To Establish Justice

We the people of the United States, in order to form a more perfect union, establish justice, ...
Preamble, United States Constitution

I might have become an attorney. During my junior year of college I attended the prelaw meetings, consumed advice concerning preparation for law school, digested information from representatives of law schools that visited my college to discuss legal careers, took steps to prepare for the LSAT. Moral qualms put an end to this activity.

Two Political Science courses--Constitutional Law (PolS 300) and Civil Liberties (PolS 402)--cultivated my interest in the Bill of Rights, my commitment to equal justice under law, and some minimal comfort with legalese. The entire sequence of U.S. history courses that I packed under my belt broadened my understanding of the ongoing struggle to bring American realities in line with American ideals. President Reagan, who assumed command during my sophomore year, may have echoed John Winthrop's appropriation of a metaphor from the Sermon on the Mount to describe the U.S. nation as a "city upon a hill," but the light, it seemed to me, was directed into people's eyes more so than upon the path toward justice. Embarking upon a massive program of consuming U.S. history texts while watching the President serve up the imaginary food of Peter Pan's banquets proved to be a recipe for indigestion.

The Bill of Rights was under attack. American liberties struggled against the rhetoric of freedom. American values were the daily fare. More and more, however, the meat and potatoes that tasted so good appeared to be full of unnatural additives. They added flavor and aided digestion, but evidence began coming to light that cancer would be the long-term consequence of such a diet.

How should I earn my slice of the American pie? Defending guilty criminals seemed to be the means of keeping civil liberties off the butcher's block. Cultivating the raw truth that revealed how history books had been cooked appealed more fully to my sense of moral fiber. My stomach ached less when I contemplated prosecuting those that lied about the past than when I contemplated protecting those that might be guilty from a rush to judgment on the basis of inadequate or tainted evidence. I remained committed to my youthful quest to become a history teacher. I chose history over law, and in graduate school the history of Federal Indian law pulled me back to a steady diet of legalese.

Reflective Thinking, Teaching and Learning

"Am I a professor? Then what will I say today? But if I am a teacher, what will they do today?"
Lendol Calder, 1370

The New Social Studies of the 1960s aimed to transform classrooms that had been conduits for the transmission of knowledge into agents of cultural change. Looking back from the standpoint of 1992, Byron Massialas summarized the prospects of teaching through inquiry.

Through a proper classroom environment and teaching method, students of virtually any age could be involved in reflection and critical thinking. Springboards from any of the traditional social sciences and history could be introduced into the classroom to create interest and reflective thinking about social events.
Massialas, "Retrospect and Prospect," 121

His use of springboard as metaphor for the value of history, sociology, geography, economics, and other disciplines all serving something higher called Social Studies merits more examination than I can give it here.

Although the reform movement began with consideration of social-political contexts and psychological factors affecting students, Massialas tells us, many teachers embracing this reform movement emphasized "the structure of knowledge of the organized disciplines" (121). Historians, for example, failed to see that their disciplinary knowledge and processes were means to another end, a place to start but not the map. History dominated the curriculum that Massialas and his associates sought to transform into Social Studies. They conducted empirical studies of classroom practices that "confirmed the idea that a social-issues, rather than a traditionally chronological, curriculum is more in tune with the demands of modern society" (122).

The New Social Studies Movement ended by the mid-1970s; that is, it ended before I took a course in Social Studies teaching methods from a historian.


Undergraduate Education

O. Gene Clanton espoused some of the ideals of this now defunct reform movement. He advocated inquiry-based teaching of history in his methods class as theory, and his practice seemed to reflect this theory. Clanton had been my professor two years earlier for the second half of the American history survey: U.S. History, 1877 to present. In that class, he structured our classroom practices around what he called an inquiry approach. He divided the class of sixty or so into two groups; his teaching assistant took the other half. We then sat in a circle and talked about the documents--primary sources, mostly texts--that followed each narrative chapter in Richard N. Current, American History: A Survey, vol 2.

Clanton's teaching of history was refreshing and liberating. But it was not the method of inquiry-based reflective thinking and learning espoused by Massialas and his colleagues. Clanton did most of the talking.

In Inquiry in Social Studies (1966), Massialas and C. Benjamin Cox make the point that a discussion technique does not necessarily alter the method of classroom as conduit.

