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Home , Elizabeth Cady Stanton, Sojourner Truth, Universal suffrage

Social Education 84(3), pp. 171–175 ©2020 National Council for the Social Studies Elementary Education The Fraught Relationship of Women’s and Race in Picture Books (AP Photo/Joseph Frederick) Photo/Joseph (AP

This November 4, 2019, still video image shows a portion of the first women's statue that will be installed in New York's , as it is being created by sculptor in her studio in Ridgefield, Conn. The monument is scheduled to be dedicated on August 26, 2020, marking the 100th anniversary of American women winning the right to vote.

Andrea S. Libresco

It’s not easy to get women’s suffrage right. right of citizens of the to ratification) provide a window into Its history is a lot messier—and more vote shall not be denied or abridged these complexities. nuanced—than many of us might have by the United States or by any State The Public Design learned in our own schooling. on account of sex.”1 The recent debate Commission had sculptor Meredith From statues to picture books, the and subsequent revisions to a bronze Bergmann revise her proposal for the depictions of suffragists do not always and granite suffrage statue scheduled monument twice; initially, because it do justice to the complexity of the issues for dedication at Central Park’s Literary depicted only white suffragists (Susan B. and activists who fought for the 19th Walk on August 26, 2020 (the 100th Anthony and ), Amendment, which provided that “The anniversary of the 19th Amendment’s while African American and other

May/June 2020 171 suffragists were listed in name only on Thus, when placed a particular episode in her life—e.g., her a long scroll unfolding from Stanton’s his oppressed group and its cause above illegal vote and trial (Heart on Fire: desk. A second design added all others, Anthony did the same with Susan B. Anthony Votes for President9), Truth at the table, working with Anthony her own group, “I would sooner cut off or her suffrage work in California in and Stanton at Stanton’s home; however, my right hand than ask the ballot for the 1896 (Marching with Aunt Susan: Susan historians raised questions about its black man and not for .”6 Was she B. Anthony and the Fight for Women’s accuracy, given that the three women being racist? Choosing over Suffrage10). In other words, these books did not always see issues the same way. gradualism? Both? don’t cover the time periods (debates A third and final model was designed to In The Woman’s Hour, Elaine Weiss over passage of the 15th Amendment in reflect differences of opinion between details the trade-offs that white women 1870, or early twentieth-century women’s Truth and Anthony and Stanton: suffragist leaders were willing to make suffrage parades), where race might play with respect to Black rights to a more prominent role. Neither do their Renderings of the new design achieve a women’s suffrage amendment. source citations engage suffrage with show a different, more Weiss points out that 50 years after issues of race. Biographies that span the determined gesture of Truth’s Stanton and Anthony’s strategies for trajectory of Anthony’s life might have left hand (it rested on the table including “sex” in the 15th Amendment, more opportunity to tell the nuanced in the last design) to reflect (head of the Woman’s Party) story of Anthony’s position on the 15th a debate between her and made the same calculations with respect Amendment, but, thus far, they have Stanton. “I resculpted Sojourner to the 19th Amendment, telling African not done so. For example, Alexander Truth’s left hand to bring it into American journalist Ida B. Wells (who Wallner’s Susan B. Anthony alludes to the conversation,” Bergmann was just awarded the Pulitzer Prize Anthony and Stanton’s frustration about writes in her latest proposal. “I posthumously) to march at the back the exclusion of women from the 15th also moved the table closer to of the suffrage parade, instead of with Amendment, but offers no Anthony and brought her Illinois state delegation to avoid quotes on the subject (though she is Stanton’s hand out to the edge of upsetting potential white allies (an quoted multiple times throughout the the table to eliminate Stanton’s order Wells defied). In addition, Paul book): apparent ownership of the table, and (head of the since possession of the table National American Women’s Suffrage Susan had been one voice might be regarded as a marker of