Shit I Have to Teach in Twenty Minutes

Send us Fan MailDr. Chrisitina Snyder sits down with Eric and Rob to discuss ways to teach about the Age of Jackson.   Dr. Snyder is the McCabe Greer Professor of History at Penn State University.  She is an historian of colonialism, race, and slavery, with a focus on North America from the pre-contact era through the late nineteenth century.  Christina shares ideas from her award winning book, Great Crossings: Indians, Settlers, and Slaves in the Age of Jackson, which uses a diverse community in Kentucky as a microcosm to demonstrate the profound changes of the era.  She notes that while it is important to discuss the violent nature of Indian removal, teachers should also stress the survival and perseverance of Native people, particularly through their embrace of education.  Similarly, while US history is often marked by violent events, teachers can also explore the efforts of people to work out solutions for peaceful coexistence which was central to why many of the Native students attended Choctaw Academy at Great Crossings.  Finally, this community, which was populated by white settlers, free and enslaved African Americans, and Native Americans who spoke many indigenous as well as European languages, serves as an example of the diversity of antebellum America.Lesson Plans and resources:The Remembering Julia Chinn lesson can be found at https://bit.ly/4uygBfuThe Congressional Debate on the Removal of Indians lesson can be found at https://bit.ly/4vEPCzOCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailEric and Rob are joined by Dr. Peter Kastor to discuss ways to teach about the presidency of Thomas Jefferson.   Dr. Kastor is the Samuel K. Eddy Endowed Professor of History and American Culture Studies at Washington University in St. Louis.  He studies the history of politics, policymaking, and culture in the United States. He focuses much of his work on the half-century following American independence.  Peter advises teachers to approach the Jefferson Presidency by examining its domestic policy, its foreign policy, and how it affected the way politics operated.  He notes that Jefferson had several goals during his presidency including calming down partisan division, retiring the U.S. debt, staying out of European wars, and promoting trade and commerce.  Teachers should note the impact of foreign affairs on Jefferson’s presidency.  They resulted in the single most consequential event of Jefferson’s presidency, the Louisiana Purchase.  Both the Louisiana Purchase and staying out of European wars challenged Jefferson's goals.  Governing the Louisiana purchase required an increase in the size and spending of the government, and his Embargo Act led to increased government regulation and domestic conflict.  However, Peter notes that Jefferson normalized the precedents for the presidency set by Washington as well as securing the influence of his Democratic-Republican Party.  As such, his administration was extremely consequential and set a foundation for future presidencies.  Lesson Plans and resources:The Jefferson and the Louisiana Purchase lesson can be found at https://bit.ly/4x0S3OHThe Embargo Act  lesson can be found at https://bit.ly/4dT1JlLThe Creating the Federal Government, 1789-1829 website can be found at:  https://creatingafederalgovernment.wustl.edu/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Kidada WIlliams sits down with Eric and Rob to discuss ways to teach about the Reconstruction era in the United States.  Dr. Williams is a history professor at Wayne State University and she delves into the lives of African American victims and survivors of racist violence. Her work, I Saw Death Coming, was longlisted for the 2023 National Book Award for Nonfiction and won the 2024 Organization of American Historians’ Civil War and Reconstruction Book Award.  She urges teachers to consider four major concepts when teaching the Reconstruction era in their classrooms.  First, they should discuss what the congressional and constitutional framers had in mind regarding Reconstruction.  They should emphasize what African Americans wanted and achieved.  Teachers should also focus on who attacked and abandoned Reconstruction, and how and why that occurred.  Finally, teachers should explore the legacies of Reconstruction today since we are still living in a world created by what happened after the Civil War.  She urges teachers to challenge the notion that Reconstruction failed.  Rather, teachers should identify the important gains made while also demonstrating how Reconstruction policies and African Americans were deliberately and violently attacked by white southerners and how white northerners and westerners abandoned what was a limited commitment to advancing African American freedom, equality, and opportunity.   She notes that African Americans resisted these challenges in a number of ways.  Lesson Plans and resources:The African American Agency during Reconstruction lesson can be found at https://bit.ly/4vPSc75Reconstruction and the Violence Within lesson can be found at https://bit.ly/4tzpYfeDr. Williams's Seizing Freedom Podcast can be found at https://seizingfreedom.vpm.org/The National Museum of African American History and Culture’s Educational Resources can be found at https://www.searchablemuseum.com/for-educators/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailRob and Eric are joined by Dr. Cathleen Cahill to discuss ways to teach the women’s suffrage movement in the United States.  