Stereotypes in the Curriculum

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silkscreen, Indian court, 1939, Louis B. Siegriest, LOC
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In his article “Popular Culture, Curriculum, and Historical Representation,” John Wills sought to examine the perpetuation of stereotypes in the American History curriculum by examining the treatment of Native Americans. Wills found that despite a variety of representations of Indians in the curriculum, teachers and students tended to emphasize a romanticized stereotype of Plains Indians. What did this indicate, he wondered, about the possibility of challenging narratives shaped by racial and ethnic stereotypes in American history?

Refuting one stereotype of Natives as uncivilized savages, teachers perpetuated another: the romanticized image of Natives as buffalo-hunting nomads.

Wills, a professor in the Graduate School of Education at the University of California, Riverside, spent an academic year in three 8th-grade classrooms exploring the interaction between cultural texts and their readers. He observed and videotaped 130 lessons at a predominantly white suburban middle school in San Diego County, transcribing teacher lectures, class discussions, and multimedia and student presentations.

What he found was that although these teachers were concerned with challenging stereotypical representations of Native Americans, they often struggled to move past overly simplistic portrayals. Refuting one stereotype of Natives as uncivilized savages, teachers perpetuated another: the romanticized image of Natives as buffalo-hunting nomads. So what did this indicate about American history and the portrayal of racial and ethnic minorities?

Natives and “the Story” of American History
As research by other scholars has revealed, American history classrooms are often characterized by a dominant narrative of perpetual progress. In this narrative, Americans of European descent drive history forward to produce expanded rights and opportunities, with the exception, as one teacher put it, of “a few black marks.” The consequence of this, Wills pointed out, was that racial and ethnic minorities remain largely incidental to the story being told. The exceptions are the stories of the enslavement of African Americans and the removal of Native Americans from conquered territory.

Wills showed that despite changes in textbooks, Native Americans were still confined to a small place in popular historical narratives. Natives only “fit” into the story during the period of westward expansion, when nomadic Plains Indians presented an obstacle to settlers. Because this was the established “place” of Native Americans in the popular story of American history, they were predominantly represented as nomadic, buffalo-hunting Plains Indians.

The addition of more racial and ethnic minorities, as well as women and members of the working class, to the story of American history provides students with more diverse images of particular groups. Wills argued, however, that as long as these images are framed by the dominant narrative of perpetual progress, students’ understandings will be limited and partial, compromised by stereotypes of these groups.

In the Classroom
  • Ask students to describe or depict a Native American from the past.
  • Some students will focus on Plains Indians, emphasizing aspects of nomadic life like the construction of teepees and the hunting of buffalo.
  • Ask students where those images come from. Popular media? Textbooks? This kind of discussion can help show students the relationship between popular historical narratives and the more complex realities of the past.
  • Take a look, either during a unit, or over the course of the year, at how different tribes of Indians lived at different points in history and in different regions. Who were the Indians encountered by the Puritans? How did the Five Civilized tribes get the moniker "civilized"? What are some issues facing particular tribes today?
Sample Application

One of the teachers in Wills’s study opened the year with a lesson on early contacts between Europeans and Native Americans. Using the textbook A More Perfect Union she encouraged the students to consider what life was like for Indians living on land that would later be colonized:

“Not all Indians were nomadic. They didn’t all travel around and follow buffalo herds. Some of them farmed. And they needed land to farm on.”

After this unit, the class did not talk about Native Americans again for several months, until they moved on to the exploration of the West and the concept of Manifest Destiny. Encouraging students to consider the perspective of those who removed Natives from the land, the teacher referred to John Winthrop’s claim that in order to have a right to land it had to be farmed, mined, or changed in some way. She then followed up with a question that, for at least one student, seemed to draw on their earlier lesson:

Teacher: “Okay. Now, that’s a real important point because did the Indians farm, mine or, build very often?”
Student: “Farmed.”
Teacher: “They farmed, some did farm, some were farmers. But they would were farmers and…Well, that’s real funny ‘cause some of those…Okay…Most of them did not, farm, most of them traveled around. And so, one of the reasons that, the people who were moving west—though it seems very racist—but at the time, they had this idea in their head that: “Hey, if they haven’t improved the land, then it’s not really their land.” So it wasn’t like they went in and they uprooted these guys’ houses and stuff…”

Having painted herself into a corner, the teacher struggled to reconcile what she had taught the students earlier in the course—that not all Natives were nomadic buffalo hunters—with the dominant image that “fit” into the traditional story of American history. Indian removal is a tougher, more complicated topic when Natives are represented as farmers rather than nomads. Such a representation, however, is not only more historically accurate, but also challenges students to think in more complex ways about American history.

