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Slavery
Teaching
Short Teaching Module: Controversial Historical Monuments
I use images of three historical statues that triggered controversy beginning in the 2010s to teach about the concept of contested historical memory and to have students consider parallels and differences among public history controversies in different parts of the world.
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Christopher Columbus monument, Buenos Aires, Argentina
The Monument to Christopher Columbus (1451?-1506), located in a plaza in front of the Casa Rosada government palace, was inaugurated in 1921.
Source
Stonewall Jackson monument removal, Richmond, Virginia, United States
The Stonewall Jackson Monument in Richmond, Virginia was erected in 1919 to honor Thomas ‘Stonewall’ Jackson (1824-1863), a Confederate general.
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Stonewall Jackson monument, Richmond, Virginia, United States
The Stonewall Jackson Monument in Richmond, Virginia, was erected in 1919 to honor Thomas ‘Stonewall’ Jackson (1824-1863), a Confederate general.
Review
Enslaved Archive
The site also contains narratives and photographs of twelve slave interviews conducted as a part of the Federal Writers Project in 1937.
Review
Slave Societies Digital Archive
By giving endangered historical records a permanent (digital) home, it plays an invaluable role in ensuring that the lives and stories of millions of African men, women, and children who suffered the indignities of the Atlantic slave trade will not be lost to the ravages of time.
Review
Beyond the Bubble
Beyond the Bubble is a fantastic initiative that provides educators with an array of thoughtful and easily implementable history assessments.
Review
Documenting the American South
A highlight of DocSouth is that under the K-12 link, there are a variety of topics and information for teachers to use in the classroom.
Review
Historias: The Spanish History Podcast
The podcast could serve as a useful tool for Latin America experts to stay up-to-date on scholarship, for professors in other areas to broaden their knowledge of Latin America and establish relevant connections, and for students to engage in analysis of “texts” beyond the written word.
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