Cathleen is the Walter L. Ferree and Helen P. Ferree Professor of Middle-American History at Penn State.  She begins by urging teachers to conceptualize this topic beyond the standard narrative that starts with the Seneca Falls Convention in 1848 and ends with the ratification of the 19th amendment in 1920.  Expanding beyond this framework allows teachers to connect this story to the larger movement for voting rights which spans many years and includes a diverse array of historical actors.  When teachers do address the women’s suffrage movement in the late 19th and early 20th centuries they should present it as a broad, grassroots movement that occurred at both the state and national levels.  They should also emphasize the participation of women of color who infused their concerns about larger issues of citizenship and equality into the movement.  The ratification of the 19th amendment was a turning point, and women continued to work for their political aims after 1920.  She encourages teachers to explore with their students both how women advocated for the vote in their own states and to analyze how the strategies women utilized in the late 19th and early 20th century influenced modern forms of protest and civic engagement.Lesson Plans and resources:The “Women of Color in the Suffrage Movement” lesson can be found at https://bit.ly/4eg8FuUThe “Women’s Suffrage Movement- One State At a Time” lesson can be found at https://bit.ly/4dHuKT8The Gilded Age and Progressive Era Podcast, co-hosted by Dr. Cahill, can be found at www.shgape.org/the-gilded-age-and-progressive-era-podcast/Database of historical state constitutions: http://www.stateconstitutions.umd.edu/index.aspx CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Dan Barish returns to the podcast to discuss how teachers should teach about the late Qing Dynasty in China.  Dan is an Associate Professor of History and the Undergraduate Program Director at Baylor University.   First, he explains that teachers should begin their discussion about the decline of the Qing in the late 18th century and focus on internal problems that resulted from imperial expansion rather than external threats such as western intervention during the Opium War and the unequal Treaty of Nanjing.   The Qing, he argues, were adept at navigating around these problematic dealings with the west.  Rather than external challenges, he suggests that teachers should emphasize internal threats like the White Lotus and Taiping Rebellions of the 19th century.  To subdue these rebellions the Qing had to empower local leaders which led to a loss of centralized power.  Third, he shares that the wave of global revolutionary movements in the late 19th and early 20th centuries provided various ideologies that contributed to anti-QIng movements.  While these ideologies were varied, they contributed to a broad coalition of activists who opposed the Qing empire.Lesson Plans and resources:The Decline of the Qing Empire lesson can be found at https://bit.ly/4c03tK7Internal Challenges in the Qing Empire lesson can be found at https://bit.ly/4bFsOaNCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Silvia Escanilla Huerta joins Eric and Rob to talk about the best ways to teach Colonial Latin American History.  Dr. Escanilla Huerta is a professor at University of Maryland, Baltimore County, and a scholar of Latin America, who was born and raised in Argentina. She specializes in the process of Independence in Peru and Bolivia, focusing on Indigenous Peoples and Political History.   She has published several book chapters and articles in journals such as American Hispanic Historical Review and Revista de Indias.  Silvia provides three core concepts to help teachers frame this era.  First, she explains that it is critical to teach pre-Hispanic history.  Colonialism unfolded in the midst of complex indigenous societies with unique political, economic, and social systems which shaped the structures of colonial society. Second, teachers should represent indigenous people as savvy legal actors whose knowledge and actions significantly influenced colonial regimes.  Activists worked to resist oppressive policies and applied their knowledge of both indigenous and Spanish law to protect the interests of their people.  Third, teachers should not present the Latin American wars for independence as solely the effort of Creole elites.  Women, indigenous people, and people of African descent played critical roles in the struggles and sought to use the conflicts to obtain new rights and opportunities.  Lesson Plans and resources:The “Colonial Latin American History” lesson can be found at https://bit.ly/4uj3AHIThe “Updating the Story of Latin American Independence “ lesson can be found at https://bit.ly/3Nrna47A list of resources and books recommended by Dr. Escanilla Huerta can be found at https://bit.ly/4rWRJNYCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailEric and Rob sit down with Dr. Denver Brunsman to discuss teaching the American Revolution.  