For more information

These two Ask a Master Teacher posts deal directly with the issue of incorporating Native American history into the normal curriculum:

Also check out these posts in the Ask a Historian field for specific information on Native Americans:

In addition, the National Museum of the American Indian by the Smithsonian Institution is an excellent resource for in-depth information on Native American history.

Bibliography

Wills, John S. “Popular Culture, Curriculum, and Historical Representation: The Situation of Native Americans in American History and the Perpetuation of Stereotypes.” Journal of Narrative and Life History (1994): 277–294.

Reading in the History Classroom bhiggs Wed, 02/01/2012 - 14:00
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Photography, Large print books, 27 Jan 2009, Flickr CC
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In their article “Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy,” Timothy Shanahan and Cynthia Shanahan provide insight into the different reading skills required for success in different disciplines. What reading skills, the authors asked, do chemists need? What reading skills do mathematicians need? What reading skills do historians need? And how does this affect secondary students’ reading abilities and inform the secondary curriculum?

The authors of this study, both professors in the College of Education at the University of Illinois at Chicago, analyzed the approach to discipline-specific reading taken by experts in those disciplines. They asked mathematicians to talk through their work reading math articles, chemists to talk through their work reading chemistry, and historians to talk through their work reading works of history. The authors then identified the specific strategies that the experts employed as they read. Once they had done this, they worked in collaboration with teachers to develop discipline-specific instructional approaches for teaching these strategies. Their overarching purpose was in part to develop an advanced literacy curriculum and a corresponding teacher education curriculum.

Not All Reading Is the Same
Reading is often thought of as a basic skill that can be applied in various situations. Yet research into literacy reveals a more complex picture. Strong early reading skills do not automatically develop into more sophisticated literacy skills that enable students to deal with the specialized and complex reading of literature, science, history, and mathematics. Those early skills do matter, but they must be built upon with “disciplinary literacy” instruction embedded within content-area classes such as math, science, or history.

How Historians Read
What are the literacy skills of historians? As opposed to mathematicians and chemists historians emphasized paying attention to the author or source when reading a text. They read with the view that both “author and reader are fallible and positioned.” Their purpose in reading a history book seemed to be to figure out what story a particular author wanted to tell (rather than discover one truth). Additionally, reading historical texts meant encountering words that are not current, for example “aeroplane,” and that are metaphorical, for example “Black Friday.”

(While the researchers are not specific about the texts they used with the experts, this report suggests that the targeted texts were secondary sources rather than primary.)

Working to Develop Historical Reading Skills among Students
After identifying these specific literacy skills, the researchers worked to develop discipline-specific instructional strategies.

A History Events Chart
One strategy was a “history events chart.” As students read about a particular event, they wrote down answers to the questions of “who, what, where, when, why, and how” in order to summarize the event. They did this for each event they read about. Then, they were asked to determine the relationship between events. Drawing connections between events on a chart, and writing down their explanations demanded that students draw their own cause-effect relations. It also demonstrated that these relationships can be hidden in a text and must be uncovered.

In the Classroom
  1. Ask yourself a series of questions to determine if and how you are teaching your students historical reading.
    • Do I teach reading?
    • Do I teach historical reading?
    • What specific skills and approaches to historical texts do my students know?
    • What specific historical reading skills don’t they know?
  • Become more clear about the historical reading strategies you will teach your students.
  • Try an instructional strategy for teaching that particular reading skill. (This blog on historical thinking may be helpful in getting you started on numbers 2 and 3.)
  • Once you find one or two strategies that work for you and your students, use them repeatedly with different texts and topics. This structure and repetition will help your students internalize these reading skills.
  • Sample Application

    Another example of a technique to develop historical reading skills among adolescents is the “Multiple-Gist Strategy”:

    In this strategy, students read one text and summarize it, read another text and incorporate that text into the summary, then read another text and incorporate that text into the summary, and so on. The summary has to stay the same length, essentially, and this forces a student to use words such as similarly or in contrast when incorporating texts that can be compared or contrasted with each other. [The teacher’s] preliminary results [with this strategy] reveal that students who learned the multiple-gist strategy wrote longer, more coherent answers to essay questions.

