Memory and Legacy

1. THE RECONSTRUCTION ERA AND
THE FRAGILITY OF DEMOCRACY
A C O N T E S T E D H I S T O R Y : R E C O N S T R U C T I O N ’ S M E M O R Y A N D L E G A C Y
J U L Y 7 - 9 , 2 0 1 5
G E N E A U T R Y M U S E U M

2. History/Film Trivia
What was the first film ever to be
screened at the White House?
(if you know the answer keep to yourself for a moment)

3. The Birth of a Nation was based on the novel The
Clansman by Thomas Dixon
Thomas Dixon was a university classmate of Woodrow
Wilson
In NYC, the promoters of the film sent white-robed
horsemen riding through the city to advertise the new
film about the heroic Klansmen.

4. Wil
 Essential Questions:
 How does our experience and
memory of the past affect our
choices and beliefs in the
present?
 Why is Reconstruction often
considered a “contested”
history?
 Who gets to write and decide
history?
 (Lesson 15)
The Power of Myth and the Purpose of History

5.  Reflect and respond to this
statement in your journal:
 “A shared understanding of
history is necessary in
order for a nation to heal
after a period of collective
violence.”
 “The Importance of
Getting History Right”
(handout 15.3, p. 272)
 What questions does this
raise for you about the
way the history of
Reconstruction has been
told?
The Power of Myth and the Purpose of History

6.  The Dunning school
 Historian Eric Foner
describes the central tenet of
this school of thought on
page 265 (read aloud).
 The “Lost Cause”
 Klansmen Depicted As
Heroes
The Power of Myth and the Purpose of History:
The Dunning School and the “Lost Cause”

7. The Power of Myth and the Purpose of History:
The Dunning School and the “Lost Cause”
• How does this film clip relate to
the quotes we read by Eric
Foner about Reconstruction
and the Dunning School and
Historian James Grossman
about the importance of getting
history right?
• Bringing it back from DAY 1…
The Power of Myth and the Purpose of History:
The Dunning School and the “Lost Cause”

8. The Power of Myth and the Purpose of History:
The Dunning School and the “Lost Cause”
 Close reading activity: An excerpt from “The
Propaganda of History” by W.E.B. Du Bois (p. 281-
285)
The Power of Myth and the Purpose of History:
“The Propaganda of History”

9. “Talk to the text”
 Careful reading is integral to
powerful writing.
 Students learn to “talk to the text”
rather than just read it.
 “close reading slows us down
and allows us to interpret
difficult passages; it keeps us
focused on our purpose for
reading (e.g., finding a claim
to argue with); it leaves us
“bread crumbs” with which we
can find our way back to our
thinking later on, like when
we’ve got to write a paper or
prepare for a discussion.”
The Power of Myth and the Purpose of History:
“The Propaganda of History”

10. “Talk to the text”
1. First Read: whole class read aloud followed by a vocabulary
activity
• Circle words you do not know or understand in the context of
the document
• Star words that seem to be significant
• Underline any words or phrases that seem to connect to the
role of the government
• Cross out any extra words/phrases that do not seem to be
necessary for you to understand the document
The Power of Myth and the Purpose of History:
“The Propaganda of History”

11. “Talk to the text”
2. Second read: silent
individual/partner read
• Make a T chart showing
how Reconstruction was
being taught then vs. how
DuBois believed
Reconstruction should be
taught.
The Power of Myth and the Purpose of History:
“The Propaganda of History”
IS being
taught
SHOULD
be taught

12. “Talk to the text”
3. Third read: get into groups, read your group’s assigned section
(chunking) and work together to answer the text-dependent
questions.
 Group 1: from “How the facts” to “ignorant Negro rule” (p. 281 #1-3)
 Group 2: from “In other words” to “regret or disgust” (p. 282, #4-7)
 Group 3: from “But are these reasons” to “we wish” (p. 283-284, #8-9)
 Group 4: last paragraph (p. 284, #10-13)
 Applying understanding: Your group will now become
experts on your section of the reading and to do this, will
create a found poem using words from your section of the
text.
The Power of Myth and the Purpose of History:
“The Propaganda of History”

13. “Talk to the text”
Found Poem strategy:
1. Compile a list of significant words/phrases from your section of “The Propaganda
of History”.
2. As a group, use your lists of words/phrases to create a poem: it does not have to
rhyme but it should, however, represent the main message of your section
of the text.
3. The ‘Rules & Regulations’:
 You can only use words from the text—you cannot add other words (not even articles or
prepositions!)
 You CAN repeat words or phrases as often as you want.
 You do not have to use all of the words or phrases you have selected.
4. Fourth read: gallery read of found poems
The Power of Myth and the Purpose of History:
“The Propaganda of History”

14. “Talk to the text”
• What was the process of going through the close reading like?
In what ways did it allow you to understand the text in a more in-
depth way?
• How did this text and the close reading protocol deepen your
understanding of Reconstruction’s legacy?
• What has this session revealed to you about the importance and
responsibility of teaching Reconstruction?
The Power of Myth and the Purpose of History:
Debrief