Denver is the History Department Chair at George Washington University and he has published and edited numerous books on the time period including the award winning, The Evil Necessity:  British Naval Impressment in the 18th-Century Atlantic World.  Denver begins by urging teachers to challenge the notion that the American Revolution was inevitable.  He notes that at the beginning of the imperial crisis, American colonists primarily identified themselves as British subjects.  While earlier events in colonial history provide a backdrop to this conflict, he suggests that teachers begin the story of the American Revolution with the end of the Seven Years War and study the conflict through three distinct crises caused by the Stamp Act, the Townshend Acts, and the Tea Act.  He also explains that while taxation was important, the concept of sovereignty and the colonists' notion that they were preserving the British tradition of liberty against tyranny and power was central to the crisis.  He argues that the decision to separate from England was contingent on many different factors and that the armed conflict that began in 1775 was a breaking point, convincing many Americans that the king no longer protected their liberty.  The conflict also shaped the development of an American identity that became distinct from their previous identification as British subjects. Lesson Plans and resources:Was the American Revolution Inevitable lesson can be downloaded at https://bit.ly/4kBaJyOThe Knowles Press Gang Riot lesson and the Revolutionary Debate lesson can  be downloaded at https://bit.ly/4aU0EJWCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Michael Childers joins Eric and Rob to discuss how teachers can better incorporate environmental history in their courses.  Mike is an Associate Professor of history at Colorado State University and he is the co-editor of the University of Nebraska series Environment and Region in the American West and he is also the Associate Editor of the Western Historical Quarterly.  He explains that environmental history is a broad topic that can be applied to almost any historical context.  A binding concept for all environmental historians is the idea that nature has a dynamic history that is intertwined with human history, and nature plays an active role in shaping events.  A second core concept is that ideas about nature have shaped history and, by consequence, nature itself.  He provides several suggestions of topics that teachers can use to demonstrate the importance of the environment in history.  He ends by stressing that environmental history should be viewed as equally important as race, class, and gender as a category of historical analysis.Lesson Plans and resources:https://bit.ly/4rvPscdThe Environment in Colonial New England lesson can be downloaded at https://bit.ly/4rvPscdThree Lessons on the Environment in World History can be downloaded at https://bit.ly/49ReOv5CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailEric and Rob visit with Dr. Steven Hirsch to discuss how to teach about Latin American revolutions in the 20th century.  Steve is a Professor of Practice and Global Studies at Washington University in St. Louis.   Steve begins by explaining that revolutionary movements reveal that Latin American nations consistently sought to overcome the negative legacy of colonialism on their societies.  He also connects Latin American revolutions to a larger, anti-colonial movement across the globe and argues that  these revolutions were important in the cross-fertilization of ideas that emerged throughout the 20th century.  This global context helps students challenge the stereotype that Latin American countries are uniquely violent.   He urges teachers to also examine the regional influence of these revolutions, for instance showing how the Mexican Revolution in the early 20th century inspired subsequent movements throughout Central and South America.  While many of the revolutions in the 20th century seized state power in an effort to transform the society, economy, and culture of the nation, others such as the Zapata revolution in Mexico were informed by anarchism and sought to establish autonomy within local communities.   He concludes by explaining that revolutions first institutionalize their revolutionary program and then consolidate it by persuading the population to support their ideals.  However, revolutions often promote counter-revolutions which continue to shape politics throughout the region.  Lesson Plans and resources:The Nicaraguan Revolution lesson can be downloaded at https://bit.ly/4a7dswfThe Exporting Revolution?  Cuba, Latin America, and the World lesson can be downloaded at https://bit.ly/4q2TdosA list of resources for further reading compiled by Dr. Hirsch can be downloaded at https://bit.ly/4bGAlrCCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailEric and Rob sit down with Dr. Laura Westhoff to discuss teaching the Progressive Era in the United States.  Laura is a Professor of History and former Department Chair at the University of Missouri-St. Louis.   