalism; Mexican Comrades should fight their
own exploiters. The class struggle— cannot—will not— be sidetracked.


The letter ended: “cooperation with [Gale] by the IWW is dangerous to the Wobbly movement.” Levine clearly believed that genuine labor organizers would work not with Mexico’s capitalist government, but with the “radical elements” among the industrial workers in the organization of the class struggle. Levine, as this letter makes clear, held Gale in utter contempt.28

28 Letter (unsigned) to Whitehead from Levine, date November (date scratched out) 1919. Box
2290, Record Group 165, US National Archives.

The battle between the American slackers for control of the Mexican Industrial Workers of the World was fought both in Mexico and in the pages of the IWW magazine and newspapers in the United
States. Both slacker groups in Mexico wanted the endorsement of the Chicago headquarters of the IWW, and each wrote long articles arguing its point of view and attacking the opposition. The imprimatur of the Chicago office of the IWW was just as important for the slacker unionists as the
endorsement of the Moscow headquarters of the Communist International was for the slacker Communists.

As usual, Linn Gale struck the first blow with an article titled ‘The War Against Gompersism in Mexico’ published in November 1919 in The One Big Union Monthly, the magazine of the IWW
executive committee in the United States. He recounted the first national congress of the Mexican Socialist Party and attacked M.N. Roy for voting to admit Gompers. He also attempted to discredit.

The Indian revolutionary M.N. Roy. Gale wrote that the ‘Hindu’ (M.N. Roy) is “said by some to be a
spy for the American government. As to the truth of this I do not know.” He claimed that during the congress Roy had been “working hand-in-hand with [Luis N.] Morones,” the corrupt leader of the CROM. Gale explained that “Roy voted in favor of seating Morones, casting the deciding vote!!!” Consequently, Gale explained, he and others had withdrawn from the Socialist Party and formed Communist Party of Mexico, a tiny group headed by Gale, which was “in favor of Industrial Unionism.”

The following several citations come from this letter.

The editor of The One Big Union Monthly observed that,

“Not knowing the condition in Mexico, we publish the above with some mental reservation, insofar as we believe that the I.W.W. men of Mexico may take a different view of cooperation with the new Communist party.”29 In the same issue there appeared an excerpt from Gale’s Communist Party of Mexico manifesto, obviously sent to the paper by Gale, endorsing the IWW, denouncing the AFL,
calling for the use of strikes, boycotts and sabotage, and looking forward to the eventual establishment of the “Dictatorship of the Proletariat.” The manifesto also called for a “Constant and intelligent co-operation between the Communist Party and the industrial unions of Mexico and the Communist Parties and industrial unions of other countries.”.30

29 Linn A.E. Gale, “The War Against Gompersism in Mexico’, The One
Big Union Monthly, November 1919, pp. 23–5.
30 “I.W.W. in Mexico,” The One Big Union Monthly, November 1919, p. 50.

The other slacker faction was not long in responding in the American Wobbly press. Irwin Granich [Mike Gold] wrote a long article, “Sowing Seeds of One Big Union in Mexico,” in which he described political, economic, and social conditions, and rebutted Gale’s attack. Granich gave his
own report on the first national congress of the Mexican Socialist Party, and his own interpretation of events. First, he argued that the Socialist Party congress really functioned as a kind of IWW convention. As he put it:

The Socialist party, dominated by I.W.W. elements, had called the congress because there was no union able to call it. It was called for the purpose of bringing to the workers the message of One Big Union and to help them create a national body based on industrial lines.

The Mexican Socialist Party congress, said Granich, succeeded in doing so despite the sabotage of Luis Morones and Linn Gale. He described Gale as “an American adventurer and labor provocateur
who has a shady past and has just organized a so-called Communist party of six or seven members for some sinister ends.” Gale “is really a nonentity, dangerous only because he is trying to bleed the movement for money, and because he is of the type that will ultimately sell out and turn spy—if he
has not already achieved this profitable end, as the Soviet Bureau in New York believes.
” Granich asserted that despite Morones and Gale, the congress had been a success and the delegates had launched two new magazines, El Soviet in Mexico City and El Obrero Industrial in Veracruz.31

31 Irwin Granich, Irwin [pseud. of Michael Gold], “Sowing the Seeds of One Big Union in Mexico,” The One Big Union Monthly January 1920 , pp. 36–7.

In the March 1920 issue of The One Big Union Monthly, the editor felt obliged to explain why he was continuing to print letters from the rival slacker factions in Mexico, and his explanation bears citation because it shows the American IWW’s interest in establishing continental industrial
unionism. “First,” wrote the editor,” it is just as important for us to be familiar with conditions down in Mexico as it is for us to know conditions in Canada. The question of direct cooperation between the One Big Union of Canada, of United States and of Mexico is bound to come up in the near
future, and for that reason it is necessary that we should be somewhat conversant with men and condition[s] in Mexico as well as in Canada.”


“Second,” wrote the OBU editor, “we want our members to know the state of affairs down in Mexico City when they get down there, so they do not act blindly.” Finally, said the editor, the IWW rejected
political parties, whether Socialist or Communist. “We enjoy to see the politicians destroy one another before an audience of wage workers,” because “it fills the workers with disgust for the political game and makes them turn to industrial organization.” So he let the debate in the pages of his magazine continue.32 The editor asked that future articles respond to a number of specific questions, namely a history and survey of the Mexican labor movement, a discussion of the experiments in the Yucatan, a discussion of the roles of Emiliano Zapata and Pancho Villa, and a
survey of Mexican industry with statistics.

32 John A. Jutt, “The Mexican Administration of the I.W.W,”

José Refugio Rodríguez, Secretary of Gale’s IWW organization, took up the offer and wrote an article on “The Working Class Movement in Mexico” which avoided the recriminations of the earlier articles and described general conditions of Mexican labor. Rodriguez’s article characterized the
various leaders and tendencies in the Mexican Revolution. He rejected support for Álvaro Obregón, who was “seeking the support of the American and Mexican financial interests,” and also repudiated
Carranza who was “at best only a Liberal.” Rodríguez also characterized Villa and Zapata. He wrote (wrongly and falsely) that the former “is no more and no less than a despicable murderer who once served in the American Army and there learned completely the science of killing his fellow human beings.” He expressed admiration for Zapata as an “honest man,” but noted that “the tales published in foreign periodicals about the wonders of ‘Zapataland’ make us laugh and also make us shed bitter tears”:

His “Zapataland” only existed over a few hectares of land in the days of its greatest success. It was very crude, undeveloped, unorganized, and could not therefore, last long. In the great land over which Lenin is the guiding figure and where Industrial democracy has come to remain forever, there is much of science, order, skill, wisdom and shrewdness, to match that of the capitalist empires without. But there was none of this in “Zapataland”—only honest intentions, high ideals, bad
organizations, big blunders and inevitable failure.33

Gale’s Magazine, February 1920, p. 44.

What is striking in Rodríguez’s essay is the nearly complete rejection of all of the Mexican revolutionary factions, including the plebeian movements of Zapata and Villa, and his absolute confidence in Lenin and the Russian model. Gale and his comrades, it seemed, having rejected the Mexican revolution entirely, intended to implant the models of the Chicago-based IWW and the
Moscow-centered Communist International.

Whatever appeared in the papers in Chicago, the fight to control the Mexican IWW would be settled in Mexico and Mexican workers would play a central role. Levine had found two allies in his struggle against Gale. Both Charles King and Pedro Coria had been active; in the Industrial Workers of the World in the United States, as well as in Mexico. A USMID report, probably written by José Allen, who was simultaneously head of the Mexican Communist Party and a US spy, described
Levine’s new supporters. The description of King was brief:

King claims to be an American Communist. He has been in Mexico approximately eighteen months. He is five feet eight inches tall; weight about one hundred and sixty pounds; dark hair; dark eyes; swarthy complexion. He is very sarcastic and cynical. He appears to be very well educated; he speaks Spanish and English equally well. Trade unknown.

33 José Refugio Rodríguez, “The Working Class Movement in Mexico,” The One Big Union Monthly, 1920 II, no. 6, 26-27.

The spy’s account of Coria went into more detail, painting a picture of a sophisticated political activist. “Corea [sic] is a Mexican of the railroad man type; age about forty; about five feet eight inches tall; weight about one hundred and eighty pounds; thick, black hair; black eyes; slightly florid complexion,”, wrote Allen.

34 ‘Who’s Who Material – Mexican Radical Elements’, 15 October 1920. RG 165, Box 2290.

Coria told his own story in an autobiography written in the 1960s. Raised in a military orphanage, Coria eventually became a foundry worker and after working in several Mexican cities travelled to the United States. While living in Chicago, Coria learned to speak English fluently and also became acquainted with the American labor movement. He apparently attended an early convention of the Industrial Workers of the World and became a Wobbly. As a Wobbly organizer in various parts of the
West, Coria had participated in numerous organizing campaigns, strikes, and protest demonstrations.

At various times he was beaten, jailed, and had his life was threatened. As a working-class pacifist in the United States, he opposed both the violence of the revolution in Mexico and United States involvement in World War I. When the Wilson administration suppressed the IWW, Coria fled to Tampico, no doubt because he knew there was an active IWW group there.35

35 Coria, Pedro, “Adventures of an Indian Mestizo,” Industrial Worker (Chicago), January, February,
March, April, and May, 1971. Thanks to Robert J. Halstead for calling this series to my attention and providing a photocopy.

As soon as he arrived in Tampico, Coria made contact with the IWW and joined other Wobblies in organizing Petroleum Workers Industrial Union 230 and Marine Transport Workers union 510. He quickly became one of the most prominent IWW leaders in Tampico and was sent by the local IWW as delegate to the important labor convention in Saltillo, Coahuila held on 1 May 1918, the meeting that produced the Regional Confederation of Mexican Workers (CROM). It must have
been not long after returning from Saltillo that Coria met Herman P. Levine.

