By Bill Bigelow
A people's pedagogy, like a people's background, may still alert scholars to deep currents of justice and equality in U.S. heritage, and in various methods inspire scholars to attempt at the personas of people that labored to make this a extra democratic society. A people's historical past and pedagogy should enable scholars to acknowledge that 'we' weren't unavoidably those stealing land, shedding bombs, or breaking moves. 'We' have been finishing slavery, battling for women's rights, organizing unions, marching opposed to wars, and attempting to create a society premised at the Golden Rule
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Extra resources for A People's History for the Classroom
Distribute to students the selection from Glencoe McGraw-Hill’s American Odyssey, a high school text, p. 49. Although the main focus of this 1,010-page textbook is the 20th century, the book includes 249 pre-20th century pages. -Mexico War. ) 2. Ask students to read the textbook excerpt individually and to consider the accompanying questions. Encourage them to use these questions as a guide, but tell them that you’re interested in whatever insights they generate. Also encourage students to write comments and questions on the excerpt itself—to “talk back” to the textbook.
They raped many women there. Oregon Trail, Wagon Train Member In 1844, I took a wagon train from Missouri to the Oregon territory, but someone said there was better farmland in California, and warmer weather. So I headed south to the San Joaquin Valley. Soon this won’t be Mexico anymore. It will be the United States of America. Manifest Destiny is what they call it, and from sea to shining sea, soon it will be filled with free, white, English-speaking farmers and ranchers. Too bad it’s going to take a war to make it happen, but the Mexicans wouldn’t sell California, and then they attacked us.
As they deliberate, I ask the rest of the class to step out of their roles and to do in writing the same thing the jury is doing. 8. The jury returns and explains its verdict and then we discuss. Here are some questions and issues to raise: • Was anyone entirely not guilty? Did the prosecutor convince you that the Taínos were in part responsible for their own deaths? • Why didn’t the Taínos kill Columbus on his first voyage? • How did you weigh responsibility between the “bosses” and the men they hired?
A People's History for the Classroom by Bill Bigelow
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