Association) wooed white Southern among many that had spoken power.” Bergmann also changed women with the promise that “Negro against . After the Civil Stanton’s expression to “one of men cannot vote in War, when slavery was officially greater attention and serious and therefore negro women could not abolished in the United listening.”2 if women were to vote in the nation.”7 States, Susan and Mrs. Stanton The good news is that Weiss has started a magazine called The The deeper one looks into race and adapted her book for young readers Revolution, which pushed for suffrage, the messier it gets. Stanton and it is scheduled for publication in the right of women and freed certainly used racist tropes in her June 2020,8 just in time for the women’s slaves to vote. Then the Fifteenth efforts to get “sex” included alongside suffrage centennial. At 224 pages, it is Amendment was passed, giving “race, color, or previous condition of geared for intermediate and middle African American men the right servitude”3 in the 15th Amendment, school readers. What about elementary to vote. Women still could not as characteristics by which the vote readers? How well do picture books on cast a ballot. Susan had worked could not be denied. She warned that women’s suffrage do when it comes to hard on many reform causes “Patrick and Sambo and Hans and Yung addressing the complex issues of race for twenty-two years, but this Tung who do not know the difference and suffrage? To what extent do picture action made her focus. Now she between a monarchy and republic, never books include the voices and activities would fight only for “the cause”: read the Declaration of Independence of a variety of suffragists, their points of women’s suffrage.11 or Webster’s Spelling Book” would be agreement and their points of conflict? making decisions for white women, if Do they present such suffragists, flaws This information is not incorrect; women’s suffrage were not included in and all? neither is it the whole story. It is a the amendment.4 Biographies about Stanton and missed opportunity to explore, in depth, Anthony began with this assumption: Anthony are a logical place to search for Anthony’s motivations in declining to “The question of precedence has no answers to these questions. Some picture support the 15th Amendment. place on an equal rights platform.”5 book biographies of Anthony focus on In Mary Kay Carson’s question and

Social Education 172 answer book Good Question: Why Couldn’t Susan B. Anthony Vote and Other Questions About … Women’s Suffrage,12 the issue of race appears twice; first, in response to the question, “Who were the ?” The answer points out that Quakers “worked in many reform movements, including the abolition of slavery, better treatment of prisoners, and education for children of all races and sexes.” The second mention of race is in response to “Why was the Fifteenth Amendment so disappointing to the suffragists?” The answer contrasts Anthony’s desire for with the actual outcome and how she and other suffragists felt about it: furious and betrayed. “They’d fought to end slavery, but didn’t get any support for women’s rights in turn. ‘Many abolitionists have yet to learn the ABC of woman’s rights,’ wrote Anthony.”13 The response to the final question, “Do all women around Amendment, so there are opportunities Club … the first voting organization for the world have the right to vote?” is to grapple with the issue of race in the black women in the state of Illinois,” and notable for the absence of any discussion fight for women’s suffrage. A nod to the notes, “When white suffragists asked Ida of race: “One hundred years after issue appears with a page devoted to to march in the separate colored section, Susan B. Anthony’s birth, all American Sojourner Truth, who “caused quite a stir Ida sternly refused.”17 No names are women were finally able to vote.”14 That when she reminded white women [at a listed for these “white suffragists,” and statement might come as news to African meeting in Ohio] that black women were no reason is given for their request. The American women who put their lives on treated even worse than they were.” This only suffragist (besides Wells) named on the line some 40 years later to make the leads naturally to an excerpt from Truth’s the two-page spread is Anthony, cited as 15th and 19th Amendments live up to “Ain’t I a Woman?” speech. The second, Wells’s friend. Interestingly, the timeline their promises. even briefer nod, comes in the post- at the