    The teacher not only helped students develop specific historical knowledge, but also equipped them to better read and understand the many texts that are important to doing history.

    For more information

    See this blog on Common Core State Standards to help you connect this study to those standards.

    Bibliography

    Hynd-Shanahan, Cynthia, Jodi P. Holschuh, and Betty P. Hubbard. “Thinking like a Historian: College Students’ Reading of Multiple Historical Documents.” Journal of Literacy Research 36: 141-176.

    Shanahan, Timothy, and Cynthia Shanahan. “Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy.” Harvard Educational Review 78(1) (2008).

    Reading Abraham Lincoln: A Case Study in Contextualized Thinking

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    Abraham Lincoln statue from the Lincoln Memorial. NHEC
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    Teaching history is not only about teaching students what happened in the past; it’s about teaching them how to think about the past. Many students instinctively employ modern perspectives when reading historical documents—a practice historians call "presentism." Students have to be taught to "think contextually," learning to recognize how the past differed from the present. In a significant study, Sam Wineburg revealed that even among teachers contextual thinking is a unique skill that needs to be intentionally developed.

    Wineburg and his colleagues worked with 12 pre-service teachers participating in a fifth-year certification program at the University of Washington. They asked those teachers to "think aloud" and make visible how the teachers thought about six historical documents from the nineteenth century.

    In this small study, being a history major turned out not to be a reliable predictor of being able to contextualize historical documents. Even college students with strong history content knowledge can fall prey to presentism. The most sophisticated historical readers, on the other hand, build a social context for the historical documents they are reading, drawing inferences from each document, establishing a spectrum of ideas for the period, and reading multiple documents in conversation with each other.

    Drawing Inferences from Documents

    Historical documents tell readers something not only about their author, but also about the world in which he or she lived. One document from the study, for instance, is a campaign speech made by Abraham Lincoln, in which Lincoln seemingly reveals deep bigotry toward African-Americans. But Lincoln’s words cannot be separated from the occasion on which they were uttered, the location of the debate, or the kinds of people who were in attendance. In short, the speech may tell us something about Lincoln, but it may tell us even more about middle America in 1858.

    Establishing a Spectrum of Ideas

    In order to build a social context for understanding historical documents, students need to have a general understanding of what people thought about particular issues at that time. In the case of Lincoln’s comments on race, students can better understand the context in which he made them by reading documents written by defenders and opponents of slavery. Examining excerpts from white supremacist John Bell Robinson and abolitionist William Lloyd Garrison, for instance, helped successful readers understand how slavery was understood in Lincoln’s own time.

    Reading Across Documents

    Looking at the ways in which different documents from the same period inform each other is another way of building the social context of the past. The technique, which historians call "intertextual reading," involves reading each document with the others as backdrop, weaving them together to bring to life the world of the past.

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    Image of bust, Abraham Lincoln, 1809-1865, New York Public Library
    In the Classroom

    The past, as L.P. Hartley wrote, is a "foreign country," which means that people thought, spoke, dressed, and lived in different ways than we do today.

    • Think about how you can help your students understand this strange place, where people lived differently, had different rights, and believed different things.
    • Begin by asking students to figure out where they stand on a particular issue. Then, reminding them that they are dealing with a different time and place, give them a number of documents focusing on a particular historical issue.
    • Have students make lists of what they can infer about the time period from these documents. How was it different from our world today?
    • See if students can use the documents to establish a spectrum of ideas for the period, and ask them if modern perspectives fall within the poles established by that spectrum.
    • Reminding them that they should be reading across the various documents, ask them to paint a general picture of this past world.
    Sample Application

    The two excerpts below are from think aloud exercises with two participants in the study. While those participants were teachers rather than students, they nevertheless reflect the same strengths and weaknesses exhibited by younger readers. Take a look at the first one:

    Lincoln was not so much...working in the interest of the black man, for altruistic sense. . . he’s not giving them equality in personhood.