Coria’s experience made him a highly valuable IWW organizer. His knowledge of English and Spanish, his familiarity with the labor union and political movements in both countries, and his
courage and dedication made him particularly useful in the attempt to organize the IWW in Mexico. So, it was natural that in Tampico, Coria became one of the closest allies of Levine.

Levine—now backed up by Coria and King—proposed at the 17 October 1920 IWW meetings in Mexico City, which involved both factions, that the IWW’s US rule excluding non-wage-workers be
enforced. The observation of that rule would have meant the expulsion from membership in the Mexican IWW of Gale, the newspaper publisher and his followers: Cervantes López, the printer; Hipólito Flores, the policeman, and other non-worker members of Gale’s committee. Gale responded
evasively that the IWW had to organize soldiers and sailors, and should not, for example, exclude a woman fired from her factory who became a fruit vendor.36

36 Gale 1920, p. 6; ‘Memorandum to the A.C. of S. for Military Intelligence’, 15 October 1920, in
Box 2290, Record Group 165, USMID, USNA, an account of these differences within the IWW, probably written by José Allen, says that Pedro Coria was disputing the leadership of the union with Gale and Charles King. This is probably the same struggle. See also Taibo II 1986, p. 101.

There was another important element in this debate, in addition to the question of a member’s social class. Levine and Coria also proposed to take the Mexican IWW into an alliance with the anarchists, anarcho syndicalists, and the other Mexican Communist Party (not the one run by Gale) in order to form a united front among all the labor radicals in Mexico. It was this issue that accounted for the presence at the Mexico City meeting of Jacinto Huitrón, a leader of the anarcho-syndicalist labor
movement, and Manuel D. Ramírez, a labor activist and the future head of the Mexican Communist Party. It was this group which would later establish the important though short-lived labor organization the Communist Federation of the Mexican Proletariat.37

37 ‘Memorandum to the A.C. of S. for Military Intelligence: Notes on Radical Activities’, 15
October 1920, USMID, Record Group 165, Box 2290, USMID, USNA.

The debate over the rules was postponed, but Gale refused to call another meeting, so the other faction, Levine, Coria and King, now joined by Gale’s former allies Rodríguez, Pacheco and Ortega, called their own meeting of the executive board, revised the rules to exclude non-workers, and elected their own executive committee. Gale was out. Levine had won.

The Gale-Levine faction fight ended in the pages of the IWWs magazine in the United States at the end of 1920. In December, an article apparently written by Herman Levine, announced the victory of
the “wage workers” over the “petit bourgeois” faction led by Linn Gale. “The wage workers faction, the most numerous and the strongest, with the general secretary treasurer and the majority of the G.E.B. [General Executive Board] with them, are continuing in charge of the organization, and hope for better progress now that they have rid themselves of the political and petit bourgeois element,”, stated the author. The IWW, now firmly in proletarian hands, the author reported, was organizing oil workers in Tampico, metal mine workers in Guanajuato, and industrial workers in Mexico City.38

38 Herman Levine, Herman ‘The Mexican I.W.W.’, The One Big Union Monthly, December 1920, p. 57.

After Levine, Coria, and King took charge of the IWW, it immediately entered into a united front with the other factions of the revolutionary labor movement. The anarcho-syndicalists, the IWW, the Mexican Communist Party, and some independent unions formed first the “Revolutionary Bloc,” in August 1920, which subsequently became the Communist Federation of the Mexican Proletariat (FCPM). The FCPM was meant to be an alternative to the CROM. It stood for revolutionary labor
unionism, the fight for workers’ control, the overthrow of capitalism, and, passing through a brief dictatorship of the proletariat, for Social Revolution. While most of its members were anarchists or anarcho-syndicalists, the FCPM sympathized with the Soviet Union. Later the FCPM would become the anarchist General Confederation of Workers or CGT.

In addition to Levine’s wing of the IWW, the Mexican Communist Party (PCM) (that is the party founded by Roy and Phillips) also joined the new federation. Within a few months the PCM Communists were involved in the leadership of a genuine working-class upheaval in Mexico City,
Veracruz, Orizaba and Tampico. Two of the PCM’s new young leaders, Manuel Díaz Ramírez and José C. Valadés were elected secretaries of the executive board of the FCPM.39 The Communist Federation and its activists such as Levine, Valadés and Díaz Ramírez were far more serious about
organizing than Gale had been. For example,

39 Taibo II 1986, Los Bolshevikis, p. 103.

Díaz Ramírez, who was himself from Veracruz, contacted Aurelio Medrano and other leaders of the Orizaba textile workers’ anarcho-communist group, the group with which Gale had been corresponding. Díaz not only wrote them and sent the Communist magazine Vida Nueva and the
Boletín Comunista, but he also went to Orizaba gave a public lecture on “Unionism and Communism.” He met privately with local activists and attempted to win the group over to the Communist Federation of the Mexican Proletariat, and to the Mexican Communist Party.40 Díaz urged the local anarcho-communists and CROM activists to join the Communist Federation and later its successor the General Confederation of Workers (CGT). The Orizaba group decided to stay in the CROM, though they remained in its left wing.41 Nevertheless, Díaz and the Communists demonstrated a new commitment to building the IWW and the Communist Party among workers.

40 García Díaz, Bernardo 1990, Textiles del Valle de Orizaba (1880–1925). (Xalapa, Veracruz: Universidad Veracruzana, Centro de Investigaciones Historicas, 199), pp. 240–1.
41 Ibid., pp. 270–1.

Levine’s organizing in Tampico and his fight with Gale had strengthened the IWW in Mexico. He also helped to build the young and fragile Mexican Communist Party. The political winds, however, had shifted. While President Venustiano Carranza had welcomed the American slackers, the new president, Álvaro Obregon, wanted to be rid of them, ordering their arrest and expulsion.

Levine was captured and deported on 25 May 1921.42 He either revealed his citizenship or it was discovered, for the Washington Post carried the news of Levine’s detention to the public in a story
date-lined Laredo, Texas, 27 May 1921: Herman M. [sic] Levine, of New York City, who fled to Mexico in 1918 and is alleged to have engaged in radical activities there, was deported Wednesday from Monterrey, where he was arrested last week. He was immediately taken in charge by military authorities here and is being held at Fort McIntosh.43

42 Letter from Matthew C. Smith, Col., General Staff, Chief, Negative Branch to W.L. Hurley, Office of the Under-Secretary, Department of State, 28 May 1921; Memorandum for file dated 27 May 1921 regarding phone call from Mr. Hoover to USMID. Both in Box 2292, Record
Group 165, USMED, USNA.
43 “Mexico Deports Radicals; Herman M. Levine, of New York Returned to the United States,” Washington Post, 27 May 1921. Clipping in Box 2291, Record Group 165, USMID, USNA

.
44 Memorandum for file, undated by citing General Intelligence Bulletin No. 53 for 4 June
1921, Box 2292, Record Group 165, USMID,USNA.

The US government’s General Intelligence Bulletin No. 53 for 5 June 1921 reported that Levine’s “case will be presented to the Grand Jury for indictment as a slacker.”44

After this point, Levine disappears from the records, but what an experience Levine had had since the day four years before when he decided to resist the draft. The war and the draft forced him to give up his profession, and his country and led him to become a political exile in Mexico. While
Levine remained a radical, the war also caused him to abandon his political party, the Socialists, and led him to adopt the revolutionary syndicalist ideology of the Industrial Workers of the World.

As a Wobbly in Mexico, Levine edited the union’s newspaper in Tampico where he also became one of the union’s leading spirits. Of all the American slackers, Levine was perhaps the only one who really threw himself shoulder-to-shoulder into the organization of ordinary Mexican workers in an attempt to bring about a new industrial and economic order. For a brief period, Levine and his IWW ‘fellow workers’ had led thousands of Tampico’s oil port workers in a mass movement involving strikes that paralyzed shipping, challenged the employers, and troubled two states. Levine had cooperated with the founders of the Mexican Communist Party and Levine himself appears to have become a member. Like other radicals in Mexico at the time, Levine signed his letters “Salud y Revolución Social,” that is, “Health and Social Revolution,” and he added in English with that characteristic Wobbly American accent, “May it come damn quick.” Unfortunately for Levine, it did not come.

Whatever happened to Levine? We do not know, but a cross-reference in the card index of the US Military Intelligence Division files mentions a Herman Levine who was active in June 1932 in the
executive councils of various veterans’ organizations and was a bonus marcher, one of the largest American working-class protests of the era. Could that have been the Brooklyn school teacher Levine who led oil workers in Tampico during the years of the World War and the Mexican Revolution?
We cannot be sure that this is the same man, but it might well have been.

History, Now and Then: Teaching Historiography with the American History Textbook Project at Ramapo College

Rationale

One of the foremost challenges in social studies education is overcoming the danger of a single narrative. High school history classes that are structured around a textbook are particularly prone to this inhibition. History is not one set of facts — it is an argument. Relying too much on one secondary text to guide instruction fails to establish this key principle for understanding what history is, how it is done, and how it is significant to the present. The challenge of textbooks is that as tertiary sources, they vary widely in quality, and tend to offer overly simplistic narratives of the past that leave little room for debate or acknowledgement of tension over what really happened and why.

While textbooks are a necessary tool for establishing a basic set of facts for history instruction, as well as providing primary source resources and activities to support effective social studies pedagogy, they greatly undermine students’ understanding of history as a discipline with its own distinct theories and skills. It should be acknowledged that authors and publishers have generally made progress including diverse primary sources in their products, thought it has come to be widely accepted that the editorial choices made by textbook companies are often driven by politics, and
textbooks that are outdated will ultimately fail to expose students to the changing narratives of the past that are continually being written and debated. And, as with any piece of historical writing, textbook narratives are ultimately shaped by the times in which they are written.