[T]he teacher assumes the role of expositor of knowledge while his students act as recipients. The materials at hand are the sources of knowledge and the major task involved is most easily described as the process of transmitting finished knowledge from source to recipient. The techniques utilized in this transmission, whether lecture, discussion, student reporting, or film projection do not differentiate the method itself. If the intent is to inform students of some already organized system of predetermined knowledge, the method is expository.
Massialas and Cox, 62

Paulo Friere calls this expository method the banking concept of education. The teacher (subject) narrates to passive receptacles or listening objects (students).

Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.
Friere, 53

The alternative sought through the New Social Studies was concept based, student centered, and focused on contemporary problems. The teacher was to manage and coordinate, rather than dispense, the construction of knowledge. In my education courses, the professors used the term facilitate.

The materials at hand are at once the sources of promising springboards or hypotheses and the compilations of factual evidence required to support or refute these hypotheses. The students in this case become participants in the process of reorganizing this knowledge around new centers of attention and interest. The learning situation is characterized by the seeking, discovering, reorganizing, and testing of knowledge.
Massialas and Cox, 62

This movement towards inquiry based teaching in social studies ran aground. When I was in college, several history professors dismissed it as a fad of the Sixties. Even so, to the extent that it was part of other educational developments that favored student centered education, it echoes through much of educational theory today, if not the practice of teaching. It should come as no surprise, therefore, that prescriptions for developing reflective thinking in high school and middle school social studies classrooms anticipate recent calls for rethinking the history survey in college classrooms.


Teaching and Learning

Checking e-mail in class is rude and immature, but it is also a predictable response to a worn-out pedagogy that no longer has a place in the history survey.
Lendol Calder, 1360

In his essay, "Uncoverage: Toward a Signature Pedagogy for the History Survey," Lendol Calder seeks ways to empower students as the agents of their own learning. He refers to a label Sam Wineburg used in conversation with him: the attic theory. Wineburg's attic theory of cognition resembles Friere's banking concept, or what Massilas and Cox call expository teaching.

As it happens, people do not collect facts the way homeowners collect furniture, storing pieces for use at a later time. ... Facts are not like furniture at all; they are more like dry ice, disappearing at room temperature.
Calder, 1361

Calder points out that covering a subject means not only going the length, but also connotes concealment. Historians, he alleges are quite adept at covering up, or "hiding what it means to be good at history" (1363). Like Wineburg in his book Historical Thinking and Other Unnatural Acts (2001), Calder attempts to identify the peculiar signature of the practice of history. He seeks to introduce to his students six "cognitive habits: questioning, connecting, sourcing, making inferences, considering alternate perspectives, and recognizing limits to one's knowledge" (1364).

Calder's process in his course on American history since 1945 is particularly relevant to Patriots and Peoples (this blog). His course divides into six units; each goes through a three stage process. Film clips are used

to create an environment so rich in information and so charged with interesting problems that students who are inert in the face of lectures and textbooks will be stirred to ask a few historical questions. After the film awakens their capacity for wonder, I then send students out to do what historically minded people do: follow a question that takes them beyond what they already know.
Calder, 1364

In the second stage, the class examines primary documents. Entry to class requires a ticket: a three to five page essay on questions formulated by the student (inspired by the film), and using the documents as evidence. One gets the sense that Calder is looking for questions that are focused on the time and place of the United States in the past half-century or so, rather than broad universal questions of the sort favored by the New Social Studies reformers.

A generalization, in order to have wide applicability, must not refer to a specific event, period, or region. A more reliable and useful generalization would be one which, if formulated as a theory, can apply to all times and places.
Massialas and Cox, 333

After formulating their own questions, and answering them through analysis of prescribed documents, the students are prepared to read the work of professional historians. Calder uses Howard Zinn, A People's History of the United States and Paul Johnson, A History of the American People. Johnson's work is stronger, that is, less polemical than Schweikart and Allen's A Patriot's History of the United States.


Theorie und Praxis

As a student in high school and college, I craved the rare opportunities to talk back, to argue with the professor, and to get expert guidance in my own self-directed study of the past and its relevance to the present. On the other hand, I would have felt cheated in a course concerned with the late-nineteenth century if the author of Kansas Populism: Ideas and Men (1969) and Populism: The Humane Preference in America, 1890-1900 (1991) should have considered it his place to be silent while my peers and I constructed our knowledge from William Jennings Bryan's Cross of Gold speech. It was good that the doctor in class was a teacher, but he needed to be a professor, too.