    The criticism that Lincoln is not giving African-Americans “equality in personhood” is a distinctly modern one that ignores the fact that Lincoln was operating in a very different time in American history. Further, the reader draws conclusions about what Lincoln stood for, ignoring the fact that Lincoln was speaking in the context of a political campaign.

    Now take a look at how the second reader approaches a historical text:

    . . . I get the feeling that he is wrestling with something that doesn’t really have a good solution. This is the best you can have for now. . . He was real one-dimensional in the first article, kind of a slimy politician. Then he has another side with the letter to Mary Speed, kind of human. And now this is again another, it’s beginning to fill out, but now I see him more as the chief executive and trying to deal with problems, trying to balance a war, thinking ahead, what are we going to do after the war and sort of coming up with—and this is prior to the Emancipation Proclamation. Is this prior to the Emancipation Proclamation? Yes, this is prior. So, I mean he may have had this idea in mind, so he’s thinking forward, and how are we going to deal with this huge number of slaves? Maybe colonizing is certainly a viable option in 1862. It kind of reminds me of what the British did with Australia. Ship all the undesirables down to Australia.

    Unlike the first reader, this seasoned one considers the fact that, however distasteful it strikes us today, creating a black colony may have been "a viable option in 1862." Further, instead of taking Lincoln’s words as clear evidence of what the future president believed, the reader notes that different Lincolns appear depending on the context: a "slimy politician" in one, a "human" side in a second, and a "chief executive" in a third.

    For more information

    Teachinghistory.org's Teaching Guide Structured Academic Controversy (SAC) in the History Classroom further discusses leading students toward synthesized, contextualized understanding.

    Avishag Reisman and Sam Wineburg, "Teaching the Skill of Contextualizing in History," The Social Studies 99, no. 5 (Sep-Oct 2008), 202-207.

    Bibliography

    Sam Wineburg, Historical Thinking and Other Unnatural Acts (Philadelphia: Temple University Press, 2001).

    Cross-checking Sources and Testing Hypotheses

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    In this 107-second video clip, we see a high school student checking his ideas against the available evidence. In reading a leaflet from the civil rights movement, he encounters a name from a previous document and assumes that she is a white civic leader. The second document, however, raises questions for him about the woman's position. Flipping back and forth between sources, he comes to a reasoned conclusion about who Jo Ann Robinson is and develops a more nuanced understanding of what the civil rights movement was like. The accompanying written commentary points out the clues that the student uses to inform his reading. Find the documents the student reads here (see "Robinson" and "Leaflet").

    Homicide in Chicago 1870-1930 Anonymous (not verified) Fri, 06/29/2012 - 15:15
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    Photo, Police Captain Max Nootbaar, Jul. 21, 1914, Chicago Daily News
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    Post-Civil-War industrialization and urbanization put new stresses on American law and society. Criminal records reveal the circumstances where social strain boiled over into violence and unrest. Using this website, visitors can search the complete Chicago Police Department Homicide Record Index from 1870 to 1930, detailing more than 11,000 homicides, and read and watch accompanying contextual material that explores tensions between laborers, industry leaders, political ideologies, social reformers, organized crime, and more.

    The core of the site is the "Interactive Database." Here, visitors can search cases using keyword, case number, date, circumstances (accident, manslaughter, homicide, number of victims, number of defendants, method of killing, involvement of alcohol), details about the victim and defendant (age, gender, race, occupation), victim/defendant relationship, and legal outcome. Searches return one-line case summaries including the date, names of people involved, case number, a description of the crime, and legal outcome. Clicking on a result brings up details on the particular crime: time, location, type of death/homicide and details of homicide, details on the victim(s) and defendant(s), police involvement, and legal outcome.

    Contextualizing primary and secondary sources frame this bare-bones information. A timeline features a summary of one major event and up to five photographs for every year. "Historical Context" currently offers a second timeline highlighting links to up to 17 notable cases for each year and a section on children's lives in the city, with nine newspaper articles on child labor and obituaries for activist Florence Kelley and lawyer Levy Mayer. (Sections on labor and reform movements and people and events did not work at the time of this review.) In "Legal Content," visitors can read short essays on topics related to Chicago criminal and social history, including capital punishment, anti-corruption campaigns, the Chicago Police Department, judges, lawyers, criminology, prostitution, gambling, murder-suicides, and accidents. Each essay links to related cases and onsite and off-site documents. "Legal Content" also hosts 16 downloadable acts and statutes under "The Laws."