These limitations present secondary social studies teachers with an obligation as well as an opportunity to introduce students to the theory behind how historical narratives are crafted and why history is constantly changing. How could history instruction be improved if students were exposed to different interpretations of the past and an evolution of historical narratives over time? In 2020, the authors’ utilized the American History Textbook Project (AHTP) at Ramapo College of NJ to develop and implement a lesson that introduced seventy high school juniors to the basics of historiography. Two years later, a cohort of sixteen students was invited to use the collection at Ramapo College for the purposes of developing historiographical thinking through text analysis.

While many history teachers may take issue with introducing secondary students to historiography, it is hardly a new idea or practice. Both Hoefferle (2007) and Zucker (2016) define the benefits of and
propose strategies for bringing historiography into the social studies classroom. Caroline Hoefferle realized that, while her undergraduate students knew how to analyze primary documents, they “had
never before thought critically about the histories that they read” (pg. 40). One of the chief benefits of bringing historiography into the social studies classroom, therefore, is that it both supports content acquisition as well as the development of critical thinking skills. Hoefferle writes that, upon being
introduced to historiography, many of her students “wished that they had been exposed to the course in high school. . . so that they knew beforehand how to read history and how to make sense of it all” (pg. 40). In this sense, exposing younger students to historiographical thinking compliments and reinforces the work that they regularly do with primary sources. Students are frequently asked to analyze, synthesize, and develop conclusions or arguments. This same thinking should be encouraged with textbook use.

How frequently do social studies teachers present students with the opportunity to understand that history is not just a “set of facts” but an ongoing debate? Professional scholars are continually offering new perspectives and interpretations that are in turn influenced by factors such as contemporary events or personal experiences and philosophies. History classes that are structured around a single textbook minimize the need for students to think critically, and undermine their understanding of why history is always changing. In Hoefferle’s words,

“Historiography not only enlightens students as to the inside story of the historical profession, but it also makes history more alive and interesting to them. It helps them to understand that everything is not already known and agreed upon, that there is a place for them in the profession, that in the future
they can contribute to the ongoing historical debates about the past. This takes them away from being simply passive receivers of the truth, to active pursuers of the truth” (pg. 41).

Similarly, AP US History teacher James Zucker (2016) takes issue with the current approach to teaching students history which relies primarily on primary source analysis. This often assumes that students are at the same level as professional historians and often forces them to analyze sources without proper contact. Rather, Zucker moves his students’ historical thinking beyond “fact gathering” through a multi-tier approach to teaching the American Revolution. First, students read
and analyze academic articles by prominent historians, such as T.H. Breen and Gary Nash. They find thesis statements, assess the supporting evidence, and discuss the validity of the arguments in a Socratic seminar. Only after students have come to the realization that there are multiple narratives of the American Revolution do they engage in primary source-based research for deeper historical context. Finally, the class circles back, assessing the relationship between the primary sources and the scholarly articles they first analyzed. Zucker expects his students to be able to engage with questions such as: “In what ways do these sources support or refute the arguments put forth by the likes of Breen and Nash? How do the interpretations reflect their own historical time period and point of view?” This is historical thinking at its finest.

In the words of Michael J. Swogger, D.Ed, writing for the National Council of the Social Studies blog “Pardon the Interruption!” in 2017: “Where historiography takes the study of history further is by asking the students to examine the evolution of how a particular history has been told over time. . . . . [S]tudying a historical topic through a historiographical lens helps students to better understand the elasticity of history itself” (Swogger, 2017). While it seems reasonable to believe that advanced high school students should be able and expected to do this type of work, there are those who advocate for the fostering of historiographical thinking skills among much younger students. In Teaching What Really Happened, James Loewen argues that social studies teachers can make historiography approachable for children as young as 10 years old, noting that “if they can learn supercalifragilisticexpialidocious, they can handle historiography.” In theory and practice, this may be as simple as having students critically analyze the narrative put forward in their history textbook, with an eye towards the flaws of a text: “Students find it intriguing to think about what topics textbooks handle especially badly” (Loewen, 76). While it may be common knowledge to history educators that the course textbook and supplemental materials often present a singular narrative with the aim of simplicity and consensus building, challenging students to question and challenge what their textbook delivers as the “correct” understanding of the past can be a powerful approach. The realization that not everything they read in a textbook is “agreed upon” may be one of the more empowering lessons that emerges from a social studies education. Together, we may take Loewen,
Hofferle, and Swogger, and Zucker to conclude the following:

These conclusions led us to develop a program, using the American History Textbook Project at Ramapo College of New Jersey, to introduce historiographical thinking to a cohort of high school students. Several characteristics of the American History Textbook Project make it an ideal
vehicle for such an undertaking.

The American History Textbook Project (AHTP) at Ramapo College began as a student-led project, under the supervision of an American Studies professor. Students researched materials to purchase before offering them to the college’s library as a special collection (Connor and Rice, 2012).
The majority of the collection consists of high school-level materials, but there are also some intended for elementary and middle school-age, as well as special editions for religious schools and state editions. Since 2009, the collection has grown to over 300 volumes, spanning almost 200 years (1825 to 2016); the collection continues to grow through grants and donations. In Spring 2020, when the college moved to remote operations due to COVID-19, a digital edition of the collection was created in order to meet the high demand of use while the physical collection was inaccessible
(https://libguides.ramapo.edu/digitalAHTP).

For a special collection, AHTP materials have a high level of use. At Ramapo, historiography is a key learning outcome not only in the History and American Studies programs, but also within the College’s General Education (GE) Program. As a result, undergraduates, often in their first year, who are enrolled in courses associated with this student learning outcome are exposed to historiographical
concepts, even if they are not history majors. This inclusion came as a result of a major recent revision to the GE Program that required professors develop courses that asked students to learn not only historical content (events, processes, trends, people) but also to place that learning in historical
context and to think critically about causation, connections to the present, and cultural bias. Students use the collection not as the books were intended – as tertiary sources – but rather as primary sources or artifacts to a time period. Professors found using the AHTP collection beneficial because students commented that using textbooks to understand complex historiographical concepts was more
manageable because information was presented in a less intimidating structure. In addition, professors appreciated that the textbooks covered so many topics – activism, industrialization, social issues, etc. – that using them allowed for maximum flexibility for courses.

Interest in the collection has grown outside of the College, especially among high school educators. When teachers contact the Library for a tour of collections, AHTP is often a featured discussion for
visiting groups. In the summer of 2023, a senior high school student volunteered to work with the collection and noted that working with the books, especially when seeing doodles and notes written by past students, brought a human element to his work research. Interacting with the AHTP collection allows students, even at the secondary level, to see these materials beyond static, neutral vessels of information, but as time capsules for both those who wrote the materials and those who used them. This adds an important new dimension of engagement with historical concepts.

In October, 2022, sixteen students from Ramsey High School participated in the program. The group of students consisted of five sophomores, nine juniors, and two seniors. All students had volunteered to participate and were not pre selected based upon any academic or personal criteria. Three quarters of the students had been or were currently enrolled in an honors or Advanced Placement history course. In a pre-assessment survey sent to the group, fifty percent of the students claimed that they frequently or regularly used a textbook in their history class, while more than forty percent said sometimes, rarely, or never. This was asked to gauge students’ familiarity with the components
and use of a history textbook. Among those who had utilized a history textbook recently, ten of the students indicated that they had read the book to answer specific questions or to study for a written assessment.


The session


For convenient access to the textbooks, the two-hour session was conducted in the special collections reading room of the George T. Potter Library at Ramapo College. Students were placed into groups of four based upon expressed interest in and general familiarity with one of four topics: the women’s suffrage movement, slavery and the American Civil War, U.S. immigration and immigrant groups, and the history of Native Americans during the Jacksonian Era. Students were seated with their groups at large tables. The session was run by Christina Connor, Ramapo College Assessment and Instruction Librarian and curator of the AHTP collection, and Daniel Willever, social studies teacher at Ramsey High School. To begin the session, brief introductory remarks were delivered by
Stephen Rice, Professor of American Studies at Ramapo College. Professor Rice originated the AHTP collection before it was donated to the library and taken over by Ms. Connor.

The work session was organized into four major activities followed by time for a post-assessment survey. In addition, students were given free time to interact with a small subset of textbooks that Ms. Connor selected for display due to their unique characteristics. As an activating strategy, each student was given one textbook from the collection to freely explore. During this time, many students made note of the cover art, the title, and the year of publication (which ranged as far back as the 1890s, though nearly all books were from the mid twentieth century). A few students turned to
the table of contents to see how the book was structured, and others took note of markings which indicated where the book had been used or by whom. Students were then asked to answer the question: “How does this text begin the story of American history?” The intention behind this question was twofold: first, for students to orient themselves to how the narrative of American
history was going to be told in the book they selected; second, for them to notice significant differences between the four books in their group regarding how the authors chose to begin the story. Answers varied, with some books beginning with the Columbian exchange, some with the
populating of the Americas during the last ice age, and others going back to the foundations of ancient civilizations.

Students then shared out to the whole group their perspective on why the starting point of their book may have been chosen by the authors and what its significance was. They were also free to ask questions or make general observations about the textbook they had selected. Some students use their phones to look up information about the author(s) of the book.

Following this orientation, students were distributed a copy of the session handout, designed to serve as a note catcher. This one page document, an adaptation of the resource used with undergraduate students at the college, was designed with ease-of-use in mind, for students to distillate core
understandings about the text into a simple framework which could be used for later thinking. At the top, students indicated basic identifying characteristics, such as title, author, and publication date of their book.

Below this, a matrix posed four essential questions for students to think about and answer using their book:

In the second activity, students conducted topical research using their textbook. At any time during the session, students were welcome to read together or to exchange books, although they were to
primarily focus their attention on the one book they selected at the start of the activity.

Following this independent reading and writing time — about twenty minutes, in total — students came together for a group collaboration session. This time was reserved for them to converse about their observations and annotations. Within each topic group, students were to begin the process of comparing and contrasting how each textbook approached, organized, conveyed and conveyed the subject matter.

