History Education News 06: Analyzing Images

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Cover, History Education News 06
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As the new school year begins, turn to Teachinghistory.org for inspiration and resources! This month, we mail out the 6th issue of History Education News, our print newsletter. Filled with website and article recommendations, this issue tells you where to go to find resources and ideas for engaging your students with visual primary sources. From paintings of Paul Revere's ride to iconic Civil War photographs, learn how other educators have used images in class and discover archives of images you can use yourself.

In this issue, we also introduce a new section of the website, Digital Classroom. Digital Classroom spotlights new online and hardware tools showing up in classrooms across the country, such as interactive whiteboards and social media. Check it out for overviews of tools and videos of classroom use. Look for the section to grow in the future!

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Causality in History Textbooks

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A selection from an American History textbook. NHEC
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In a 2005 study, Mariana Achugar of Carnegie Mellon University and Mary J. Schleppegrell of the University of Michigan set out to examine how language shapes knowledge in history. Specifically, the authors looked at how the language used in history textbooks influenced the study of causality, that is, the link between particular actions and specific outcomes. They discovered that certain texts that set out to explain cause and effect contained wording that might prevent students from understanding this important concept.

The researchers focused on two historical accounts. One, from an eighth-grade textbook, concerned the expulsion of the Cherokee from Georgia. The other discussed causes of the Great Depression and came from a tenth-grade textbook. Since the writing in both was typical of middle and high school texts, Achugar and Schleppegrell looked for linguistic patterns that might help students draw a connection between cause and effect.

First, they identified two kinds of passages: accounts and explanations. An account was defined as a chronological narrative in which cause and effect emerge as a natural sequence of events, while an explanation frames events in an organized way, highlighting the key factors students should focus on.

Both texts relied heavily on abstract nouns, failed to use explicit language linking cause and effect, and frequently employed the passive voice in describing events.

To their surprise, the researchers found that the language in the explanatory passage (the one about the Great Depression) was no more help in explaining causality to students than the account about the Cherokee. While the "explanation" was organized differently, it suffered from the same problems that plagued the "account" of the Cherokees' removal. Both texts relied heavily on abstract nouns, failed to use explicit language linking cause and effect, and frequently employed the passive voice in describing events. Consequently, both passages created the impression that the course of history was somehow inevitable. Language, it seems, matters a great deal in shaping ideas about causality.

Abstractions

In the passage on Cherokee removal, the text constantly resorted to abstractions: It referenced Cherokee "resistance" without exploring what that resistance looked like or why it was unsuccessful. While the Great Depression text did focus on causes, it too used overly abstract language. Phrases like "economic overproduction" and "lessening demand" held little meaning for students trying to connect certain actions with specific actors.

Missing Connectors

As the researchers explained, rhetorical connectors, such as the word "because," can help students draw a direct link between cause and effect. Unfortunately, few of these connectors appeared in either text. They focused on "what happened," but stopped short of establishing the causal relationships that would help students understand why these events took place.

[Both texts] focused on "what happened," but stopped short of establishing the causal relationships that would help students understand why these events took place.
Passive Voice

In each text, the use of the passive voice (a less direct, bold, or concise form of expression using wordy phrases like "it could be," "there were times that," "it was said," etc.) creates the appearance that events in question were inevitable. The eighth-grade text relates how the Cherokee were expelled from their land by the Georgia State Militia, but never identifies motives for ordering the tribe's removal. Similarly, in the high school passage on the Great Depression, the passive voice creates the impression that things were bound to turn out the way they did. The text cites an "uneven distribution of wealth," but never explores how or why that was the case.

In the Classroom

Whatever their grade level, students can begin to think critically about what kind of language is used in their textbooks.

