Results for History Battles

Mitch Daniels’ Email Criticizing Howard Zinn Roundup

August 08, 2013
Chris Beneke
 
Tom LoBianco, “Daniels Looked to Censor Opponents,” The Associated Press, July 16, 2013
“Emails obtained by The Associated Press through a Freedom of Information Act request show Daniels requested that historian and anti-war activist Howard Zinn's writings be
banned from classrooms and asked for a "cleanup" of college courses. In another exchange, the Republican talks about cutting funding for a program run by a local university professor who was one of his sharpest critics. … The emails are raising eyebrows about Daniels' appointment as president of a major research university just months after critics questioned his lack of academic credentials and his hiring by a board of trustees he appointed.”

The Mitch Daniels email, February 9, 2010
“This terrible anti-American academic finally passed away. The obits and commentaries mentioned that his book ‘A People’s History of the United States’ is ‘the textbook of choice in high schools and colleges around the country.’ It is a truly execrable, anti-factual piece of disinformation that misstates American history on every page. … Can someone assure me that it is not in use anywhere in Indiana? If it is, how do we get rid of it before any more young people are force-fed a totally false version of our history?”

92 Purdue faculty members, “An open letter to Mitch Daniels,” July 22, 2013
“We trust our colleagues to introduce young people to the facts of history, but also to the much more difficult, much more essential practices of critical thinking. We trust our K-12 colleagues to know how and when to present challenges to received knowledge and how to encourage their students to judge such challenges for themselves. And we trust them to decide how and when to use controversial scholarship such as Zinn’s in their classrooms. This kind of academic freedom is essential to all levels of education, whether within a tenure system or not.”

American Historical Association, “AHA Releases Statement,” AHA Today, July 19, 2013
“The American Historical Association would consider any governor’s action that interfered with an individual teacher’s reading assignments to be inappropriate and a violation of academic freedom.   Some of the relevant facts of this case remain murky, and it is not entirely clear what in the end happened, or did not happen, in Indiana. Nonetheless, the AHA deplores the spirit and intent of former Governor Daniels’s e-mails of 2010 …. Whatever the strengths or weaknesses of Howard Zinn’s text, and whatever the criticisms that have been made of it, we believe that the open discussion of controversial books benefits students, historians, and the general public alike. Attempts to single out particular texts for suppression from a school or university curriculum have no place in a democratic society.”

Robert Cohen and Sonia Murrow, “Who’s Afraid of Radical History,” The Nation, August 5, 2013
“Innovative history teachers across the United States have for decades used A People’s History at the high school level in similarly comparative and rigorous ways. High school teachers desperate to breathe some life into their classes have distributed Xerox copies of Zinn’s most provocative chapters to offer a contrast to state-mandated textbooks, seeking to engage students in historical debate so they learn that history involves sorting out competing interpretations of the past rather than mere memorization of names and dates. These teachers have been drawn to Zinn because he offered their students a uniquely accessible introduction to the new social history, which revolutionized historical scholarship beginning in the 1960s.”

Rich Lowry, “Daniels vs. Zinn,” The National Review Online, July 30, 2013
“The caterwauling in the Daniels controversy about the importance of academic inquiry is particularly rich, given that Zinn didn’t believe in it. He had no use for objectivity and made history a venture in rummaging through the historical record to find whatever was most politically useful, without caring much about strict factual accuracy. ‘Knowing history is less about understanding the past than changing the future,’ he said. He joined his propagandistic purpose to a moral obtuseness that refused to distinguish between the United States and its enemies, including Nazi Germany.”

Sam Wineburg, “In Indiana, history meets politics,” Los Angeles Times, August 2, 2013.
“The Purdue faculty dismissed criticisms of Zinn's scholarship by Handlin and presidential historian Arthur M. Schlesinger Jr. as coming from the ‘consensus school of U.S. history.’ But their dismissal ignored the searing criticisms of historians with impeccable leftist credentials, such as [Michael] Kazin and Princeton historian Sean Wilentz, who wrote that for Zinn, ‘everyone who was president was always a stinker and every left-winger was always great.’ … His [Daniels’] view of history, presented in his 2011 book "Keeping the Republic," is as one-sided from the right as Zinn's was from the left. … What bothers me most about the whole flap — about Daniels' emails and about the Purdue faculty's reaction to them — is the way nuance was sacrificed to politics. We've come to expect politicians under fire to engage in spin. But when academics respond in kind, they reduce education to a game of politics. The loser in this game is truth and the students we are supposed to teach about the value of pursuing it.”
Mitch Daniels’ Email Criticizing Howard Zinn Roundup Mitch Daniels’ Email Criticizing Howard Zinn Roundup Reviewed by Joseph Landis on August 08, 2013 Rating: 5

Accessing History: A “Laboratory” at Gettysburg

July 28, 2013
Eric Schultz

I was fortunate in early July to attend three days of the 150th commemoration of the Battle of Gettysburg, including a number of events sponsored by the Gettysburg Foundation. It was busy, colorful, sometimes somber but always tropical, a good reminder of what conditions were like in July 1863.  The battlefield itself, nearly 6,000 acres and sometimes called the “symbolic center of American history,” is both inspiring and beautiful. 