    "Crimes of the Century" organizes links to related cases under 23 topics, including the 1919 Chicago race riot and the Haymarket Affair. "Publications," the most valuable part of the site for teachers looking for primary sources, archives the full text of 15 primary and secondary documents related to Chicago crime and social change. Here users can download in PDF form modern studies on the death penalty, crime and policing in Chicago, and the Haymarket Affair, or download primary sources such as law codes and crime reports, the Hull House Maps and Papers, Chicago Daily News articles exposing graft and corruption, 19th-century studies of Chicago's homeless, and contemporary commentary on the Haymarket Affair. Finally, visitors can watch 18 interviews with present-day professors, judges, and lawyers in "Videos."

    Though difficult to navigate, this site has rich resources to help students and teachers explore the challenges of change at the turn of the century.

    ExplorePAhistory rsibaja Sat, 10/29/2011 - 08:27
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    Image of Native American tribal chief
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    ExplorePAhistory offers teachers a wide variety of educational resources for incorporating Pennsylvanian history into the U.S. history classroom. The site is divided into three main sections: Stories from PA History, Visit PA Regions, and Teach PA History. Educators will find the first and third sections particularly useful for designing lesson plans. In the Stories section, 34 thematic sections trace the history of the Keystone State. The Teach section also offer over 100 lesson plans that can be searched by historical period, subject, grade level, and discipline, or by keywords.

    Teachers should not discount the VisitPA section of the site. Although designed as a way to attract tourists to the state, the regional subsections provide educators particular stories and featured markers that provide depth to Pennsylvania history.

    ExplorePAhistory's simplicity and teacher-centered resources makes it a useful site for exploring U.S. history through the history of one of America’s oldest and most influential states.

    ExplorePAhistory is a collaborative project between the Pennsylvania Historical and Museum Commission, the U.S. Department of Education, Pennsylvania Public Television Network, the William Penn Foundation, and several state agencies. Additionally, the project’s education materials are a product from a Teaching American History (TAH) grant with Ridgeway School District and history professionals across the state.

    The Thomas Jefferson Building: Secret Messages

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    In the Library of Congress online interactive The Thomas Jefferson Building: Secret Messages, students explore four locations in the oldest of the library's buildings. Built between 1890 and 1897, the Thomas Jefferson Building features art and architectural details that help communicate the building's purpose to visitors. Students discover details in each of the four locations and decide which of four themes they best symbolize: celebrating achievement, providing access to knowledge, inspiring creativity, and promoting progress and discovery. At the end of the activity, students choose from all of the details the one they thought best conveyed its theme, and describe a modern symbol they might use to convey the same idea. A brief Teacher Resources page suggests ways of incorporating the activity into curriculum, and a blog entry offers more ideas.

    Buildings are a living record of human interaction with place. This interactive encourages students to analyze buildings as primary sources and consider the intent behind architectural details.

    Performance Assessments Requiring Historical Analysis

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    Silkscreen, "For greater knowledge. . . ," Federal Art Project, 1940, LoC
    Question

    A group of schools are working on common performance assessments, defined as a question requiring a written response in which the student must apply skills of historical analysis to answer the question. (i.e. More than directed writing response.) We are looking for exemplars of such items. Can you direct us to some?

    Answer

    A great place to start is Oakland Unified's History and Social Studies page, specifically the left column on the page. The site offers historical questions with assessments and support materials designed to improve historical reading, writing, and thinking. Examples available were designed for the 8th and 11th grades, but the concepts can be applied to any age group.

    Another place to look for performance assessments that focus on historical analysis is the College Board's website. Their "Sample Questions and Scoring Guidelines" page has free response questions—"Document Based Questions"—and scoring guidelines dating back for the past several AP US History exams.