  • Pick out a textbook passage that will allow students to see how certain words and phrases obscure or disguise historical causes.
  • Read it together as a class.
  • Either as a class or individually, have students piece together cause and effect in that passage. What particular actions led to what specific outcomes?
  • Returning to the textbook passage, ask students how the language could do a better job of revealing historical cause and effect.
  • As a class, develop strategies for reading textbook passages. What do students need to watch out for? Are there places where they need to slow down while reading? What clues would help them piece together the story for themselves?
Sample Application

Each textbook passage contained linguistic flaws that obscured the meaning of historical causality for the event in question.

Take this excerpt from the passage on Cherokee removal, which conceals some of the actors and actions it is attempting to detail:

In the spring of 1838, U.S. troops began to force the removal of all Cherokee to Indian Territory. While a few managed to escape and hide in the mountains of North Carolina, most were captured. . . . Georgia took the Cherokee’s farms, businesses, and property after they were removed.

Nothing in this passage would help students understand why the state of Georgia took farms and property; it lacks the kind of connecting language ('because," "in order to") to directly give a reason or rationale. The use of passive voice in sterile phrases such as "after they were removed" makes the process of Cherokee removal seem inevitable.

The textbook section on the Great Depression also obscures causality:

In the late 1920s, the world economy was like a delicately balanced house of cards. The key card that held up the rest was American economic prosperity. . . . The rising productivity led to enormous profits. However, this new wealth was not evenly distributed.

While the passage does offer specific causes for the Great Depression, by relying on clichés and abstractions like "rising productivity" and "house of cards" it creates the impression that these were innate economic qualities instead of the result of human actions. Like the passage on Cherokee removal, the use of passive voice ("new wealth was not evenly distributed") disguises how individual actions led the U.S to economic disaster, and never questions how such an outcome could have been avoided.

Bibliography

Mariana Achugar and Mary J. Schleppegrell, "Beyond Connectors: The Construction of Cause in History Textbooks," Linguistics and Education 16 (2005), 298-318.

Reading Multiple Sources in History Class

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A student studying multiple sources. NHEC
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The call to use primary documents to teach history comes from many quarters. While teachers are urged to use multiple documents in their classrooms, they are rarely told how to use them. To understand how students learn from multiple documents, researchers Steven Stahl, Bruce Britton, Mary McNish, and Dennis Bosquet observed how students approached different sources to make sense of a controversial historical event.

First, researchers asked 44 students in two Advanced Placement history classes to read multiple documents about the Gulf of Tonkin Incident. The documents represented a range of views and genres, from a Viet Cong cablegram to the actual Gulf of Tonkin Resolution. The students were told that once they finished reading, they would be asked to either describe the topic or develop an opinion about it. Students took notes as they read. After they read the documents, some students wrote a brief essay describing the event, while others put forth an opinion about the incident.

The students' notes revealed they had read all the documents in the same way and with one goal in mind: searching for basic facts and information. The researchers concluded that simply presenting students with multiple documents, regardless of any assigned purpose, did not enrich the students' understanding. Rather, students needed to be explicitly taught how to analyze and interpret documents.

A skilled historian doesn't simply accept a document as fact, but rather probes it, searching for bias and perspective: Who wrote the document? To what end? When? Where? To develop students' historical understanding, researchers recommended they be taught the same approach, incorporating specific elements:

  • prior knowledge about the topic
  • experience working with different types of documents
  • explicit instruction in interpreting documents
  • explicit instruction on using evidence when writing

This study supports the idea that documents play a central role in history education. But if students are expected to do the work of an historian, i.e., make sense of a variety of texts, they must learn how to navigate different types of documents in new and more meaningful ways.

In the Classroom
Sample Application

Excerpt from text, "The Vote that Congress Can't Forget"
For more than two decades, the Congressional vote that lawmakers most often cite as the one they would like to take back is their 1964 vote for the Gulf of Tonkin Resolution, the resolution that was used as authority for the war in Vietnam. Only two Senators and no Representatives voted no.

Student # 25's Notes
The vote that lawmakers would most like to take back is the Gulf of Tonkin Resolution in which two Senators and no Representatives voted no.