As a teacher, I remember that Clanton's practice did not quite match his theory. Nor does my own practice of PowerPoint based presentations interspersed with focused discussion quite match my theory tersely expressed in the title of Carl Becker's classic article, "Everyman His Own Historian." I follow Clanton in looking for balance between making useful deposits and facilitating student management of their investments.


Works Cited

Becker, Carl. "Everyman His Own Historian." American Historical Review (January 1932): 221-236.

Calder, Lendol. "Uncoverage: Toward a Signature Pedagogy for the History Survey." The Journal of American History (March 2006): 1358-1370.

Clanton, O. Gene. Kansas Populism: Ideas and Men. Lawrence: University Press of Kansas, 1969.

________. Populism: The Humane Preference in America, 1890-1900. Boston: Twayne Publishers, 1991.

Friere, Paulo. Pedagogy of the Oppressed, trans by Myra Bergman Ramos. New York: Continum, 1993.

Johnson, Paul. A History of the American People. New York: HarperPerennial, 1998.

Massialas, Byron G. "The 'New Social Studies'--Retrospect and Prospect." The Social Studies (May/June 1992): 120-124.

Massialas, Byron G., and C. Benjamin Cox. Inquiry in Social Studies. New York: McGraw-Hill, 1966.

Schweikart, Larry, and Michael Allen. A Patriot's History of the United States: From Columbus's Great Discovery to the War on Terror. New York: Sentinel, 2004.

Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.

Zinn, Howard. A People's History of the United States, 1492 - Present. New York: HarperCollins, 1980.

Spurious Quotations

Historians are dull people; they can kill a conversation with a fact.
Robert Littlewood

It is impossible to verify the quotation above. Bob Littlewood said something along these lines when I was in his office for one of our periodic meetings. We were discussing the possibilities and pitfalls of interdisciplinary research. Many of our conversations worked their way through the perceptions of scholars in one academic discipline about the methodologies of another. I was working in literature, anthropology, and history.

Under Littlewood’s tutelage in anthropological theory I read The Sacred Canopy (1967) by Peter Berger; Eric Wolf’s seminal essay, “The Virgin of Guadalupe: A Mexican National Symbol,” Journal of American Folklore (1958); Talal Asad’s “Anthropological Conceptions of Religion: Reflections on Geertz,” Man (1983); and much more. I outlined a research program focused on the study of patriotism as civil religion with attention towards Texas v. Johnson 491 U.S. 397 (1989), the Nez Perce flag dance, the rise of the Religious Right in the Seventies and Eighties. Because I mentioned in passing Dreamtime: Concerning the Boundary Between Wilderness and Civilization (1987) by Hans Peter Duerr, he read it and demanded some accountability from my perusal. Dreamtime is a fantastic book with a mere 125 pages of main text and many hundreds of pages of footnotes. Once Littlewood looked at the book, I could no longer afford to neglect the footnotes, which were “the most interesting part,” he said.

Dreamtime is a book that I stumbled upon in the bookstore. While I was looking at it, a colleague came by and we discussed the book. I showed her the extensive footnotes and bibliography amounting to more than three quarters of the volume. This colleague, who was pursuing a Ph.D. in composition and rhetoric, told me I should spurn the book simply out of principle in opposition to writers that draft long discursive footnotes. I listened to her dissertation on principles, on writing, and upon the consumer behavior of bibliophiles. I bought the book because it reflected principles of scholarship important to me. I value footnotes.

I read Dreamtime the day I bought it, but forgetting my principles, neglected the footnotes until Littlewood drove me back towards them.

I’ll be having this really interesting conversation with James, and then he’ll start speaking in footnotes.
Sherman Alexie

Readers of Sherman Alexie’s poetry and fiction will have seen statements where he disparages certain aspects of academic practice and perhaps also his use of footnotes as a trope for detail obsessed scholars. His statement above, if it was ever spoken, was reported to me through a third party to whom he spoke about me. Nearly a decade after this alleged utterance, he admitted to me that he probably said something along these lines.

Novelists are in the business of making up conversations to carry along a story, including often credible accounts of another era. Part of the business of historians is creation of stories from verifiable fragments of conversations in other eras. Footnotes offer the records of verification, and often the adventure of the quest or alternate plots lines for the story. In the case of bad history—fabrication, falsification, plagiarism—the footnotes (or their absence) often tell the story. These facts may end interesting conversations, but they also provoke new and vital discussions.

Footnotes are integral to reliable texts.