    The thematic essay from the New York Regents exam is also worth a look. It's a good example of a written assessment that asks students to apply the skills of historical analysis, and the "United States History and Government" page has tests from the past several years. The page includes a scoring key and rating guide that specifically looks at the thematic essay, and which includes a wide selection of student responses.

    . . . a number of lessons available online, which include evaluation rubrics and examples of student work.

    Benchmarks of Historical Thinking, a Canadian website, is also a good resource. They have a number of lessons available online, which include evaluation rubrics and examples of student work. This example, for instance, is an assignment that asks students to write a letter to a Holocaust survivor and includes attachments, such as the task description at the bottom of the page.

    Historical Thinking Matters also has tasks and examples of student work. Their "Teacher Materials and Strategies" page gives you access to four thematic topics, each of which has examples of student responses to historical prompts that ask them to use primary sources as evidence. Two examples of student work for each topic, like this essay and this essay about the Spanish-American War, or like this essay and this essay about the Scopes trial, are also useful tools.

    UPDATE (Oct. 26, 2012): Be sure to check out the Stanford History Education Group's Beyond the Bubble, a user-friendly site where you can find shorter assessments, interactive rubrics, examples of student work, and a video about how to construct your own.

    Film Review: The Alamo

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    photography, Alamo Defenders at Rest, 15 March 2010, Alan Butler, Flickr CC
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    A funny—or not so funny—thing happened on the way to making what was conceived as a historically complex version of the Alamo's story: 9/11. Though the Walt Disney Company had agreed to make The Alamo at least two years before the World Trade Center fell, the film was reconceived in the year after that event. By the summer of 2002, The Alamo had lost its director (Ron Howard) and its star (Russell Crowe), and the screenplay by John Sayles was undergoing a major rewrite. Howard was replaced by John Lee Hancock, Crowe was replaced by Dennis Quaid, and Sayles's screenplay was rewritten by a team of script doctors. The 2004 release of The Alamo culminated what had been a long and public struggle to make this film.

    Howard's expressed interest was based on his desire to correct the historical inaccuracies found in the John Wayne-directed The Alamo (1960), a creature of the Cold War and Wayne's rightist politics. In addition, Howard was intrigued by the complexities of ethnic conflict and the issues of U.S. expansion that the Alamo story presented. Said Howard upon leaving the project, “I realized that there was a disconnect between the studio and I as to how the film should be approached.” The completed version of the film retains vestiges of Howard's vision, but they are largely submerged within a film that was built by committee in a post-9/11 United States.

    For such myths to perform their cultural work, we must see those who died in the events as martyrs for the greater national cause.

    The battle of the Alamo as a historical event, like Custer's Last Stand, the attack on Pearl Harbor, and now 9/11, stands as one of the galvanizing events in the narrative of U.S. history, providing a tale of tragic commitment to the cause of U.S. nationalism. Ideally, the story would lead to the redemptive annihilation of those who had killed these tragic heroes. Richard Slotkin's broad concept of “regeneration through violence” and his more focused discussion of the cultural significance of Custer's Last Stand in his study The Fatal Environment: The Myth of the Frontier in the Age of Industrialization, 1800–1890 (1985) help us see the cultural work that this film attempts to do and the way it fuses residual myth and contemporary events. For such myths to perform their cultural work, we must see those who died in the events as martyrs for the greater national cause. Apparently Howard was at least going to mitigate that mythology. The film as released embraces it, though in a somewhat diffuse way.

    The Alamo begins with ground-level shots of the courtyard of the Alamo mission and the plains outside the walls that show the carnage of the siege of the mission, providing an image that triggers memories of the events of September 2001. The film then jump-cuts to a title informing us that we are now in Washington, DC, one year earlier, in 1835. We see Sam Houston (Dennis Quaid) at a ball attempting to interest investors in Texas lands and Davy Crockett (Billy Bob Thornton) somewhat sheepishly attending a play that embellishes his life and legend. In these scenes we can see the intention of Howard and his crew to demystify the legends of Houston and Crockett. Houston is primarily an entrepreneur, and one with a drinking problem, and Crockett a creature intrigued by the contours of his own legend. But in the film as made, we subsequently see how circumstances have remade these worldly men into heroes (though Thornton's Crockett is somewhat abashed by the dimensions of his own fame, a perspective that makes this Crockett a far more humble and complex figure than he was in the Disney television series of the 1950s or in the Wayne film).