Laura begins by framing the period as the “long progressive era” noting that the ideas that shaped both the movement and public policy stretched from the late 19th century all the way through the Great Depression.   She explains that the central concern of this era was the so-called “social question,” which was how do people live together in an increasingly complex society shaped by new technologies, new forms of labor, immigration, and rapidly expanding cities.  She suggests that teachers focus on three core concepts including democracy, technology/innovation, and education.  She emphasizes that for progressive era reformers democracy meant something more than just voting.  Following the Depression of 1893, reformers viewed democracy as a way to imagine and create a society that was more humane, seeing people as truly equal and worthy of the rights and privileges of citizenship.  Laura also suggests that teachers use the rise of compulsory education during the Progressive Era as a topic that can explore the complexity of the time.  The rise of almost universal schooling for young people shapes the new concept of adolescence and also serves the goals of both labor unions and social reformers who were concerned about children in the workforce.  The schools that are created at this time become centers of both leisure time activities and assimilation to United States culture.  Lesson Plans and resources:The Visions of Democracy in the Progressive Era lesson can be downloaded at https://bit.ly/4qjUCHZThe Educational Reforms in the Progressive Era lesson can be downloaded at https://bit.ly/3LA7D0XCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Philip Deloria joins Eric and Rob to discuss how to teach Native American history in a U.S. History course.   He is the Leverett Saltonstall Professor of History at Harvard University.  He identifies three important concepts that teachers should consider to fully include Native American history in their courses.  First, he reminds us that American Indian people are still here and that teachers should work to challenge the erasure of the Indian American experiences in both history and contemporary society.  Second, he explains that Native American history is distinct from other social groups in the United States because their experiences are mediated by treaty relationships, and their history is shaped by nation to nation encounters with the U.S. government. Finally, teachers should recognize that Indian people are everywhere in American history and it is not that hard to find stories to integrate Native American history into their curricula.  He highlights several areas teachers can explore including changing interpretations of the Bering Straits theory, the impact of slaving systems on Indigenous people in the Western Hemisphere, and the role of land and wealth in the late 19th century when land is violently seized from Indian people in the era of the Civil War and how that land was transferred to universities, corporations, and individuals.  Phil also discusses several different websites (listed below) that teachers can use to bring more American Indian history in their courses.Lesson Plans and resources:American Indians in the Progressive Era lesson can be downloaded at https://bit.ly/3KXaPn6The Horse Creek Treaty lesson can be downloaded at https://bit.ly/48Pfy3jThe Land- Grab Universities website can be found at https://www.landgrabu.org/The Carlisle Indian School Digital Resource website can be found at https://carlisleindian.dickinson.edu/The Native Knowledge 360° website (with many lesson plans)  from the National Museum of the American Indian can be found at https://americanindian.si.edu/nk360  The Stolen Relations website can be found at https://stolenrelations.org/The Native Bound Unbound website can be found at https://nativeboundunbound.org/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Clarence Lang sits down with Eric and Rob to discuss how teachers can present a more complex and nuanced story of the Black freedom movement in modern U.S. history.   Clarence is the Susan Welch Dean of the College of the Liberal Arts and a professor of African American Studies at Penn State.  His book, Grassroots at the Gateway:  Class Politics & Black Freedom Struggle in St. Louis, 1936-75, uses the local context of St. Louis to focus on the important role played by the Black working class, a group often not centered in civil rights narratives.  He identifies three important concepts that teachers should consider when they design their lessons on the topic.  First, he urges teachers to explore who participated in the movement, giving particular attention to working class people whose activism is often obscured by a focus on clergy leaders and other middle-class individuals.  To find stories of regular people involved in the movement, he encourages teachers to have their students examine the local context either by interviewing relatives or exploring archives and old newspapers.  Second, students should learn that the movement was successful and had accomplishments beyond the important gains in civil and voting rights. Finally, teachers should encourage their students to discuss what work remains to be done to build on those accomplishments, and that they have the capacity to make those changes.   