Each group received a large sheet of poster paper and markers to produce a graphic organizer which expressed how the telling of their historical topic had changed over time, as noted through comparison of the four textbooks. The two hour session concluded with the final activity, in which time was allotted for presentations to the whole cohort, with additional general discussion of key takeaways and questions.


Observations and data


During the session, students were observed to be highly engaged and in regular conversation, sharing the information they were finding both for the activity sheets as well as other observations made while analyzing the textbooks. Rarely did the instructors need to intervene without students first asking a question. It was often noticed that if students were using their phones, it was to look something up for the activity, not as a distraction from the session. For two hours students were
actively participating and did not need to be reminded to focus on the lesson and discussion.

The conversation was extraordinarily organic within each group, as students huddled looking from book to book, comparing text, and making notations. Most students provided a great deal of detail in their worksheets, citing a variety of examples for each question. When asked to provide words or phrases used to describe their topics, students took the time to quote excerpts from books, not just produce a simple vocabulary list. When describing how much space is devoted to their subject,
students often provided significant detail, describing both the specific space allocated for topics (e.g., sentences, paragraphs, pages), but also reflecting if the language used was simple as well as if the topic was discussed in passing or within the context of another topic.

Reading through comments on the last two questions (to describe what is emphasized/deemphasized and how the narrative could influence a reader), it was observed that students were making the
connection that how a narrative was framed could impact perspectives on a topic. For example, if a book praised the Jacksonian policy of Native American relocation because it led to expanding U.S. territories, yet minimized or failed to mention the struggles felt by native populations, students noted how a reader could come to believe Native Americans were treated fairly and the U.S. acted justly.

In other cases, students included knowledge from their own classroom lessons to assist in their analysis of materials. For example, a student reviewing women’s suffrage noted passages in her book that downplayed the struggle, and did not discuss how long and hard a process suffrage was for women as well as the violence experienced by many suffragettes. She also noted that her book failed to mention public opposition to women’s suffrage. Since this information was absent from her materials, it was clear she was pulling in outside information in order to discuss what aspects of suffrage were under represented. The amount of detail provided by students in their observations showcased how engaged they were with the materials and that their reflections developed from a
close reading.

In addition to individual worksheets, groups were also asked to create a timeline poster with all the books, which they would use when presenting out at the end of the session. This was an important piece to the discussion because it allowed students to see that while some topics improved in coverage over time, others surprisingly were more biased in later years. It gave the students the opportunity to consider if possible outside societal or political influences may have led to how a topic evolved over time.

One group used their poster session to make interesting observations regarding how the topic of slavery was treated in chapters on the American Civil War. Student K.H., for example, observed that in A History of the United States by William A. Mowry and Arthur May Mowry, published 1896, the issue of slavery was deemphasized as a cause of the war. His peer, student G.P. noted similar language in a 1950s textbook, which did not address the harsh treatment of enslaved people and downplayed slavery as a cause of the war. Another member of this group noted that a 1979 textbook by John Garrity went into greater detail of slavery as an economic and social institution with severely harmful consequences for enslaved people. The last member of the group, in assessing the 2005 textbook The Americans by McDougal Littell, observed that this textbook explicitly described the southern states’ desire to protect slavery as what caused the war. Four students utilized four texts spanning nearly 110 years of history to arrive at the conclusion that the narratives surrounding American slavery evolved significantly over time, were reflective of issues and events contemporary to the authors, and had a significant impact on how Americans viewed the past and present of their country. The group reflected on these observations in their timeline poster and presentation to the rest of the cohort.

The post-survey completed at the end of the session yielded interesting remarks from participants. Thirteen of 14 students who completed the exit survey said that the activity somewhat (8) or significantly (5) changed their understanding of how history is written and understood. In elaborating upon how the experience reformed their understanding of history as a discipline and how narratives of history evolve over time, students often revisited the topic of their textbook exploration. Said one
student: “While I understood that history textbooks change throughout history, I’ve
never looked at examples of this or investigated what this means. I learned about Jackson and Native Americans and the connotations and views of these events in multiple times [sic] periods, but specifically during the 1920s. During this time many people wanted to hide America’s past flaws
and promote nationalism after World War I and in case there was another war in the future.” This student demonstrated the importance of contextualizing a source as a
product of the time period in which it was published.

Another common insight shared by students was the search for objectivity and validity in historical writing. While some students saw the older textbooks as “more biased” or “misleading,” still others
wondered the degree to which they needed to think critically about the narratives in their own history textbooks: The ability for students to make connections between these historical texts and what they are being taught today was a significant development, as is exemplified in one reflection: “It was very interesting to see what was being taught to Americans based on what was going on at the time, and if this information they were getting was accurate. I wonder if the same thing is happening to the textbooks we are learning from today.” Similarly, another student commented that “Getting a
sense of what previous generations were taught was intriguing, especially when placed into historical context. Seeing how the textbooks develop into a more accurate depiction was pretty cool.” A third student sought to juxtapose their critical thinking vis a vis the textbook with the narratives of history delivered by their history teacher in class: “I have always thought that a textbook is more reliable than a teacher because teachers can be opinionated and books can’t.

After today I am left thinking If my previous thought is true. A book can have so many
biases that I have never considered.” The significant impact of the exercise was perhaps best expressed by another student: “. . .for someone who has never thought about how the telling of history has evolved this would be really eye opening.”

Conclusion

This project provided the authors with insight as to how secondary and tertiary sources, such as textbooks, may be used to expose high school students to a basic understanding of historiography.
Furthermore, such a strategy can lead to significant development of students’ historical thinking skills and their understanding of “history” as a discipline, as opposed to just a timeline of people, dates, and events. History professionals understand that history “wars” are nothing new;
conflicts over how the story of the past is told have been ongoing for some time and
will continue, because, as George Orwell rightly noted, “who controls the past controls the future.” However, the consequences of these debates and the motivations behind them are most likely
foreign to high school students. While school-age children may see media coverage over the removal of Confederate monuments or criticism over a “liberal” influence in the classroom, seeing the evolution of curricular materials may help provide insight as to why history debates are often heated.

All-in-all, it was clear that students valued the time spent working with the textbooks and many of them said they would enjoy doing so again in the future with different topics of exploration. It was
rewarding to see students use prior classroom knowledge and make connections to their current or former history courses. Seeing these observations helps underscore the point that high school-level students are capable of engaging with historiographical concepts and their reactions further highlight why it is necessary to do so. The moments of epiphany to which we bore witness during the textbook session were heartening and motivating.

Further exploration of this strategy for teaching historiography may focus on the degree to which students bring their new historiographical thinking skills back to their history classroom for use in an academic setting. Overall, it was encouraging to see that students were thoroughly engaged for
nearly two hours of work time and were observed to be consistently thinking out loud, organically collaborating, analytically reading texts, and utilizing advanced historical thinking skills. If additional endeavors to promote an understanding of historiography among pre-college learners prove to be as fulfilling and successful, the future of history is a promising one.


    Connor C. & Rice S. (2012). The American History Textbook Project: The Making of a Student-Centered Special Collection at a Public Liberal Arts College. In E. Mitchell, P.A. Seiden, & S. Taraba (Eds.), Past or Portal? Enhancing Undergraduate Learning through Special Collections and Archives (pp. 271-278). Association of College and Research Libraries.

    Hoefferle, C. (2007). Teaching Historiography to High School and Undergraduate Students. OAH Magazine of History, 21(2), 40–44. http://www.jstor.org/stable/25162115

    Loewen, J.W. (2009). Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History (Multicultural Education Series edition). Teachers College Press.

    Swogger, M. (2017, March 29). Embracing Historiography in the Classroom. Pardon the Interruption! from the National Council of the Social Studies. http://connected.socialstudies.org/blogs/michael-swogger/2017/03/29/embracinghistoriography-in-the-classroom.

    Zucker J. (2016, January 13). Teaching Historiography to High School Students. Process: a blog for American history. https://www.processhistory.org/jameszucker-teaching-historiography-in-highschool/.

    Addressing Israel, Palestine, Gaza, Hamas, Islamophobia, and Antisemitism in the High School Curriculum

    In response to teacher and student questions, teachers and administrators at Franklin Delano Roosevelt High School in Brooklyn partnered with Bridging Cultures Group to develop material for
    integrating lessons on Israel, Gaza, Hamas, Islam, and antisemitism into the curriculum. Study of conflicts in the Middle East are part of the 8th, 10th, and 11th grade social studies curriculum. According to the Social Studies Framework, in 8th grade United States history students should learn that “The period after World War II has been characterized by an ideological and political struggle, first between the United States and communism during the Cold War, then between the United States and forces of instability in the Middle East. Increased economic interdependence and competition, as well as environmental concerns, are challenges faced by the United States.”

    In New York, in 10th grade students learn how “Nationalism in the Middle East was often influenced by factors such as religious beliefs and secularism.” Students are expected to “investigate Zionism, the mandates created at the end of World War I, and Arab nationalism” and “the creation of the
    State of Israel and the Arab-Israeli conflict.”

    In 11th grade they examine how “American strategic interests in the Middle East grew with the Cold War, the creation of the State of Israel, and the increased United States dependence on Middle Eastern oil. The continuing nature of the Arab-Israeli dispute has helped to define the contours of American policy in the Middle East.” As part of this unit, “Students will examine United States foreign policy toward the Middle East, including the recognition of and support for the State of Israel, the Camp David Accords, and the interaction with radical groups in the region.”

    In 12th grade, New York State students study the organization and role of the United States government. There are no content specifications, and the course is expected to “adapt to present local, national, and global circumstances, allowing teachers to select flexibly from current events to illuminate key ideas and conceptual understandings.”

    A teacher’s responsibility is to find or put together documents from different perspectives that students can evaluate together, to ask probing questions and develop an informed opinion on topics
    in a safe classroom environment.

    These are compelling questions that can be addressed in high school Global history classrooms.