    But what is missing is…a sense of the way the events at the Alamo are connected to the national story of slavery, expansion, and the removal of Native Americans…

    As history, The Alamo looks accurate, and, indeed, we find that San Antonio de Béxar was carefully re-created with little sparing of expense (the film cost $95 million to make) and with the able assistance of the Alamo historian and curator, Richard Bruce Winders, and Stephen L. Hardin, a historian at Victoria College in Victoria, TX. But what is missing is similar to what is absent from the Wayne movie: a sense of the way the events at the Alamo are connected to the national story of slavery, expansion, and the removal of Native Americans from the eastern United States in the 1830s and 1840s. If we include this larger tale, we can perhaps get a feel for the broader perspective that initially generated interest in the project.

    Andrew Jackson's policy of removing indigenous peoples from east of the Mississippi River to the West relied on the United States' domain over those western lands. Although Texas was not a part of the land that Jackson had dedicated to the tribes displaced from the East, it did abut them. Further, Texas had become a more and more tempting piece of western land after Mexico became independent of Spain in 1821. Mexico lacked economic resources, a strong central government, and a clear sense of national identity. The relative weakness of the nation to the south made annexation of its lands quite attractive. That the Mexican government had encouraged Anglo settlement further tempted entrepreneurs and manifest destinarians alike.

    Texas also rose to the center of the national consciousness as a result of its relation to the line of demarcation that defined slave and free states in the Missouri Compromise of 1820. As a state south of the southern border of Missouri, its entry into the Union would make it a slave state, and, indeed, its various settlers had mostly come from the South, some bringing slaves. The issue of slavery would remain a matter of debate both in defining the region as part of the United States and in exacerbating the conflict with Mexico over domain. And while the film does introduce the question of where the loyalties of its two characters who are enslaved should lie—with the antislavery Mexicans or the proslavery Anglos—the broader issue of slavery in Texas is largely elided.

    Texas also rose to the center of the national consciousness as a result of its relation to the line of demarcation that defined slave and free states in the Missouri Compromise of 1820.

    Similarly, there is a Hispanic character, Juan Seguin (Jordi Mollà), who has a secondary role in the film and whose status as a Mexican who supports the Anglos is clearly significant. But there is little fleshing out of the character or his reasons, elements that might have added historical complexity to the narrative. Historically, Seguin was a civic leader in the Béxar region who supported the independence movement in 1835 and 1836 and led a militia of around a hundred men. This placed him among a minority of Mexicans who supported the independence movement because of their opposition to federalism and support of local rule. However, by 1837 almost no non-Anglos remained loyal to the Republic of Texas, as the racist practices of its leaders and partisans had reduced all Mexicans to a subordinate political and social status.

    The film ends with the redemptive Battle of San Jacinto, as the Anglo forces are led to victory by Sam Houston, thus closing our narrative. The final scene cuts from the mass killing fields of San Jacinto, featuring dead Mexican soldiers as far as the eye can see, to the iconic figure of Davy Crockett fiddling on the wall of the Alamo. The carnage at San Jacinto redresses the slaughter at the Alamo and is all the more significant for its delivering Texas from the clutches of the tyrannical Mexican general Antonio López de Santa Anna. The vanquishing of the barbaric and morally suspect—evil—Mexican leader brings into being the Texas republic. In contemporary terms, such a conclusion is oddly resonant as national leaders attempt to show how delivering Iraq from the clutches of the tyrannical Saddam Hussein—and the imposition of “democracy” in that nation—will avenge the attacks of 9/11. On March 2, 2005, Republican congressman Ted Poe from the district that includes the Alamo spelled out the connection:

    On this day, 169 years ago, Texas declared its independence from Mexico and its dictator, Santa Anna, the 19th-century Saddam Hussein. . . Freedom has a cost. It always does. It always will. And as we pause to remember those who lost their lives so that Texas could be a free Nation, we cannot forget those Americans that are currently fighting in lands across the seas for the United States’ continued freedom and liberty today.

    Bibliography

    This review was first published in the Journal of American History, 92 (3) (2005): 1086–1088. Reprinted with permission from the Organization of American Historians (OAH).