end of the book does not focus on There are fewer picture book Civil War section: “Then the lawmakers Wells’s agency in the suffrage movement, biographies of Stanton, and, despite began debating giving the vote to black as it jumps from 1910, citing her role in her more overt comments about race, men. Now, Elizabeth thought now is launching the NAACP, to 1920, “The the books are almost silent on this issue, our chance to get the vote, too. But they Nineteenth Amendment is ratified, except with respect to Stanton and didn’t.”16 The book then moves on to giving women the right to vote.”18 Anthony’s early abolitionist activities. the western travels of suffragists, and the Because Wells is most known for Tanya Lee Stone’s Elizabeth Leads the opportunity to deepen suffrage history her fearless journalism, in which she Way: Elizabeth Cady Stanton and the is lost. exposed the truths about at Right to Vote only covers through to the Biographies about African American great personal risk, biographies about Seneca Falls Declaration, so there is no suffragists often provide the information Wells may not even delve into her opportunity to examine Stanton’s use of about racial issues missing from suffrage activities. The only mention race in the gender debate.15 Nor does the biographies about the movement’s white of suffrage in Philip Dray’s book, Yours brief Author’s Note mention any post- leaders. Walter Dean Myers’s biography for Justice, Ida B. Wells, is found in suffrage dilemmas or conflicts; of Ida B. Wells, Let the Truth Be Told, afterword—a paragraph, highlighting indeed, it does not even reference the includes a two-page spread about Wells the same points as Myers’s book: the 15th Amendment. joining the 1913 march with the Illinois friendship with Anthony, the black Doreen Rappaport’s Elizabeth Started delegation, rather than march at the back. women’s suffrage club in Chicago, and All the Trouble takes the reader beyond The accompanying text includes the fact “singlehandedly integrat[ing] the [1913] Stanton’s death to the passage of the 19th that Wells “created the Alpha Suffrage march.”19

May/June 2020 173 One of this year’s NCSS Notable the 1913 parade, not only with a forceful Social Studies Trade Books, Diane description but with a full-page drawing Bailey’s Ida B. Wells: Discovering of the incident. History’s Heroes, a chapter book geared In its discussion of the passage of the for third to fifth graders, does not 19th Amendment, makes an mention suffrage at all.20 While there is a important and often overlooked point, logic to focusing on that for which Wells namely, that not all American women is most known, it is also the case that the could actually vote: decision to omit suffrage contributes to the idea that suffrage was predominantly It is important to note that, a white women’s game, while race issues although all women were granted were taken up predominantly by African the right to vote in 1920, many . Yet Wells, like Sojourner African American women were Truth, struggled against both race and kept from doing so by taxes, gender . women were told to wait. Even literacy tests, and threats, all Some books examine multiple most antislavery leaders agreed. designed to keep them from suffragists, as does Kirsten Gillibrand’s Sojourner Truth didn’t agree. having political influence…. It recent Bold & Brave: Ten Heroes Who “There is a great stir about would take more than forty years Won Women the Rights to Vote. Books colored men getting their rights,” for African American women to of this nature, which devote a page of text she said, “but not a word about have a chance to fully exercise to each woman, can’t provide the depth colored women.” She warned, “If their legal rights, with the passage needed to explore the history of race and colored men get their rights, and of the Voting Rights Act that suffrage and, indeed, none of the pages on not the colored women … the struck down unfair local laws.25 white women mentions race. However, all colored men will be masters over of the profiles of women of color touch the women.”22 Lest we suppose that the complexity on the intersections of race and gender. of suffrage and race is beyond the ken of The page on Ida B. Wells addresses This quote is notable as it is rare that very young children, Deborah Diesen’s her 1913 parade activism, indicating a picture book on suffrage provides recently published book, Equality’s Call: that “she ignored racist objections and additional voice to Truth, beyond the The