    • What was the origin of Zionism?
    • How did World War I impact Palestine?
    • How did the Holocaust and World War II shape the future of Israel and Palestine?
    • What was the outcome of the 1948 Arab-Israeli War?
    • What was the origin of the PLO?
    • What were the results of the Six-Day and Yom Kippur wars?
    • Why did Palestinians launch an Intifada?
    • What is the origin of Hamas?
    • Why is it difficult to resolve conflicts between Israel and Palestine?
    • Why has the war in Gaza drawn international attention
    • These are compelling questions that can be addressed in high school United States history
      classrooms.
    • How did Middle east conflicts impact on the domestic front?
    • How did U.S. support for Israel lead to an oil embargo?
    • What was the impact of the oil embargo on the American people?
    • How has the United States tried to resolve Middle East conflicts?
    • The material included in this package are only suggestions. Teachers should adapt lesson ideas and
      documents to make them appropriate for their students. Some of the material presented in this package is prepared using different formats.
    • Aim: Why is there a conflict between the Israelis and Palestinians?
      Do Now: Cartoon analysis.
    1. See: What do you see happening in the cartoon?
    2. Think: Based on your observations, what can you infer about the conflict between Palestine and Israel?
    3. Wonder: Write down questions you have about the conflict between Israel and Palestine.
    4. Historical thinking skills practice: Using the google slides and the video
      (https://www.youtube.com/watch?v=Bno1m1zhIWs), to explain the historical context of the Israeli –
      Palestinian conflict. Use the three images below and answer the questions following “Review of Key Ideas.”

    Review of key ideas
    I: The Arab/Palestinian -Israeli Conflict: 1948- present day Key vocabulary: Zionism – the belief that Jews should have their own homeland; Zionism strengthens after the Holocaust.
    II: Balfour Declaration: The British set up Palestine as the Jewish homeland.
    III: Mandate Border 1920: Set up by the British; 90% of Palestine inhabited by Arabs.
    IV: UN Resolution 1947: UN votes to divide Palestine into two countries. Jews agree to plan, Arabs do not. May 14, 1948, the state of Israel was born.
    V. Since the establishment of Israel, there has been conflict between Israelis and the Palestinians as well as neighboring Arab countries.

    1. How did this conflict start?
    2. Where is the conflict happening?
    3. Who is fighting?

    Historical thinking skills practice: Identify viewpoints and explain how they are similar and different.

    Exit Ticket: In your opinion, will the conflict between the Israelis and Palestinians ever end? Is peace possible? Why or why not?

    AIM: What were the historical circumstances that led to conflicts between Jews and Palestinians?
    Lesson Objective: Contextualize the origins of the Israel and Palestinian series of conflicts.

    ACTIVITY 1: DO NOW – STUDENT CHOICE
    Directions: Choose an option below. You don’t have to do both.

    The McMahon–Hussein Correspondence is a series of letters that were exchanged during World War I in which the Government of the United Kingdom agreed to recognize Arab independence in a large region after the war in exchange for the Sharif of Mecca launching the Arab Revolt against the Ottoman Empire. The correspondence had a significant influence on Middle Eastern history during and after the war; a dispute over Palestine continued thereafter.


    DOCUMENT 1: Zionism
    Zionism is a Jewish nationalist movement that has had as its goal the creation and support of a Jewish national state in Palestine, the ancient homeland of the Jews. Below are quotes from Zionist Theodor Herzl.

    “Oppression and persecution cannot exterminate us. No nation on earth has endured such struggles and sufferings as we have . . . Palestine is our unforgettable historic homeland. . . Let me repeat
    once more my opening words: The Jews who will it shall achieve their State. We shall live at last as free men on our own soil, and in our own homes peacefully die. The world will be liberated by our
    freedom, enriched by our wealth, magnified by our greatness. And whatever we attempt there for our
    own benefit will redound mightily and beneficially to the good of all mankind.” – Theodore Herzl,
    February 1896

    DOCUMENT 2: Balfour Declaration

    Balfour Declaration, (November 2, 1917), statement of British support for “the establishment in Palestine of a national home for the Jewish people.” It was made in a letter from Arthur James Balfour, the British foreign secretary, to Lionel Walter Rothschild, 2nd.

    Baron Rothschild, a leader of the Anglo-Jewish community.


    “His Majesty’s Government view with favour the establishment in Palestine of a national home for the Jewish people, and will use their best endeavours to facilitate the achievement of this object, it being clearly understood that nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine, or the rights and political status enjoyed by Jews in any other country.” – Arthur James Balfour, British Foreign Secretary

    1. What is the primary purpose of the Balfour Declaration?
    2. Identify a cause-and-effect relationship between the events shown in Documents 1 and 2.
    1. What is the historical context/circumstances to the events shown in Option A?

    OPTION B

    Source: A Survey of Palestine: Prepared in December 1945 and January 1946 for the
    Information of the Anglo-American Committee of Inquiry. Vol. 1. Palestine

    1. What trends do you notice according to the chart about Jewish immigration to Palestine in the mid 1930s?

    Beginning in 1929, Arabs and Jews openly fought in Palestine, and Britain attempted to limit Jewish
    immigration as a means of appeasing the Arabs. As a result of the Holocaust in Europe, many Jews
    illegally entered Palestine during World War II. Jewish groups employed terrorism against British
    forces in Palestine, which they thought had betrayed the Zionist cause. At the end of World War II, in
    1945, the United States took up the Zionist cause. Britain, unable to find a practical solution, referred
    the problem to the United Nations, which in November 1947 voted to partition Palestine. The Jews
    were to possess more than half of Palestine, although they made up less than half of Palestine’s
    population. The Palestinian Arabs, aided by volunteers from other countries, fought the Zionist forces, but by May 14, 1948, the Jews had secured full control of their U.N.-allocated share of Palestine and also some Arab territory. On May 14, Britain withdrew with the expiration of its mandate, and the State of Israel was proclaimed.

    Key Word: Key Sentence: Main Idea:

    ACTIVITY 3: VIDEO ANALYSIS
    Directions: Watch the video (https://www.youtube.com/watch?v=iRYZjOuUnlU) and summarize the
    events of the Israel/Palestine conflict.

    ACTIVITY 4: HISTORICAL THINKING SKILLS PRACTICE
    Directions: Look at the map below and answer the historical thinking questions. Examine the questions from the 2023 Global History Regents and see why the New York Post reported some Jewish leaders (https://nypost.com/2023/01/31/new-york-regents-exam-blasted-for-loaded-questions-about-israel/) saw this as a biased source.

    2023 Global History Regents Questions

    1.Which historical event most directly influenced the development of the 1947 plan shown on Map A?
    (1) Russian pogroms
    (2) the fall of the Austro-Hungarian Empire
    (3) Paris Peace Conference
    (4) the Holocaust

    2.Which group benefited the most from the changes shown on these maps?
    (1) Zionists and Jewish immigrants
    (2) the government of Jordan
    (3) Palestinian nationalists
    (4) the citizens of Lebanon
    Historical Thinking Questions

    1. What is the historical context/circumstances that led to the maps shown?
    2. What is the primary purpose of maps A, B, and C?
    3. Is there a potential bias in the maps? yes/no explain why.

    Biased? In your opinion, are these questions biased? Explain.

    AIM: Can a two-state solution work between Israel and Palestine?
    Lesson Objective: Contextualize the current situation between Israel and Palestine.

    ACTIVITY 3: VIDEO ANALYSIS
    Directions: Watch the video (https://www.youtube.com/watch?v=d2PguJV7l24&t=110s).

    1. What claims are presented in the video?
    2. What evidence is presented to support the claims?
    3. Do you agree with the claims made in the video? Explain.
    1. New York State Social Studies Standards:
      Overall: Common Core Learning Standards:
      Reading:
      Cite specific text evidence from the text
      Provide an accurate summary of how key events or ideas develop over the course of the text
      Determine whether earlier events caused later ones or simply preceded them
      Determine the meaning of words as they are used in a text
      Writing:
      Write explanatory text with relevant and sufficient facts, concrete details, and appropriate examples
      Use precise language and domain specific vocabulary
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
      Procedure:
    2. Do Now: Students will be provided with a choice of either using the photographs or the political cartoons to answer the questions.

    1.How were Americans impacted by oil?

    2. Even though these cartoons and photographs are from the 1970’s are there any connections that you can make to current day in the United States?

    1. What claims are made by Senator Schumer?
    2. What evidence does he present to support the claims?
    3. Do you agree with the claims made by Senator Schumer? Explain.
    1. What claims are made by Israeli Prime Minister Netanyahu?
    2. What evidence does he present to support the claims?
    3. Do you agree with the claims made by Israeli Prime Minister Netanyahu? Explain.
      Exit Ticket: In your opinion, is a two-state solution for Israel and Palestine possible or likely at this time? Explain.
      Lesson: 1970s Presidents/policies / U.S. History 11th Grade
      Aim: How did various foreign policy decisions impact the United States during the 1970’s?
      Objective: Students will learn about the OPEC oil embargo and the Camp David Accords during the
      various presidencies of the 1970’s by completing an SEQ 1 task.
    4. Mini-Lesson
      a. Essential vocabulary
      b. Background information. Students will engage in a turn and talk with one another to note the
      relations between the US and the Middle East during this time.

