Reconstruction Live Learning Session 1: Fall 2024 by Meredith O'Brien Moseley

Highlighting the We/Them aspect of Reconstruction and comparing it to the lives of our students can help build that emotional engagement

2024-10-15 23:27:57 UTC

2024-10-15 23:28:36 UTC

Does this typically happen in order from Individual/Society to Choosing to Participate? Could the order be adjusted? Could you start anywhere on the circle?

I very much like the idea of reflection on the event - Judgement legacy and memory

2024-10-15 23:28:46 UTC

2024-10-15 23:28:53 UTC

The Judgment, Legacy, and Memory component of Reconstruction stands out to me as essential for moving into civic engagement and participation.

2024-10-15 23:29:28 UTC

If we follow this sequence multiple times in a year, how have educators adjusted the first two categories to prevent repetitiveness?

2024-10-15 23:29:34 UTC

I am curious about issues of inclusion and exclusion as related to selecting a case study.

for the era- we define in and out groups as racial?

2024-10-15 23:29:47 UTC

2024-10-15 23:30:03 UTC

I like that it concludes with choosing to participate! Key word choosing. We need to remind our students that they are active players in this society, and that people always have been.

2024-10-15 23:30:14 UTC

I enjoy hearing the students Choosing to participate reflections on the lessons. Encouraging them to take a stand. From small things like standing up for one another.

Using a Case Study

2024-10-15 23:31:33 UTC

I've found that teaching case studies really does help when teaching a complex period of history. I agree that students are most likely to connect with and remember a case study rather than going through a timeline of policies. This helps them draw out the major aspects of a historical topic and make them more relevant and relatable.

2024-10-15 23:36:25 UTC

And if truth is our object, no amount of flowery romance and the personal reminiscences of its protected beneficiaries can keep the world from knowing that slavery was a cruel, dirty, costly and inexcusable anachronism, which nearly ruined the world’s greatest experiment in democracy.”

We have too often a deliberate attempt so to change the facts of history that the story will make pleasant reading for Americans,” Du Bois wrote in Black Reconstruction.

2024-10-15 23:36:51 UTC

“And if truth is our object, no amount of flowery romance and the personal reminiscences of its protected beneficiaries can keep the world from knowing that slavery was a cruel, dirty, costly and inexcusable anachronism, which nearly ruined the world’s greatest experiment in democracy.

2024-10-15 23:37:44 UTC

2024-10-15 23:41:07 UTC

If students don’t learn about the history of slavery, then they might believe that the Electoral College is a benign institution predicated on establishing democratic fairness for Americans across the country. They might grow up to believe that the enormous wealth gap between Black and white Americans is simply a result of one group working harder than another. They might think that our prison system looks the way it does because Black people are inherently more violent. (posted by Laura Keith)

2024-10-15 23:47:13 UTC

” Du Bois wrote in Black Reconstruction. “And if truth is our object, no amount of flowery romance and the personal reminiscences of its protected beneficiaries can keep the world from knowing that slavery was a cruel, dirty, costly and inexcusable anachronism, which nearly ruined the world’s greatest experiment in democracy.”

What does patriotism mean?

2024-10-15 23:58:49 UTC

The article describes the conservative notion that to teach honestly about racism is to somehow be anti-American. Trump promoted the idea of a "patriotic education," which would downplay slavery. This couldn't be further from the truth. We need to study our history honestly and deal with past atrocities in order to move forward toward a nation more closely serving all citizens and promoting supposed American values.