Story of Voting Rights in America, marched with the otherwise white Illinois oft-quoted “Ain’t I a Woman?” speech, geared for grades K-3, manages to use delegation.”21 That is to say, Gillibrand which this book also highlights, on a full simple rhyming stanzas to convey that does call out on pages devoted page devoted to “Who was Sojourner the passage of the 19th Amendment did to women of color, without, however, Truth?” Other books that provide more not mean that all women were actually naming any names. information and statements by Sojourner able to vote:26 Non-biographies might serve as Truth and explore the interplay of gender useful sources for children to encounter and race are those whose reading levels Suffragists didn’t more meaningful explorations of the range from intermediate to middle school Give up on the fight, intersections of race and gender. The and focus more on primary sources.23 And the Nineteenth Amendment question and answer format in Anne A recently published elementary level Gave women the right. Kamma’s If You Lived When Women book, Suffragette: The Battle for Won Their Rights does provide the Equality, examines suffrage movements But voters of color space to explore topics in more depth. in both the and the Still met with . While the answer to “Why were women’s United States and directly describes Their voting was hindered rights leaders upset after the war?” does the stakes around the 15th Amendment: By brutal suppression. not quote Stanton or Anthony in their “Whether the voting rights of women frustration at the privileging of race over should have precedence over those of The book chronicles efforts to extend gender, Sojourner Truth’s voice is heard: African American men,”24 though it does voting rights to all citizens over the course not explore the language or tactics that of U.S. history with a repeating line of Finally there was a chance to movement leaders employed to address text, “A right isn’t a right/ Till it’s granted change the so these stakes. Later in the movement to all,” illustrated by an ever-increasing that both women and African timeline, Suffragette highlights Wells’s line of people of all races, ethnicities, Americans could vote. Instead, defiance of white women suffragists in and genders toting suffrage signs. Yet the

Social Education 174 to important questions of the day, not Notes 22. Anne Kamma, If You Lived When Women Won book also notes that their Rights, (New York: Scholastic, 2006), 52. just to academic exercises about selected 1. Building a History Curriculum: Guidelines for has not been fully vanquished. Teaching History in Schools, Bradley Commission 23. Colleen Adams, Women’s Suffrage: A Primary bygoneThis events. anniversary They can year think for criticallywomen’s on ThisHistory anniversary in Schools, www.nche.net/content. year for Source History of the Women’s Rights Movement asp?contentid=160. in America (New York: Rosen Central, 2002); aboutsuffrage questions will that bring may literallymore involvebooks, George Sullivan, The Day the Women Got the Vote: 2. Nationalwomen’s Standards suffrage for History: Basicwill Editionbring (Los A Photo History of the Women’s Rights Movement loomingcelebrations, matters exhibits, of life and lesson death: plans, “Are and Angeles: National Center for History in the Schools, (New York: Scholastic, 1994). wearticles inclined (indeed, to invade Social County Education X because will 1996),more 15, 16. books, celebrations, 24. David Roberts, Suffragette: The Battle for Equality 3. Bruce VanSledright, Kimberly Reddy, and Brie it’s offerweaker its thanown specialwe are? issue Are thein the people fall), of all (Somerville, Mass.: Walker Books, 2019), 30. Walsh,exhibits, “The End lesson of History inplans, Elementary and Schools?” Countryof which X likelyprovide to usresist with our opportunities invasion? Perspectives on History, American Historical 25. Roberts, 122. Basedto present on historical students experience, with the messinesswhat are Associationarticles (May (indeed, 2012), www.historians.org/Social 26. Deborah Diesen, Equality’s Call: The Story of Voting Rights in America (New York: Beach Lane of history and the complexities of the publications-and-directories/perspectives-on-history/ likely costs of this invasion for the people may-2012/the-end-of-history-education-in-elementary-Education will offer its own Books, 2020), n.p. of women’sour country suffrage and movement. the target country? schools. 