Excerpt from Student # 25's Essay
The vote passed unanimously in the House of Representatives and 80 to two in the Senate in approval of military action against the North Vietnamese (Viet Cong).

For more information

Cynthia Hynd, "Teaching Students to Think Critically Using Multiple Texts in History," Journal of Adolescent & Adult Literacy 42, no. 6 (1999): 428–436.

Daisy Martin and Sam Wineburg, "Seeing Thinking on the Web," History Teacher 41, no. 3, (2008): 305–319.

A more thorough description of this approach is also available online.

Bibliography

Steven Stahl, Cynthia Hynd, Bruce Britton, Mary McNish, and Dennis Bosquet, "What happens when students read multiple source documents in history?," Reading Research Quarterly 31, no. 40 (2000): 430Ѿ457.

The History Classroom: Connections Between Instruction and Assessment

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A student completing an in-class assignment. NHEC
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Most educators use test results to measure student learning, but what are the connections between how students perform on tests and what goes on in their classrooms? Do certain teaching strategies help students score better on state tests? Julie Smith and Richard Niemi (of Oakland University and the University of Rochester, respectively) explored these questions in their 2003 study of National Assessment of Education Progress (NAEP) U.S. history results and student survey data. In particular, Smith and Niemi focused on whether taking history courses involving more active and extensive text analysis results in better test performance.

NAEP

Beginning in 1986, the National Center for Educational Statistics (NCES) has overseen the development and implementation of the NAEP test in US history. Administered to fourth, eighth, and 12th graders across the nation, these tests contain multiple-choice and short-answer questions focused on themes and periods of American history. There are also questions that measure historical thinking. Smith and Niemi's study featured the 1994 test scores of 12th graders. They compared students' test scores with responses to a questionnaire about classroom practices that students filled out as part of the NAEP assessment.

Instruction and Achievement

Smith and Niemi found connections between the number of history courses students took, the content of the curriculum, teachers' strategies, and test scores. As the researchers expected, students taking more history classes scored higher on the NAEP. Of greater potential significance for history teachers, Smith and Niemi determined that classroom instruction is closely related to test performance. Students who had experienced "active instruction" such as complex writing tasks, in-depth reading, and extensive use of student discussion in their classrooms performed better on the NAEP. Specific examples of active instruction linked to high test scores included:

  • reading primary documents
  • small group discussion and projects
  • student presentations
  • creating research reports
  • using a number of resources such as computers, film, maps, and globes
In the Classroom
  • Develop lessons and materials that go beyond traditional use of lectures and textbooks.
  • Create reading and writing activities focused on primary documents.
  • Allow time and space for group work, discussions, and projects.
  • Organize curriculum and instruction that balances breadth and depth. Pursue a variety of historical themes and topics throughout the year.
Sample Application

Often referred to as the gold standard of large-scale history tests, the NAEP assessment includes three types of questions: multiple-choice, constructed response, and extended constructed response. The questions below appeared on the 1994 US history test.

Multiple Choice
"There passed by here about 200 men who marched down to the powder-house, took the gunpowder, and carried it into the other town and hid it. The reason they gave for taking it was that we had so many Tories here, they dared not trust the town with the gunpowder. (Abigail Adams)

The quotation above provides evidence for which statement?

a. Abigail Adams was a supporter of the British.
b. British soldiers stole gunpowder from Abigail Adams.
c. Many people in Abigail Adams' town did not support the Revolution.
d. A number of American soldiers were quartered in Abigail Adams' town.

Constructed Response
Religious groups played a major role in many of the reform movements of the 1800s and early 1900s. Select one reform movement (such as the abolition movement, the temperance movement, or the settlement house movement) and identify two reasons that religious groups were important to this movement.

Extended Constructed Response
"Our reconstruction measures were radically defective because they failed to give the ex-slaves any land." (Frederick Douglass)

Describe briefly the way in which Douglass's statement helps explain the rise of sharecropping in the South after the Civil War. In your answer, be sure to define the term sharecropping.