The 150th commemoration included a retelling
of the battle and featured first-person accounts.
Events included a spectacular retelling of the battle (focused on first-person accounts), and the grand opening of the Seminary Ridge Museum at which visitors could climb its historic cupola to get a bird’s eye view of the battlefield and town.

As I attended various gatherings, however, it struck me that Gettysburg was nothing less than a kind of living laboratory for how people access history.

For example, there were lots (and lots) of folks taking tours of the battlefield, often led by certified National Park Service guides.  To walk in the footsteps of soldiers and view the battle lines redefines history in a whole new way for many.  Likewise some of the largest groups could be found on Little Round Top, where Col. Joshua Chamberlain made his famous stand--a tribute not only to Chamberlain and his troops, but to the power of Hollywood and films like Gettysburg, capable of creating historical celebrities. 

There were plenty of other visitors taking self-guided tours, some with maps and some with iPods, and some with their noses pressed to air-conditioned windows as they followed along a self-guided auto tour.  There were individuals, couples and families, the latter often gathered around a monument while Dad took pictures and the youngest played surreptitiously on a Gameboy.  (Years later. . . Dad: “Remember when we took that great trip to Gettysburg?” Son: “Um, I think.”)  There’s no telling how many monuments and battlefield scenes were “Instagramed” that weekend, speaking of interesting new ways to access history.

At one event, a young Marine sat next to me.  He’d served three tours in Iraq and was now, in his words, “doing time” as an instructor.  He said he’d driven over from Quantico for the weekend, spent all day on his mountain bike touring the battlefield, went to every event he could attend, and planned to do the same for every 150th Civil War celebration he was able.  He was clearly and enthusiastically engaged in accessing history.

The bookstores were full, and, I’m told, did a landmark business in souvenirs and (I hope) books.  There were certainly plenty of people in hotel lobbies, restaurants and under trees reading as they tried to absorb and understand events.  At the same time, souvenirs are ever-important and, for that matter, first cousin to “relic hunting,” a time-honored (if not always honorable) way of accessing history.  Gettysburg’s famous copse of trees, perhaps the most sacred spot place on the battlefield because it represented the “high tide of the Confederacy” where Pickett’s and Pettigrew’s men were finally turned back, had to be fenced in as early as 1887 because so many souvenir hunters were cutting branches to make walking sticks.
 A view of the battlefield, including tents of
some of the reenactors, from the cupola of the
new Seminary Ridge Museum.

Some ways of accessing the history of Gettysburg are clearly unwelcome.  The National Park Service has long held that the battlefield ought to be unblemished so that visitors can use "grounded imagination" to experience the battle.  When businessman Thomas Ottenstein erected a 307-foot galvanized steel viewing tower--“a classroom in the sky”--near the battlefield in 1974, it was enjoyed by many but seen by others as an abomination.  The structure lasted 21 years until the National Park Service seized it under eminent domain and knocked it down with explosive charges.

In Sacred Ground, Edward Tabor Linenthal describes the long, often controversial history of the Gettysburg battlefield as veterans attempted to access their own history.  Beginning in the 1870s, Pennsylvania chapters of the Grand Army of the Republic (GAR) held reunions at Gettysburg.  With the dismantling of Reconstruction, Union troops were joined by Confederate veterans.  Combined groups tended to emphasize valor on both sides, as veterans like Maj. Gen. Daniel E. Sickles proclaimed at the 25th reunion in 1888, "To-day there are no victors, no vanquished.  As Americans we may all claim a common share . . . in the new America born on this battlefield." 

Not everyone agreed.  Addressing a chapter of the GAR that same year, Bvt. Brig. General J.P.S. Gobin angrily declared that he was "tired of this gush and pretense for the glorification of the veteran simply because he wore a gray uniform with a Southern flag printed on his badge.  That badge meant treason and rebellion in 1861, and what it meant then it means now. . . ."   Others felt that in the rush to reconcile North and South, the plight of blacks and the issue of slavery were lost.