    Activity #2: Students will complete an SEQ 1 task
    Task: Read and analyze the following documents, applying your social studies knowledge
    and skills to write a short essay of two paragraphs in which you:

    • Describe the historical context surrounding these documents
    • Identify and explain the relationship between the events and/or ideas found in these documents
      (Cause and Effect, or Similarity/Difference, or Turning Point)
    • In developing your short essay answer of two or three paragraphs, be sure to keep these explanations in mind:
      o Describe means “to illustrate something in words or tell about it”
      o Historical Context refers to “the relevant historical circumstances surrounding or connecting the events, ideas, or developments in these documents”
      o Identify means “to put a name to or to name”
      o Explain means “to make plain or understandable; to give reasons for or causes of; to show the logical development or relationship of”
      o Types of Relationships:
      o Cause refers to “something that contributes to the occurrence of an event, the rise of an idea, or the bringing about of a development”
      o Effect refers to “what happens as a consequence (result, impact, outcome) of an event, an idea, or a development”
      o Similarity tells how “something is alike or the same as something else”
      o Difference tells how “something is not alike or not the same as something else”
      o Turning Point is “a major event, idea, or historical development that brings about significant change. It can be local, regional, national, or global.
    • Document 1: “Policies to Deal with the Energy Shortages”, Richard Nixon, Address to the Nation about policies to deal with energy shortages. November 7th, 1973
      “As America has grown and prospered in recent years, our energy demands have begun to exceed
      available supplies. In recent months, we have taken many actions to increase supplies and to reduce
      consumption. But even with our best efforts, we knew that a period of temporary shortages was
      inevitable. Unfortunately, our expectations for this winter have now been sharply altered by the recent conflict in the Middle East. Because of that war, most of the Middle Eastern oil producers have reduced overall production and cut off their shipments of oil to the United States. By the end of this month, more than 2 million barrels a day of oil we expected to import into the United States will no longer be available. We must, therefore, face up to a very stark fact: We are heading toward the most acute shortages of energy since World War II. Our supply of petroleum this winter will be at least 10 percent short of our anticipated demands, and it could fall short by as much as 17 percent . . . To be sure that there is enough oil to go around for the entire winter, all over the country, it will be essential for all of us to live and work in lower temperatures. We must ask everyone to lower the thermostat in your home by at least 6 degrees so that we can achieve a national daytime average of 68 degrees . . . I am also asking Governors to take steps to reduce highway speed limits to 50 miles per hour. . . . Proposed legislation would enable the executive branch to meet the energy emergency in several important ways: First, it would authorize an immediate return to daylight saving time on a year round basis. Second, it would provide the necessary authority to relax environmental regulations on a temporary, case-by-case basis . . . Third, it would grant authority to impose special energy conservation measures, such as restrictions on the working hours for shopping centers and other commercial establishments.”
    • Document 2: “Moral Equivalent to War” President Jimmy Carter, Address to the Nation. April 18, 1977
      “I want to have an unpleasant talk with you about a problem that is unprecedented in our history. With the exception of preventing war, this is the greatest challenge that our country will face during our lifetime. The energy crisis has not yet overwhelmed us, but it will if we do not act quickly. It’s a problem that we will not be able to solve in the next few years, and it’s likely to get progressively worse through the rest of this century . . . . By acting now we can control our future instead of letting the future control us. Two days from now, I will present to the Congress my energy proposals . . . Many of these proposals will be unpopular. Some will cause you to put up with inconveniences and to make sacrifices. The most important thing about these proposals is that the alternative may be a national catastrophe. Further delay can affect our strength and our power as a nation. Our decision about energy will test the character of the American people and the ability of the President and the Congress to govern this Nation. This difficult effort will be the “moral equivalent of war,” except that we will be uniting our efforts to build and not to destroy . . . The 1973 gas lines are gone, and with this springtime weather, our homes are warm again. But our energy problem is worse tonight than it was in 1973 or a few weeks ago in the dead of winter. It’s worse because more waste has occurred and more time has passed by without our planning for the future.
      And it will get worse every day until we act . . . [W]e must reduce our vulnerability to potentially
      devastating embargoes. We can protect ourselves from uncertain supplies by reducing our demand for oil, by making the most of our abundant resources such as coal, and by developing a strategic petroleum reserve.”
      Closure: Read the letter to President Carter and answer the multiple-choice questions.
    • Aim: What role did the United States play in the Middle East in the post-World War II era?
      Objective: U.S. History 11th Grade. SWL about the relations between the U.S. and Middle East
      following World War II by completing an SEQ 2 task.
      New York State Social Studies Standards: 11.9 c: American strategic interests in the Middle East grew with the Cold War, the creation of the State of Israel, and the increased United States dependence on Middle Eastern oil. The continuing nature of the Arab-Israeli dispute has helped to define the contours of American policy in the Middle East.
      Next Generation Learning Standards for Reading and Writing:
    • Cite specific text evidence
    • Provide an accurate summary of how key events or ideas develop over the course of the text
    • Determine whether earlier events caused later ones or simply preceded them
    • Determine the meaning of words as they are used in a text
    • Write explanatory text with relevant and sufficient facts, concrete details, and appropriate examples
    • Use precise language and domain specific vocabulary
    • Produce clear and coherent writing in which the development, organization, and style are appropriate
      to task, purpose, and audience
      Procedure:
    1. Do Now: Students will read the except and note the main ideas found.
    2. Mini-Lesson: Masterful read of the information. While reading, students will annotate and note the
      possible causes for conflict in the Middle East
    3. Learning Activities
    • Turn and Talk: What would you say was the main cause for the United States involvement in the
      Middle East following WWII?
    • Students will read the document and will complete the SEQ 2 task for either purpose or POV.
      Do Now: Based on the following excerpt note the main ideas found in the text.
      Questions:

    1.What do you think the purpose was in creating this text?

    2.From what point of view do you believe this was written? Why?

    Purpose: The reason an author wrote something. Examples are to inform, entertain, persuade, describe.
    Point of View: side from which the creator of a source describes a historical event.

    American strategy became consumed with thwarting Russian power and the concomitant (related)
    global spread of communism. Foreign policy officials increasingly opposed all insurgencies or
    independence movements that could in any way be linked to international communism. The Soviet
    Union, too, was attempting to sway the world. Stalin and his successors pushed an agenda that included not only the creation of Soviet client states in Eastern and Central Europe, but also a tendency to support leftwing liberation movements everywhere, particularly when they espoused anti-American sentiment. As a result, the United States and the Union of Soviet Socialist Republics (USSR) engaged in numerous proxy wars in the Third World. American planners felt that successful decolonization could demonstrate the superiority of democracy and capitalism against competing Soviet models. Their goal was in essence to develop an informal system of world power based as much as possible on consent (hegemony) rather than coercion (empire). But European powers still defended colonization and American officials feared that anticolonial resistance would breed revolution and push nationalists into the Soviet sphere. And when faced with such movements, American policy dictated alliances with colonial regimes, alienating nationalist leaders in Asia and Africa. Source: Michael Brenes et al., “The Cold War,” in Ari Cushner, ed., The American Yawp, eds. Joseph Locke and Ben Wright (Stanford: Stanford University Press, 2018).

    1. Directions: Do a close read of the following text passage and annotate

    The Region’s Strategic Importance

    After World War II, the United States began taking a more active and
    interventionist role in political and military conflicts across the globe. This
    was a marked break from the country’s mainly isolationist approach to world
    affairs in its first 150 years. The Middle East has been the most consistent
    region for U.S. intervention over the past 70 years, especially after War II
    ended beginning with the creation of the State of Israel. In 1947, the United
    Nations voted to divide British-controlled Palestine into two states-one Arab
    and one Jewish. The U.N. action resulted in violence between Jews and
    Arabs. In May 1948, Israel declared itself an independent state. Both the
    United States and the Soviet Union supported this development. Most Arab
    nations objected to U.S. support of Israel even though they too received U.S.
    economic aid. Arab resentment against both Israel and the United States grew
    in the postwar years. This allowed the Soviet Union to gain influence in the
    Middle East, especially in Syria. In 1957, President Eisenhower moved to
    address this spreading Soviet influence. He established the U.S. policy of
    sending troops to any Middle Eastern nation that requested help against
    communism. The Eisenhower Doctrine was first tested in Lebanon in 1958.
    The presence of U.S. troops in Lebanon helped that country’s government
    deal successfully with a Communist challenge.

    The history of the Middle East in modern times has been marked by civil
    wars, revolutions, assassinations, invasions, and border wars. In dealing with
    each conflict, U.S. policymakers tried to balance three main interests:

    1. Support to the democratic State of Israel
    2. Support for Arab states to ensure a steady flow of Middle Eastern oil to the
      United States and its allies
    3. Prevention of increased Soviet Union influence in the region

    Turn and Talk/ Check for Understanding: What would you say was the main cause for the United
    States involvement in the Middle East following World War II?

    Task: Read and analyze the documents. Applying your social studies knowledge and skills to write a
    short essay of two or three paragraphs in which you: Describe the historical context surrounding the
    Special Message to Congress by President Eisenhower and explain how audience, or purpose, or bias, or point of view affects this document’s use as a reliable source of evidence.

    Document: President Dwight D. Eisenhower, Special Message to Congress, January 5, 1957

    “The reason for Russia’s interest in the Middle East is solely that of power politics. Considering her
    announced purpose of Communizing the world, it is easy to understand her hope of dominating the
    Middle East. This region has always been the crossroads of the continents of the Eastern Hemisphere. The Suez Canal enables the nations of Asia and Europe to carry on the commerce that is essential if these countries are to maintain well-rounded and prosperous economies. The Middle East provides a gateway between Eurasia and Africa. Then there are other factors which transcend the material. The Middle East is the birthplace of three great religions-Moslem, Christian and Hebrew. Mecca and Jerusalem are more than places on the map. They symbolize religions which teach that the spirit has supremacy over matter and that the individual has a dignity and rights of which no despotic government can rightfully deprive him. It would be intolerable if the holy places of the Middle East should be subjected to a rule that glorifies atheistic materialism. International Communism, of course, seeks to mask its purposes of domination by expressions of good will and by superficially attractive offers of political, economic and military aid. Under all the circumstances I have laid before you, a greater responsibility now devolves upon the United States … The action which I propose would … authorize the United States to cooperate with and assist any nation or group of nations in the general area of the Middle East in the development of economic strength dedicated to the maintenance of national independence. It would [also] authorize such assistance and cooperation to include the employment of the armed forces of the United States to secure and protect the territorial integrity and political independence of such nations. This program will not solve all the problems of the Middle East. The United Nations is actively concerning itself with all these matters, and . . . we are willing to do much to assist the United Nations in solving the basic problems of Palestine. Source: President Dwight D. Eisenhower, Special Message to Congress, January 5, 1957

    Short Essay Question Paragraph Outline: In developing your short essay answer of two or three
    paragraphs, be sure to keep these explanations in mind –
    Describe means “to illustrate something in words or tell about it.” Historical Context refers to
    “the relevant historical circumstances surrounding or connecting the events, ideas, or
    developments in these documents.” Analyze means “to examine a document and determine its
    elements and its relationships.” Explain means “to make plain or understandable; to give reasons
    for or causes of; to show the logical development or relationship of.” Reliability is determined by
    how accurate and useful the information found in a source is for a specific purpose.