Lesson Plans and resources:The Putting the Movement Back in the Movement lesson can be downloaded at https://bit.ly/4rz9L9n The Albany Movement lesson can be downloaded at https://bit.ly/44LlHejCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailEric and Rob talk with Dr. Dan Barish who discusses how teachers can present the early Qing Dynasty in China to their students.  Dan is an Associate Professor of History and the Undergraduate Program Director at Baylor University.   He shares that teachers should begin with the big idea that the Qing is an inner Asian empire that has much in common with other early modern empires.  It is more than just the last Chinese dynasty, and in many ways it is distinct from earlier dynasties.  Teachers should discuss both the rise of the Qing state and the decline of the Ming dynasty as simultaneous events.  Dan notes that while the Qing have distinct political and cultural systems, they do incorporate many elements of Ming society to help them govern an empire where they, as Manchus, are outnumbered by ethnic Han Chinese at a ratio of 350 to 1.  Finally, he explains that the Qing did not “become Chinese” but rather they appealed to the different populations within the empire by representing the emperor through the culture of and languages of those groups.  In that way, the Qing emperor was a global, universal ruler.  Lesson Plans and resources:The Qianlon Image Analysis lesson can be downloaded at https://bit.ly/43SWeznAdvising the Qing Emperor lesson can be downloaded at  https://bit.ly/4acbvPwThe Association for Asian Studies website can be found at  https://www.asianstudies.org/Columbia University’s Asia for Educators website (with links to primary documents and lessons) can be found at https://afe.easia.columbia.edu/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailRob and Eric are joined by Dr. Jeremi Suri who shares his ideas on how teachers can best teach about the Cold War in their classrooms.  Jeremi is the Mack Brown Distinguished Chair for Leadership in Global Affairs at the University of Texas, Austin.   He identifies three core concepts that teachers should consider when teaching about the Cold War.  First, he notes that much of the Cold War emerged from concerns that lingered from both the Great Depression and World War II.  Second, the centrality of anti-communism as an organizing principle shaped much of both foreign and domestic events.  Third, the end of empires, decolonization, and the emergence of new nations is important in understanding this era, particularly as the United States and the Soviet Union sought to gain influence in those new societies.  Jeremi also discusses the importance of exploring the complexity and impact of Cold War fears.  He notes that there were genuine concerns that the American people and government needed to address, and also that fear can sometimes be manipulated and exaggerated.  He ends by discussing that good leaders need to understand that complexity and must respond to threats in ways that are measured. Lesson Plans and resources:The Cold War and the Culture of Fear Jigsaw lesson can be downloaded at https://bit.ly/3JI0L0LThe Cold War Spy lesson can be downloaded at https://bit.ly/4a2D91pJeremi and Zachary Suri’s podcast, This Is Democracy, can be found at https://podcasts.la.utexas.edu/this-is-democracy/series/this-is-democracy/Jeremi and Zachary Suri’s substack, Democracy of Hope, can be found at https://democracyofhope.substack.com/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailDr. Raphael Njoku visits with Rob and Eric to discuss how teachers can explore African decolonization with their students.  Raphael is a Professor of African History and Culture at Idaho State University.  Raphael urges teachers to first define decolonization and identify the motives of the different stakeholders.  He also suggests that teachers analyze both the internal and external factors that contributed to decolonization in the period following World War II.  Teachers should also be critical of western or colonizer interpretations of decolonization, instead emphasizing the perspectives and experiences of African leaders and people in shaping the decolonization process.  He also connects the decolonization movement in Africa to other global events in the post war era including the Cold War, Pan-Africanism, and civil rights movements.  He identifies several different examples of decolonization that teachers can use as case studies to analyze both peaceful and more violent experiences of decolonization.  Lesson Plans and resources:The Gold Coast to Ghana lesson plan can be downloaded at  http://bit.ly/47ahktWThe Two Perspectives on African Decolonization lesson plan can be downloaded at  http://bit.ly/4nh7tbOCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailRob and Eric are joined by Mike Butler who discusses how teachers can address the Lost Cause in their US History courses.  Mike is the Kenan Distinguished Professor of History and Humanities and the Department Chair at Flagler College in St. Augustine, Florida.  Mike defines the Lost Cause as a movement whereby the South transformed a military defeat into a cultural victory.  