27. This activity is adapted from Andrea S. Libresco, WhyGiven would the this varied invasion emphases be likely presented to suc- 4. Benjaminspecial M. Schmidt, issue “The in Historythe. fall)is BA since the Jeannette Balantic, and Jonie. C.is Kipling, Every Book Great Recession,” PerspectivesJR on History, American is a Social JRStudies Book:. Howis to Meet Standards ceedin whenthe sobooks many foreigndiscussed invasions here, fail?”one Historical Association, Dec. 2018, www.historians. with Picture Books, K-6 (Santa Barbara, Calif.: It’srecommended not possible activity to exercise is to informed organize org/publications-and-directories/perspectives-on-! ABC-CLIO, 2011), 92–95. ! biography literature circles, wherein history/december-2018/the-history-ba-since-the-great-here 28. James Baldwin,he “Talks reto Teachers” (Delivered judgment about serious matters like 2. recession-the-2018-aha-majors-reportHakim Bishara, “Central Park Women’s. Suffrage October 16, 1963, as “The Negro Child—His Self- goingstudents to war in without a group asking pick questions different 5. DanielMonument Willingham, Approved,” Why Hyperallergic Don’t Students (October Like 23, Image;” originally published in The Saturday Review, December 21, 1963), www.spps.org/cms/ suchbiographies as these, yetabout these the questions same suffragist were School?2019), https://hyperallergic.com/524362/central-park- A Cognitive Scientist Answers Questions aboutwomens-suffrage-monument-approved/ How the Mind Works and What It Means for lib010/MN01910242/Centricity/Domain/125/baldwin_Junior Rho Kappa and then compare what the different atalktoteachers_1_2.pdf not raised in any prominent or sustained 3. the15th Classroom Amendment, (San Francisco: Interactive Jossey-Bass, Constitution, 2009) is the only national waysources by politicians, said—and the media, omitted—about or the pub- 28,National 25. Constitution Center, https://constitution center.org/interactive-constitution/amendment/ lic theirprior toactivist the U.S. and invasions the movement, of Vietnam as 6. Sam Wineburg, Why Learn History (When It’s Andreaorganization S. Libresco is professor for of Social Alreadyamendment-xv on Your Phone) (Chicago: of Studies Education at Hofstra University; her well as11 which sources students would and Iraq. The questions weren’t raised, 4. ChicagoElaine Weiss, Press, The 2018), Woman’s p. 92. Hour: The Great Fight mostmiddle recent book or is Notable junior Books, high Notable 27 label as most reliable. If examining 7. Commonto Win the Core Vote State (New Standards York: Penguin for MathematicsBooks, 2019), , Lessons: Putting Social Studies Back in the K-8 no doubt, because people were largely 135 . school students that a suffragist through the lens of racial National Governors Association Center for Best Curriculum, an edited volume of lessons that unaware of the exceedingly basic and 5. Kathleen Barry, Susan B. Anthony: A Biography of issues, teachers can provide students Practices, Council of Chief State School Officers, userecognizes NCSS Notable Books excellence from the last 10 years. exceedingly important principles of his- 2010,a Singular p. 7, Feministwww.mathedleadership.org/docs/ccss/ (New York: Ballantine Books, with particular events on which to focus CCSSI_Math%20Standards%20Expanded.pdf1988), 192. . in the field of Social toryto importantthat would questions prompt suchof the informed day, not Notes their comparisons (e.g., passage of the 8.6. CommonBarry, 171. Core State Standards for English Language andjust thoughtfulto academic inquiries. exercises aboutThere selected exists 1.7. BuildingWeiss, 139. a History Curriculum: Guidelines for Studies. ArtsTeaching & Literacy History in inHistory/Social Schools, Bradley Studies, Commission Science, 15th Amendment and the 1913 parade); 8. andElaine Technical Weiss, The Subjects, Woman's National Hour (Adapted Governors for onlybygone one events.place in They society can wherethink criticallycitizens on History in Schools, www.nche.net/content. Young Readers): Our Fight for the Right to Vote and students can supplement the Associationasp?contentid=160 Center. for Best Practices, Council of mayabout systematically questions that acquire may literally such crucialinvolve Chief(New StateYork: SchoolRandom Officers, House Books 2010, forp. 7,Young www. biographical treatments of their suffragist 2. National Standards for History: Basic Edition (Los knowledgelooming matters of the ofworld, life and and death: that place “Are corestandards.org/assets/CCSSI_ELA%20Standards.pdfReaders, forthcoming, 2020). . with the record in primary source Angeles: National Center for History in the Schools, iswe history inclined class. to invade County X because 9.9. Mike1996),Ann Maxwell,Malaspina, 15, 16. Future-Focused Heart on Fire: SusanHistory B. Teaching:Anthony RestoringVotes for the President Power of (Chicago: Historical Albert Learning Whitman (Mancos, & documents. To assess their learning, 3. Bruce VanSledright, Kimberly Reddy, and Brie it’sIf weakerhistory than education we are? wereAre the to peopleidentify of Colo.:Co., 2012). Maxwell Learning, 2018), 20, 185. teachers can ask students to design their Walsh, “The End of History in Elementary Schools?” 