As the first black president, Barack Obama's legacy will always include issues of race. At his farewell speech he acknowledged this: "After my election, there was talk of a post-racial America. Such a vision, however well-intended, was never realistic. Race remains a potent and often divisive force in our society.” His presidency reveals the longstanding myth that American history has always been on a steady, progressive path towards embracing equality for all.
One hundred and fifty years ago, two massacres in 1866 – one in Memphis and one in New Orleans – galvanized national opposition to the Reconstruction policies that President Andrew Johnson enacted. These policies offered almost no protection to newly freed slaves in the aftermath of the Civil War.
How can confronting challenging historical moments like these become a step toward truth and reconciliation around issues of race that we face today? First, we need to understand the history behind them.
Today’s News, Tomorrow’s History is an ongoing series with Listenwise. This series connects Facing History’s themes with today’s current events using public radio to guide and facilitate discussions around the social issues of our time. We will take a look at the current responses to the changes in United States currency.
https://listenwise.com/When you look at traditional American currency, from bills to coins, you will see the portraits of presidents, founders, and inventors. On these bills, all faces are men. In 48 other countries in the world, there are women on paper currency. The United States will join these countries in the year 2020.
George Washington would have been 284 years old today. Facing History’s recent book, Washington’s Rebuke to Bigotry, on his 1790 letter to the Hebrew Congregation in Newport, Rhode Island, looks at the United States’ first president’s views on religious freedom, and is a powerful resource for exploring these essential civic lessons within U.S. history.
As an educator who has taught the Facing History Reconstruction unit several times, one thing has become clear: who we are and where we are shapes the way we teach our students about this critical period in history. I’ve heard my fellow educators grapple with some of the same questions I’ve considered. How do we approach the topic of race and racism? How can we talk about African American history with a predominantly white student body versus a predominantly African American one? Or, how can we talk about the legacy of slavery with a predominantly urban or rural student body?
About two years ago, when I began reading draft chapters of Facing History’s new publication on the Reconstruction era in American history, I got to thinking back to how I learned about this period in high school in 1959 and in college, and also how I taught it to my students while teaching high school several years later in 1965.
In both my high school class as student, and later my high school classes as a teacher, I used the same textbook, David Saville Muzzey’s 1937 A History of Our Country, which for decades was the most widely used high school text on American history. Curious about what I learned and how I taught it, I dug out my well-worn copy and looked at how Muzzey wrote about Reconstruction.