In teaching about the Lost Cause, teachers can help their students see the difference between history and nostalgia/memory.  Also, they can analyze how the Lost Cause sought to minimize the impact of slavery on the reasons for secession.  Finally, teachers can help their students see how popular culture, such as films like Birth of a Nation, worked to advance the Lost Cause Myth.  He provides a framework of four questions that can help students evaluate any monument or memorial in their community.  Lesson Plans and resources:The Lost Cause lesson plan can be downloaded at http://bit.ly/48ajuvIThe Uncle Tom’s Cabin lesson plan can be downloaded at http://bit.ly/3Kuu3QwCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailRob and Eric visit with Craig Miller and discuss how to approach teaching World History.      Craig is a professor and Department Head of History and Political Science at Pennsylvania College of Technology.   He also serves as the Chief Reader for the AP World History: Modern exam.  Craig reassures teachers that they cannot be expected to know everything about World History and that it is okay and even recommended to rely upon experts when designing lessons.  He urges teachers to find those places where history intersects with what is occurring in their students' world.  He also suggests emphasizing historical thinking skills in class so that students develop the ability to explore World History for themselves.     Lesson Plans and resources:Qing Dynasty and Mongolia can be downloaded at  http://bit.ly/3W1jzKCOur Great Qing (additional reading) :  https://paxmongolica.org › uploads › 2019/09Three Creation Stories can be downloaded at  http://bit.ly/3VxKJsvCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailLindsay Stallones Marshall joins Eric and Rob to consider three frameworks for teaching the history of the American West.  Lindsay is an Assistant Professor of History at Illinois State University and the Co-Chair of the Western History Association’s Committee on Teaching and Public Education.  Lindsay suggests that teachers should consider the frameworks of both invasion and human diversity when developing lessons about the West.  In addition, teachers should help their students see that the narrative of the West has been carefully constructed to support myths about the role the frontier has played in our culture.   Lesson Plans and resources:A Salon on the Meaning of the West can be downloaded at http://bit.ly/4lV2WekThe Indian Removal Act Lesson can be downloaded at http://bit.ly/4603NnTInformation about  the $1,000 Charles Redd Center Teaching Western History Award can be found at https://www.westernhistory.org/awards/redd-centerCreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailRob and Eric visit with Dr. Ed Ayers to discuss the most important concepts teachers should consider when teaching about the American Civil War.  Ed is the Tucker-Boatwright Professor of the Humanities and President Emeritus at the University of Richmond.  He is one of the nation’s leading scholars on the Civil War and is the Executive Director of New American History.  Ed discusses the centrality of slavery to the conflict and he encourages teachers to have students explore three different stories of the Civil War (The Confederate Story, The United States Story, The African American Story) that are braided together in this complex era. Lesson Plans and resources:Three Stories of the Civil War can be downloaded at http://bit.ly/4g14uC7Civil War Newspaper Lesson can be downloaded at  http://bit.ly/4fO9uK9The Valley of the Shadow website can be found at https://valley.newamericanhistory.org/New American History can be found at https://www.newamericanhistory.org/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]: https://www.youtube.com/@historyintwentyInstagram:historyintwenty

Send us Fan MailRob and Eric sit down with Dr. Lorri Glover to discuss the most important concepts teachers should consider when developing lessons about colonial American history.  Lorri is the John Francis Bannon Endowed Chair in History at St. Louis University and an expert on the social and political history of the colonial and revolutionary periods.  She emphasizes the need to carefully consider where to start a unit on colonial American history, the importance of multiple perspectives, and how primary sources can be used to learn more about the lives of people who often are not featured in traditional historical accounts.  Lesson Plans“Where and When do We Start” can be downloaded at https://bit.ly/45reiSP“Freedom Seekers and Advertisements in Colonial America” can be downloaded at https://bit.ly/448K1FXThe Freedom on the Move can be found at https://freedomonthemove.org/CreditsOpening theme music, “Bossa Bossa,” created by Clare Howard www.clarehoward.com  Music supported by the National Council for History Education www.ncheteach.orgTransition theme music, “The Clock is Ticking,” created by Emily Hahn.Logo artwork created by Jessica Goldman.Shit I Have to Teach in 20 Minutes is produced by Eric Hahn and Rob Good.  Audio and video editing by Sebastian Rosales.Email us at [email protected]:  https://www.youtube.com/@historyintwentyInstagram: historyintwenty