Bibliography

Julia Smith and Richard Niemi, "Learning History in School: The Impact of Coursework and Instructional Practices on Achievement," Theory and Research in Social Education 29, no.1 (2001): 18–42.

Using Document Based Questions with Struggling Readers

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I am a ninth grade teacher in a racially diverse lower income school. My problem is that my students are not great readers but I want to do document-based questions with them. I looked online and the DBQs released from the College Board are WAY too hard for my kids. Should I just try to jazz up our textbook or can you suggest places to look to find documents that my kids can decipher?

Answer

Kudos for looking for ways to engage your students with challenging historical tasks. Teaching students how to craft interpretations from multiple sources is central to history but it is hard, and even harder when students struggle with reading.

You may need to raid existing DBQs and tailor documents and tasks for your students. Consider starting small--use two documents that clearly contrast with one another to help students learn how to approach documents and read them closely. For a model of this, see the warm-up activity at www.historicalthinkingmatters.org. See this page for the same documents that have been further modified to make for more accessible reading.

Don't be shy about excerpting documents or using a smaller sample from an existing DBQ. This can help students understand the nature of the task and give them practice with reading, analyzing documents, and crafting arguments.

There are some helpful printed resources out there. Try the dbqproject.com. They have books of DBQs in both long and short versions.

Another resource to consider is Mindsparks.

Thanks for your question and good luck!

For more information

See more on this topic elsewhere on this website.

Wasting Our Educational Resources

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Today's textbooks represent a system of learning and knowledge transfer that is centuries old and sorely outpaced by modern technologies. Digital textbook providers are changing the textbook paradigm but, of course, adoption is the key. Do we dare take a new direction with the authorship and delivery of educational resources? We cannot afford not to.

Traditional textbooks are often expensive, rigid, and difficult to update. It is not unusual for these texts to be out of date before they go to the book binder, leaving many students learning from outdated materials that cannot be customized, individualized, or leveraged for multimedia.

Take, for example, an article in the San Francisco Chronicle on June 29, 2011, reporting that at a local school four blue recycle bins were found filled with hundreds of unused workbooks that ranged in price from $10 retail to about $24 each. The books were supplemental English and math workbooks that came in a set with textbooks supplied by publishers. The school principal explained that districts or schools typically sign multi-year contracts with textbook publishers, which provide one set of textbooks and supplemental workbooks for every student each year. Sometimes, teachers choose not to use the student workbooks. In other cases, schools might switch midstream to a newer textbook that more closely aligns to the questions on state standardized tests, and the result is that many of the workbooks go unused.

How can we, in good conscience, accept this waste when school districts are faced with ever-tightening budgets? How much longer can we let our students suffer the consequences of outdated resources?

This is just one example of how schools deal with outdated learning materials but I assure you similar examples exist throughout the country. How can we, in good conscience, accept this waste when school districts are faced with ever-tightening budgets? How much longer can we let our students suffer the consequences of outdated resources?

CK-12 was founded in 2007 with the mission of reducing textbook costs worldwide. The fact that schools across the world are facing these textbook dilemmas fuels the CK-12 team's commitment to eradicate such waste and to provide high-quality, standards-aligned open-source FlexBooks.

Why Digital?

Quality, of course, is a critical part of the textbook equation. Unlike the rigidity of traditional textbooks, the flexibility of digital textbooks allows teachers to easily update content for accuracy and relevancy. For example, a U.S. history teacher using digital learning resources can easily update content related to September 11th with information covering the 2011 capture of Osama Bin Laden.

Perhaps the most compelling argument for digital textbooks is that they allow teachers to create scaffolded learning tools for students. We know that one text does not fit all. With digital textbooks, the materials can be adapted as needed by teachers to enhance the learning experience for students.