10. Claire Rudolf Murphy, Marching with Aunt Susan: generalCountry principles X likely toof resist historical our invasion? knowl- 10. GrahamPerspectives Allison, on “TheHistory Thucydides, American Trap: Historical Are the own (well-sourced) commemorative Susan B. Anthony and the Fight for Women’s edge,Based the on knowledge-thinking historical experience, feedback what are U.S.Association and Headed(May 2012),for War?” www.historians.org/ , Sept. exhibit on women’s suffrage. Which 24,Suffrage 2015, (Atlanta: www.theatlantic.com/international/ Peachtree Publishers, 2011). looplikely would costs of become this invasion complete: for the usefulpeople publications-and-directories/perspectives-on-history/ suffragists will they include? What 11. archive/2015/09/united-states-china-war-thucydides- may-2012/the-end-of-history-education-in-elementary-Alexander Wallner, Susan B. Anthony (New York: trap/406756/.Holiday House, 2012), n.p. historicalofevents our country will knowledge they and select? the would Whattarget quotessupportcountry? do schools. usefulWhy wouldthinking this that invasion informs be judgment likely to sucin - 11.4.12. See BenjaminMary for Kayexample: M. Carson, Schmidt, Steve Good Rendall, “The Question: History “In. PreludeWhyis BA Couldn’t since to War, the . is they think are representative? Will they TVGreatSusan Served Recession,” B. Anthony as Official PerspectivesVoteJR andMegaphone,” Other on HistoryQuestions FAIR, ,American Fairness About JR. is theceed realm when of so human many foreign affairs. invasions In so doing, fail?” and…Historical Women’s Accuracy Association, Suffrage in Reporting (New Dec. York: (April 2018, Sterling 1, www.historians.2003), Children’s https:// develop a hagiographical exhibit or a Books, 2015), 8. historyIt’s not would possible fulfill tothe exercise mission informedof educa- fair.org/extra/in-prelude-to-war-tv-served-as-official-org/publications-and-directories/perspectives-on-! ! contested one? 13. megaphone/ history/december-2018/the-history-ba-since-the-great-Carson, 8. , accessed June 10, 2019.re Fairness and re judgment about serious matters like he here tion byJames supplying Baldwin knowledge was not applicable speaking 14.Accuracy recession-the-2018-aha-majors-reportCarson, in30. Reporting (FAIR) looked. at nightly news togoing the future. to war without asking questions 5.15. coverage DanielTanya Lee Willingham,from Stone, ABC, CBS,Elizabeth Why NBC, Don’t Leads and Students PBS the during Way: Like a about women’s suffrage when he said, two-week period leading up to the U.S. invasion of suchIf historians as these, yetwish these to questionsconfine theirwere School?Elizabeth A Cady Cognitive Stanton Scientist and the AnswersRight to Vote Questions (New “American history is longer, larger, Iraq.aboutYork: Of HenryHow 393 the televised Holt Mind and Works interviewsCo., 2008). and What about It Iraq, Means most for Junior Rho Kappa featured current or former government officials effortsnot raised to describing in any prominent events orof sustainedthe past, 16. theDoreen Classroom Rappaport, (San Francisco: Elizabeth Jossey-Bass, Started All 2009) the more various, more beautiful and more sounding the drumbeat for war; only “17 percent of is the only national 28,Trouble 25. (New York: Disney/Hyperion, 2016), n.p. that’swayterrible bytheir politicians, than business. anything the Then media, anyone the or hastaskthe pub everof - total on-camera sources represented skeptical or 6. Sam Wineburg, Why Learn History (When It’s lic prior to the U.S.28 invasions of Vietnam 17. critical Walter positions Dean Myers, on the Ida U.S.’s B. Wells: war policy.”Let the Truth Be organization for identifyingsaid about enduring it,” principlesbut his words of histori still- Already on Your Phone) (Chicago: University of 11 Told (New York: Amistad, Collins, 