At the fiftieth anniversary of the battle in 1913, enough time had passed that 55,000 Union and Confederate veterans converged on Gettysburg for a four-day celebration.  Festivities included 6,500 tents, 173 kitchens, stores filled with pennants and flags, and a handful of fistfights.  Nonetheless, the event emphasized collective heroism and healing, and featured the ideology of the Lost Cause that had developed in the postwar South.  Capt. Bennett H. Young, commander of the United Confederate Veterans now accessed a kind of combined history by saying, "It was not Southern valor nor Northern valor.  It was, thank God, American valor." There was a famous handshake near the copse of trees when 300 veterans of Pickett and Pettigrew’s charge and defense met.  Four years later Virginia became the first former Confederate state to erect a monument on the battlefield.

At the 75th in 1938, 1,400 Union and 500 Confederate--average age 94--were still hearty enough to gather at Gettysburg for the "Last Reunion of the Blue and the Gray."  But something interesting happened with the passing of the last veterans of the Civil War in the 1940s: A kind of enthusiastic “subculture” arose as a way to continue accessing history.  Civil War Roundtables (discussion groups begun in Chicago), relic hunters and collectors, war-gamers and, of course, reenactors emerged--the latter being among the most controversial.  Dressed in authentic period clothing and intent on recreating the battle experience in every way, reenactors were among the most visible visitors during my time at the Park.  I found General and Mrs. Lee escaping the heat in my hotel lobby, for example.  There were fields of tents spread around the park and soldiers at every turn.

Frankly, reenactment doesn’t seem like much fun to me.  I was hot enough in shorts, and much of the time I saw the troops, clothed in wool, standing at attention in the hot sun.  (Not to mention, I gave up sleeping in pup tents when my son graduated from Cub Scouts.)  And there is certainly a school of thought that abhors reenactors as much as it does galvanized steel “classrooms in the sky.”  Popular Civil War historian Bruce Catton was especially critical of battle enactments which, he said, "require us to reproduce, for the enjoyment of attendant spectators, a tin shadow-picture of something which involved death and agony for the original participants."
Despite the heat, guided tours of the
battlefield and monument were in full
swing throughout the 150th.

However, the view is entirely different among reenactors, who staged two large-scale battles during the 150th commemoration.  One participant wrote passionately afterwards, “The horror of the Civil War hit me then, in ways that history books and Ken Burns’ films never had.  I was watching real people, all of them Americans, killing each other.  I knew it wasn’t real, but I also knew that if it had been, I would have fallen on the ground and sobbed.”

It’s pretty hard to say that that’s not accessing history.

235,000 visited Gettysburg during the commemoration; they read, walked, drove, toured, listened, visited museums, bought souvenirs, took thousands of digital pictures, camped, mountain-biked and reenacted, accessing history in all sorts of interesting ways; one new film even uses drones to illustrate the battle. As with most things Gettysburg, however, it may be best to look to Abraham Lincoln for the final word: How we preserve and interpret the battle’s meaning--and by implication, find ways to make and keep it accessible--should be, he said, all part of the "great task remaining before us."
Accessing History: A “Laboratory” at Gettysburg Accessing History: A “Laboratory” at Gettysburg Reviewed by Joseph Landis on July 28, 2013 Rating: 5

Study of Past Sparks Debate about the Future in the UK

May 14, 2013
Randall Stephens

Readers might find interesting this recent article in the Guardian about history battles.   On the heels of the Niall Ferguson scandal, Labour Education spokesman and historian Tristram Hunt writes: "From curriculum rows to Niall Ferguson's remarks on Keynes, our past is the fuel for debate about th
Read the above at the BBC
e future." ("History is where the great battles of public life are now being fought," Guardian, May 12, 2013).


Here's a brief excerpt:

For as [Niall] Ferguson has discovered to his cost, history enjoys a uniquely controversial place within British public life. "There is no part of the national curriculum so likely to prove an ideological battleground for contending armies as history," complained an embattled Michael Gove in a speech last week. "There may, for all I know, be rival Whig and Marxist schools fighting a war of interpretation in chemistry or food technology but their partisans don't tend to command much column space in the broadsheets."

Even if academic historians might not like it, politicians are right to involve themselves in the curriculum debate. The importance of history in the shaping of citizenship, developing national identity and exploring the ties that bind in our increasingly disparate, multicultural society demands a democratic input. The problem is that too many of the progressive partisans we need in this struggle are missing from the field.

How different it all was 50 years ago this summer when EP Thompson published The Making of the English Working Class , his seminal account of British social history during the Industrial Revolution. "I am seeking to rescue the poor stockinger, the Luddite cropper, the 'obsolete' hand loom weaver, the 'utopian' artist ... from the condescension of posterity," he wrote.>>>
Study of Past Sparks Debate about the Future in the UK Study of Past Sparks Debate about the Future in the UK Reviewed by Joseph Landis on May 14, 2013 Rating: 5
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