Unlike the rigidity of traditional textbooks, the flexibility of digital textbooks allows teachers to easily update content for accuracy and relevancy.

CK-12 and Leadership Public Schools [LPS], a network of four urban charter schools in the Bay Area, have forged a compelling digital textbook partnership that is making a measurable difference for students in need. Together, we created customized College Access Readers featuring embedded literacy supports to help bridge the achievement gap for an urban student population whose majority enter 9th grade reading between 2nd- and 6th-grade levels with math skills at the same levels.

LPS is using Algebra College Access Readers and FlexMath, an online Algebra support and numeracy remediation approach developed by LPS in partnership with CK-12 Foundation. LPS Richmond has also integrated immediate-response data with clickers.

Recent semester exams showed 92% at or above grade level, triple their performance last year and four times that of neighboring schools. This progress is particularly notable in a school in one of the highest poverty communities in California, Richmond's Iron Triangle.

So yes, the time for digital textbooks is here. The supply of quality digital textbooks is growing, as is the evidence of their positive impact. Now school administrators need to ensure their schools have the technology infrastructure and the appropriate teacher training in place to achieve widespread digital textbook adoption. Our teachers and students cannot afford for us to wait any longer.

Teaser

Do we dare take a new direction with the authorship and delivery of educational resources? We cannot afford not to.

An Introduction to Historical Thinking and Reading

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Woodcut, "Reading Lady," Sekka Kamisaka, 1909, NY Public Library
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This Flash movie begins by introducing history as a subject of study that requires thinking and asking questions. It then uses a case study about the opening hostilities in the Revolutionary War to show and explain historical reading and thinking. The movie includes historians thinking out loud about two primary source documents regarding the shots fired on Lexington Green on April 19, 1775.

Viewers simultaneously see the text and the comments and questions that historians make in response to that text (slides 5, 7). Longer, additional examples of historians thinking aloud and analyzing these documents are also available (slides 6,7). The narrator uses these examples to introduce and clarify four kinds of questions that historians ask: sourcing, contextualizing, corroborating, and close reading. With ten consecutive mini-episodes, the movie permits users to control the pace and choose to review or skip particular segments.

Primary Sources as Windows into the Past

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This 33-second student think-aloud shows a high school student reading the introduction to an excerpt from a 1925 biology textbook. During the video, she expresses excitement about the opportunity to find an answer to a question she asked about how biology had been taught in the 1920s. She also expresses enthusiasm about having access to a primary source—"the actual one," as she calls it. This video shows how using primary sources can engage and intrigue students, and is accompanied by a written commentary. Find the document the student reads here.

Film Review: The Tenth Inning

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Picture, Baseball ABC, 12 Aug 2011, Taowaki, Flickr CC
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This is the fifth in a series of film reviews reprinted from the Journal of American History. These reviews model ways of looking critically at popular films, documentaries, miniseries, and other history-based features.

Directed by Ken Burns and Lynn Novick, The Tenth Inning is a two-part, four-hour sequel to Baseball (1994), the 18-and-a-half-hour long, Emmy Award–winning documentary that was the most-watched series in public television history. In the pages of the Journal of American History 16 years ago the historian George B. Kirsch concluded his review of Baseball: “On balance, for lovers of the national pastime, Baseball is a stand-up triple. For social historians, it is a broken-bat single” (Dec. 1995, p. 1316). It was a fair, well-supported assessment.

Other reviewers were more critical; some were scathing. The hall-of-fame baseball writer Jerome Holtzman declared that Baseball was “laborious viewing,” “pretentious and repetitious,” rife with “intellectual nonsense” (”Alas, Burns’ ’Baseball’ Provides Rest for the Weary,” Chicago Tribune, Sept. 25, 1994, sec. 3, p. 15). Still, many people, including me, were impressed with what Burns and his collaborators had accomplished. Although it was not great history (and we should be mindful not to assess a documentary by the standards we use to critique scholarship), it was artful storytelling on an epic scale. But like the former slugger Mark McGwire, who in 2005 repeatedly told the House Oversight and Government Reform Committee that he was “not here to talk about the past” when its members asked him about steroids, I am not here to re-review Baseball.