2008), 30. calandapply. knowledge Iraq. Our The students falls questions to historycan handleweren’t educators, araised, more 18. ChicagoMyers, 35. Press, 2018), p. 92. middle or junior high whono doubt,bear the because professional people responsibility were largely 7.19. CommonPhilip Dray, Core Yours State for Standards Justice, Ida for B. Mathematics Wells: The , school students that beautiful and more terrible story about ANational former journalist Governors and Association history teacher, Center Mike for Best tounaware impart ofimportant the exceedingly knowledge basic of theand Daring Life of a Crusading Journalist (Atlanta: women’s suffragists. Can we? MaxwellPractices,Peachtree Publishers,Council is the authorof 2008),Chief of Staten.p..Future-Focused School Officers, recognizes excellence 2010, p. 7, www.mathedleadership.org/docs/ccss/ worldexceedingly that can important help students principles and ofsoci his-- 20.History Diane Bailey,Teaching: Ida B. Restoring Wells: Discovering the Power History’s of HistoricalCCSSI_Math%20Standards%20Expanded.pdf Learning and The Student’s Friend. in the field of Social etytoryNotes to thatfunction would effectively prompt such in the informed future. Heroes (New York: Simon & Schuster/Aladdin, 8. ConciseCommon2019). World Core State History Standards. Maxwell for Englishhas operated Language LEARN MORE and1. 19ththoughtful Amendment, inquiries. Interactive There Constitution, exists Arts & Literacy in History/Social Studies, Science, Studies. Because that’s our business. 21. the Kirsten StudentsFriend.com Gillibrand Bold website & Brave: for Tenworld Heroes history Who National Constitution Center, https://constitution and Technical Subjects, National Governors only one place in society where citizens teachersWon Women since the2001, Rights and to he Vote recently (New launched York: Knopf center.org/interactive-constitution/amendment/ Association Center for Best Practices, Council of www.socialstudies.org/junior-rho-kappa theBooks futurefocusedhistory.blog for Young Readers, 2018),. n.p. may amendment-xixsystematically acquire such crucial Chief State School Officers, 2010, p. 7, www. knowledge of the world, and that place corestandards.org/assets/CCSSI_ELA%20Standards.pdf. is history class. 9. Mike Maxwell,May/June Future-Focused 2020 History Teaching: Restoring theOctober Power of175 Historical 2019 Learning (Mancos, If history education were to identify Colo.: Maxwell Learning, 2018), 20, 185. 295 general principles of historical knowl- 10. Graham Allison, “The Thucydides Trap: Are the edge, the knowledge-thinking feedback U.S. and China Headed for War?” The Atlantic, Sept. 24, 2015, www.theatlantic.com/international/ loop would become complete: useful archive/2015/09/united-states-china-war-thucydides- historical knowledge would support trap/406756/. 11. See for example: Steve Rendall, “In Prelude to War, useful thinking that informs judgment in TV Served as Official Megaphone,” FAIR, Fairness the realm of human affairs. In so doing, and Accuracy in Reporting (April 1, 2003), https:// history would fulfill the mission of educa- fair.org/extra/in-prelude-to-war-tv-served-as-official- megaphone/, accessed June 10, 2019. Fairness and tion by supplying knowledge applicable Accuracy in Reporting (FAIR) looked at nightly news to the future. coverage from ABC, CBS, NBC, and PBS during a two-week period leading up to the U.S. invasion of If historians wish to confine their Iraq. Of 393 televised interviews about Iraq, most efforts to describing events of the past, featured current or former government officials sounding the drumbeat for war; only “17 percent of that’s their business. Then the task of total on-camera sources represented skeptical or identifying enduring principles of histori- critical positions on the U.S.’s war policy.” cal knowledge falls to history educators, who bear the professional responsibility A former journalist and history teacher, Mike to impart important knowledge of the Maxwell is the author of Future-Focused world that can help students and soci- History Teaching: Restoring the Power of ety to function effectively in the future. Historical Learning and The Student’s Friend Concise World History. Maxwell has operated LEARN MORE Because that’s our business. the StudentsFriend.com website for world history teachers since 2001, and he recently launched www.socialstudies.org/junior-rho-kappa the futurefocusedhistory.blog.

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