    Paragraph 2: Reliability
    Topic Sentence:
    The document is (possible responses: not, somewhat, very) reliable.
    Based on the (purpose OR point of view (Choose 1) ______________

    Document evidence ________________________________________

    Paragraph 3: Significance of the document evidence
    Closing Sentence:

    Aim: Why did the Crusades occur?
    Do Now: Read the poem and look and the image below. Pick a sentence that stands out to you. What do you think this sentence says about how the author feels about the land ?

    To our land,
    And it one near the word of god,
    To our land,
    And it is the one tiny as a sesame seed
    To our land , and it is the prize of war
    The freedom to die from longing and burning and our
    land, in its bloodiest night, is a jewel that glimmers for
    the far upon the far.

    Historical Context : The Crusades were a series of wars (1050-1300 CE) during the Middle Ages where the Christians of Europe tried to retake control of Jerusalem and the Holy Land from the Muslims. Jerusalem was important to a number of religions during the Middle Ages.
    ● It was important to Jewish people as it was the site of the original temple to God built by King
    Solomon.
    ● It was important to the Muslims because it was where they believe the Prophet Muhammad ascended to heaven.
    ● It was important to Christians as it is where Christianity began. They considered it the Holy Land.
    Check for understanding:
    A major goal of the Christian Church during the Crusades (1096–1291) was to
    1) establish Christianity in western Europe
    2) capture the Holy Land from Islamic rulers
    3) unite warring Arab peoples
    4) strengthen English dominance in the Arab world

    • Which point of view was this written from? Crusader (Christian), Muslim
    • Identify at least two words, sentences, or phrases in this source that illustrate its point of view.
    • How do they feel about the crusades?

    Document A: Kingdom of Heaven – Clash of Cavalry
    Directions: Read the documents below and use textual evidence to figure out the point of view
    “Finally, our men took possession of the walls and towers, and wonderful sights were to be seen. Some of our men cut off the heads of their enemies; others shot them with arrows, so that they fell from the towers. It was necessary to pick one’s way over the bodies of men and horses. In the Temple of Solomon, men rode in blood up to their knees and bridle reins. Indeed, it was a just and splendid (excellent) judgment of God that this place should be filled with the blood of the unbelievers.”
    Questions

    Document B
    “Refugees reached Baghdad and told the Caliph’s ministers a story that wrung their hearts and brought tears to their eyes. They begged for help, weeping so that their hearers wept with them as they described the sufferings of the Muslims in that Holy City: the men killed, the women and children taken prisoner, the homes pillaged.”
    Questions

    1. Which point of view was this written from? Crusader (Christian), Muslim
    2. Identify at least two words, sentences, or phrases in this source that illustrate its point of view.
    3. How do they feel about the crusades?

    Intentional Use of AI in the Social Studies Classroom for Multilingual Learners


    Andy Szeto


    The introduction of ChatGPT in 2022 has opened up numerous exciting possibilities for teachers, making AI increasingly relevant in the classroom. For social studies teachers working with multilingual learners, AI offers valuable tools to enhance content comprehension and engagement. The intersection of social studies language demands and AI’s powerful capabilities represents a perfect synergy. The recent proliferation of AI-powered tools has significantly improved educators’ ability to bring social studies content to life and address the diverse needs of multilingual students. This article explores how AI can support these social studies teachers by providing tailored resources and facilitating effective teaching strategies.

    In modern social studies education, we must move beyond rote memorization of facts, events, and dates to create more engaging and meaningful experiences for students. The integration of AI presents a significant opportunity to enhance SWIRL—speaking, writing, interacting,
    reading, and listening—within lessons.1

    1 Andrea Honigsfeld and Maria G. Dove, Collaborating for English Learners: A Foundational Guide to Integrated Practices, 2nd ed. (Thousand Oaks, CA: Corwin, 2020).

    For instance, when exploring the decision of the United States to join the League of Nations after World War I, teachers can utilize historical chatbots to offer students diverse perspectives on the issue, fostering interactive learning. An activity could involve students preparing and participating
    in a debate, supported by real-time audio translation and captioning to ensure inclusivity. AI can transcribe and translate these debates into multiple languages, allowing all students to engage fully.

    Additionally, students can write about the topic in their native language, with AI translating their work for peer review and feedback. Through such applications, AI not only facilitates active participation in all aspects of SWIRL but also enriches the learning experience by bridging language
    barriers and promoting deeper engagement with historical content. 2
    2Tan Huynh, “3 Strategies to Support English Language Learners in Social Studies,” Edutopia,
    January 24, 2022, https://www.edutopia.org/article/3strategies-support-english-language-learners-socialstudies/ .

    Teaching academic vocabulary in social studies instruction is crucial as it empowers students to comprehend complex concepts, engage in higher-order thinking, and effectively communicate their
    understanding of historical and contemporary issues.3 AI-powered tools can support multilingual learners by offering customized language resources tailored to individual student language needs. These tools can assist social studies teachers by identifying key vocabulary and facilitating the translation or integration of terms in various languages. For example, a government teacher working with primarily Chinese-speaking students, who is covering the First Amendment and individual rights, might use AI to create a presentation slide with key terms highlighted in a complex text. AI can identify these terms in English, translate them into Chinese, and either embed the translations within the text or provide them as a separate reference.

    This screenshot displays an output from ChatGPT used to create a handout featuring key vocabulary
    words. These words have been identified and translated into Traditional Chinese to assist in understanding and learning.

    AI integration in the classroom allows students to use language more expressively and intentionally. It enables teachers to seamlessly plan for the use of academic language while leveraging all of the students’ language resources. In the same example, the teacher can ask students to choose which of the freedoms from the First Amendment they view as most important and discuss their choices with partners in either language, with the aid of AI-powered tools. 3 This approach not only helps students understand critical concepts but also improves their comprehension by offering translations in their native languages, making the content more accessible and inclusive.4

    3 Bárbara C. Cruz and Stephen J. Thornton, “Social Studies for English Language Learners: Teaching Social Studies that Matters,” Social Education 73, no.6 (2009): 271–74.
    4 WIDA. Focus Bulletin: Translanguaging. Accessed July 20, 2024.

    This screenshot displays an output from ChatGPT used to create a handout featuring key vocabulary
    words. These words have been identified and translated into Traditional Chinese to assist in understanding and learning.

    Additionally, research has shown that cognates can significantly aid language acquisition for multilingual students.5 Social studies teachers can use this concept into their pedagogical strategies to enhance student comprehension. AI-powered tools are particularly useful in this context. For
    instance, an American History teacher, serving students who speak French, English, and Spanish might use such tools to generate a slide illustrating all possible cognates in the Gettysburg Address. This visual aid can facilitate students’ understanding of the document. To be inclusive of all students’
    languages, the teacher should ensure that the slide includes cognates relevant to each language spoken in the classroom. The table of cognates, produced automatically and efficiently by AI, serves as a valuable resource for these students.

    https://wida.wisc.edu/sites/default/files/resource/Focus-Bulletin-Translanguaging.pdf.
    5 “Using Cognates to Develop Comprehension inEnglish,” Colorín Colorado, accessed July 19, 2024,
    https://www.colorincolorado.org/ellstrategies/cognates.

    Screenshot of the output table from the prompt: “Identify any cognates in French and Spanish in the Gettysburg Address.”

    AI-powered tools have greatly improved the accessibility of media content, particularly benefiting language acquisition for multilingual students. These tools can produce transcripts and captions for videos found on online platforms such as YouTube and Vimeo, making it easier for educators to
    share content in various languages. They can also efficiently create transcripts and captions for student or teacher-created content, presenting material in multiple languages. For instance, a social studies teacher might ask students to share their immigrant arrival stories, which can then be recorded, transcribed, or captioned in multiple languages. This approach honors students’ cultures, facilitates collaboration, and maximizes translanguaging as a pedagogy, helping students understand
    themselves and others better. Students can also practice public speaking by presenting their stories to the class and receiving constructive feedback from their peers. With AI tools, feedback can be offered in any language, further supporting diverse language needs and enhancing the learning experience.

    Social studies teachers can foster an environment that supports multilingual learners by being flexible with their planning. This involves allowing students to navigate and utilize different language practices as they learn. For instance, in a World History class studying the social aspects during the Industrial Revolution in England, students who speak various native languages might read primary sources translated, in parts or in whole, in their own language, engage in group debates in
    English, and annotate texts in any language they choose. Flexibility is crucial here; the goal is to help students process and make sense of what they have learned with direct translation only as needed. AI-powered tools can greatly facilitate this process.

    These tools can assist teachers in creating discussion prompts in multiple languages, generating translated texts or primary sources, or even developing multilingual word walls. Such capabilities make it easier to integrate diverse language practices in the classroom and support students’
    understanding across different languages.

    Teachers can design learning objectives that foster bilingualism and multilingualism by emphasizing skills that transcend specific languages. For example, objectives could include: “Students will be able to analyze the concepts of nationalism and patriotism through collaborative research and discussion,” enabling them to engage with diverse perspectives. By utilizing tools like Google Docs or virtual whiteboards, students can collaborate in real-time, contributing in different languages and using AI to translate their contributions effortlessly. AI allows students to navigate and integrate multiple languages in their work, thus enhancing their language acquisition and comprehension. This
    approach encourages inclusive participation and deepens understanding of social studies concepts across linguistic boundaries.

    Sample Output from ChatGPT: Exploring the question ‘What does patriotism mean to you?’—a
    snapshot of sample student reflection on the essence of national pride and identity. 6 (Katie Novak, “Why UDL Matters for English Language Learners,” Language Magazine, March 9, 2018,
    https://www.languagemagazine.com/2018/03/09/why-udl-matters-for-english-language-learners/.
    7 Anya S. Evmenova, Jered Borup, and Joan Kang Shin, “Harnessing the Power of Generative AI to
    AI and Universal Design for Learning (UDL)

    AI intersects with Universal Design for Learning (UDL) by promoting flexible language use to support diverse learners, aligning with UDL’s principles of Multiple Means of Representation and Engagement.6

    AI can enhance this intersection by using students’ languages as a starting point for brainstorming ideas, creating real-life scenarios that honor their cultures, reducing writer’s block, and producing materials with varying demands and levels.7 Additionally, AI can provide personalized feedback in
    multiple languages, facilitate comparisons between student-generated and AI-generated content for reflective learning, and incorporate speech recognition software to support diverse communication needs. For example, a teacher preparing students for a group debate on whether to join the Patriots’ cause or remain loyal to the British at the onset of the Revolutionary War can encourage engagement by allowing students to research in any language and prepare their talking points in both English and their native languages. The debates can then be conducted in the languages of the students’ choosing, with real-time translation and speech recognition software available to support their participation, making the activity inclusive and accessible for all learners. 8
    (Support ALL Learners,” Journal of Educational Technology, 2024, https://doi.org/10.1007/s11528
    024-00966-x.
    (Published May 14, 2024).
    8 Cioè-Peña, M. (2022). TrUDL, a path to full inclusion: The intersectional possibilities of translanguaging and Universal Design for Learning.)

    The use of AI in education empowers social studies teachers to effectively support multilingual students in academic writing. AI-powered resources, such as Ethiqly and Khanmigo’s Writing Coach, can assist with the writing process by providing sentence starters, suggesting outlines, and brainstorming ideas for multilingual learners.9 In multilingual classrooms where teachers may not be fluent in all languages spoken by their students, this is especially helpful.

    AI can also translate and interpret various languages simultaneously, enabling teachers to enhance students’ understanding and expression in their native tongues. For example, a government teacher can use AI to create sentence starters or templates when asking students to write an argumentative
    essay on voting rights. These supports can be provided in their native language, in English, or both, as AI offers the flexibility and simplicity needed to accommodate diverse linguistic needs.

    The integration of AI in social studies classrooms has emerged as a transformative tool for supporting multilingual learners, offering unprecedented opportunities to enhance engagement, comprehension, and participation. By leveraging AI’s capabilities, educators can create dynamic
    and inclusive learning environments that address the diverse linguistic needs of their students. Whether through enhanced media accessibility, flexible lesson planning, or personalized academic support, AI tools enable teachers to break down language barriers and foster a deeper connection to
    historical content.
    8 TESOL Quarterly, 56(2), 799–812. https://doi.org/10.1002/tesq.3074
    9 “AI and Education: Will Chatbots Soon Tutor Your Children?” The New York Times, January 11, 2024,

    As we continue to explore the potential of AI in education, it is essential to prioritize intentional and thoughtful integration, ensuring that these tools complement and enhance traditional teaching methods. By embracing AI’s potential, educators can empower multilingual learners, enrich their
    educational experiences, and contribute to a more inclusive and equitable learning environment. Through ongoing innovation and adaptation, AI can play a pivotal role in advancing social studies education and supporting the diverse needs of multilingual learners.
    https://www.nytimes.com/2024/01/11/technology/ai
    chatbots-khan-education-tutoring.html
    .

    Election 2024: The Dilemma for Teachers

    A major goal of teachers, especially secondary school social studies teachers, is to help students learn to evaluate multiple perspectives on issues by weighing supporting evidence, separating fact from fiction, examining underlying assumptions, and then developing their own informed opinions. As a teacher, I generally withhold my opinion on a topic, however, I have no problem asserting that slavery, genocide, racism, dictatorship, and antisemitism are bad. There are no upsides. When we
    consider multiple perspectives, the question we should address is why they happen, not whether they happened in the past or should happen again.

    On a variety of topics, I provide students with a package of documents to evaluate that includes things I agree with and things that I don’t. During class, my primary role is to ask questions that promote discussion about the document package and the issues and moderate respectful student to-student conversation. I use this teaching approach whether we are discussing issues from the past such as the causes of the American Revolution, or the present, such as the role of human action in climate change, whether a particular military campaign constitutes war crimes, or if a groups behavior should be identified as terrorism. Important topics for discussion when schools reopen in the fall will be evaluations of the Biden administration’s record on foreign policy, the economy, climate, and the migrant/refugee “crisis.” It will also be legitimate to discuss whether Joseph Biden’s
    age and physical and mental condition should be an issue in the election whatever your evaluation of his first administration.

    The big problem in September will be what to do about Donald Trump. How do you organize a balanced unbiased discussion and evaluation of a candidate who makes outrageous, hateful, blatantly false statements? He is a candidate convicted of 34 counts in a New York trial and who faces three other criminal cases, who has been found guilty of defamation in a civil suit, who tried to overturn the results of the 2020 Presidential election, who continues to claim the 2020 election was stolen, who dismisses any accusation against him as politically motivated, and who demands total immunity against prosecution as a former President.

    The November election is going to be a major focus in middle school and high school social studies classes. I am not neutral about slavery, genocide, racism, dictatorship, and antisemitism and I am not
    neutral about the threat Donald Trump poses to the future of democracy in the United States and the constitutional foundations of American government and society. I will not use unsubstantiated conspiracy theories, propaganda websites, and Trump sycophantic reports in document packages and pretend students are evaluating legitimate sources.

    Even a fact-check exercise of Trump statements leaves a teacher open to charges that they are injecting their opinions into class and trying to influence the ideas of their students. But of course, the job of the teacher is to influence the ideas of their students. Our responsibility to promote civic
    discourse supported by evidence and advocate for democracy means we have to influence students to critically think about the campaign and candidates and if that means presenting an accurate picture of the threat posed by Donald Trump, we will have to live with the consequences.

    Every teacher will almost definitely have students in their classes who support Donald Trump and the Republican Party, which is their right. They should be welcomed into discussion and encouraged to find evidence to support their positions, but they cannot be permitted to shout down or intimidate other students, things that I witnessed in 2016 and 2020. Donald Trump has continually said scary things, some of which he has backtracked on, and some of which he has not. In my opinion, any one of them should disqualify him to be President of the United States. He told American Jews, already
    subject to a rising tide of antisemitism, that “Any Jewish person that votes for Democrats hates their religion. They hate everything about Israel and they should be ashamed of themselves.” He described some immigrants as “not people,” “animals,” and “snakes,” accused them of “poisoning the blood of our country,” a statement that echoed the ideas of Adolf Hitler, and is promising mass deportations in violation of constitutional guarantees of due process, guarantees that in the 14th amendment are not limited to citizens. He asserted without evidence that other countries are emptying their prisons and sending criminals across the border. Trump wants “strong ideological screening of immigrants” because if “you don’t like our religion . . . we don’t want you in our country.” He is apparently unaware or does not care that the United States does not have an official religion.

    Trump continually berates the American legal system and undermines public confidence in the law, the courts, and the government. He describes people tried and convicted of crimes during the January 6, 2021 violent invasion of the United States Capitol as “unbelievable patriots” being held as hostages and promises to offer these convicted criminals mass pardons if he is elected. Trump dismisses legal charges against his former aides Peter Navarro and Paul Manafort who were convicted, Navarro of contempt of Congress and Manafort of bank and tax fraud, and claims they were “treated very badly.”

    Trump lowers the character of political speech as he raises the level of hostility. He denounces Joseph Biden as “Crooked Joe” and as a stupid President and uses vulgar and offensive language to describe other opponents, especially Black women. At campaign stops, Trump warns that if he is not elected, “It’s going to be a bloodbath for the country,” something he later tried to explain away, and that if he does “not win this year’s presidential election, I don’t think you’re going to have another election, or certainly not an election that’s meaningful.” He says he wants to be a dictator, but only on day one.

    If elected, Trump says he would support a nationwide ban on terminating a pregnancy after 15 weeks, severely limiting the reproductive rights of women. A rightwing Supreme Court with three members, I hesitate to call them justices, appointed by Trump the last time he was President may well approve such a ban. If Trump is elected President, he threatens to withdraw the United States from the NATO alliance that has helped prevent broader European wars since tens of millions of people died in World War I and World War II or at a minimum sharply reduce U.S. financial support and to once again withdraw the United States from global efforts to minimize climate change because he does not believe in science. At a time when rightwing anti-democratic political movements are gaining followers and threatening to take power in many European countries, Trump has repeatedly expressed admiration for authoritarian leaders like Vladimir Putin of Russia, Xi Jinping of China, Recep Tayyip Erdoğan of Turkey, Viktor Orbán of Hungary, and Kim Jong Un of North Korea. He praised the Lebanese-based armed group Hezbollah even though they are listed as a terrorist group by the United States State Department. Trump claims, without evidence, that the war in Ukraine and the Hamas attack on Israel would somehow not have happened if he were President.

    In his speeches, Trump continuously lies or exaggerates about his own prowess and record as President. Trump didn’t create the greatest economy or pass the biggest tax cut in U.S. history. He didn’t do more for African Americans than any president since Abraham Lincoln. He didn’t defeat ISIS or increase government revenue and he wasn’t reelected in 2020.

    Teachers should not tell students who to vote for or tell them how they are voting, but you are remiss if you do not help them understand who Donald Trump is and what he represents. If you are unsure how to do this, you can have students read and debate the points raised in this essay. Students can evaluate whether it raises legitimate concerns, or it is just anti-Trump propaganda.