That is, in terms of style and technique, The Tenth Inning is a typical Ken Burns film: ambitious, organized, thoughtful, engaging, sometimes even beautiful.

The Tenth Inning is a worthy addition to a remarkable body of work. Burns and company have yet again masterfully told a rich, dramatic story well suited for their medium (television) and their audience (PBS viewers and students of all ages). They do so by synthesizing a master narrative (read by the actor Keith David) with interesting images (photos and video), the insights of knowledgeable commentators (some of whom appeared in Baseball, such as the sportswriter Thomas Boswell, historian Doris Kearns Goodwin, and columnist George Will; some of whom will be new to most viewers, such as Marcos Breton of the Sacramento Bee and Howard Bryant of ESPN) and a handful of baseball men (pitcher Pedro Martínez and manager Joe Torre), and evocative, well-chosen music (the hard-driving “Let There Be Drums” is frequently used to good effect). That is, in terms of style and technique, The Tenth Inning is a typical Ken Burns film: ambitious, organized, thoughtful, engaging, sometimes even beautiful.

The Tenth Inning covers 17 tumultuous years of Major League Baseball history, its many ups and downs, heroics and scandals. The film’s prologue explains that, even after 150 years, baseball during the 1990s and 2000s “remained remarkably unchanged.” In his next breath, Keith David notes that it had also changed: there were Major League teams in new cities (Denver, Miami, Phoenix, and Tampa Bay); interleague play and an expanded postseason; increased salaries, attendance, home run totals, and numbers of Latin American and Asian players; a nearly catastrophic labor-management conflict; and a pervasive problem with ballplayers using illicit performance-enhancing drugs. And yet, on the field, these years witnessed some remarkable moments and accomplishments.

The film seems to argue that Gaylord Perry‘s infamous spitballs and Albert Belle‘s corked bats were the moral equivalent of Jose Canseco’s steroid juicing.

Thereafter, the “Top of the Tenth” depicts the seventh game of the 1992 National League Championship Series, when a young, svelte, multitalented leftfielder for the Pittsburgh Pirates named Barry Bonds narrowly missed throwing out at home plate a plodding Atlanta Braves base runner, Sid Bream, who scored the game- and pennant-winning run. The film then examines Bonds’s complex, surly personality and, later, how and why he ended up a San Francisco Giant. It also not-so-implicitly compares/contrasts him with another gifted son of a former Major Leaguer, Ken Griffey Jr., who played with “joyous abandon” and represented the “very best the game had to offer.”

Next, the film chronicles the vexing, complicated issue of steroid use among Major Leaguers, beginning in the 1980s, but which the film puts in a longer history of baseball cheating, or what the broadcaster Keith Olbermann describes as “artful deceptions.” The film seems to argue that Gaylord Perry’s infamous spitballs and Albert Belle’s corked bats were the moral equivalent of Jose Canseco’s steroid juicing. It adds that ours is a performance-enhancing culture. Steroids, the film makes clear, was the specter haunting baseball during most of these years.

There was, however, another cloud darkening Major League Baseball. A section entitled “Millionaires vs. Billionaires” recounts the disastrous 1994 labor-management impasse between two groups with an acrimonious history and relationship. The subsequent work stoppage cost the owners $700 million, the players $250 million, and fans over 900 regular-season games and the World Series. Howard Bryant notes that the labor conflict, which ended in April 1995 when federal judge Sonia Sotomayor issued a preliminary injunction against Major League Baseball that basically restored the expired collective bargaining agreement, proved “how little they [the owners and the ballplayers] thought of the public.” One angry fan spoke for many: “I have no sympathy for either party.”

The film makes clear that baseball is resilient.

But the film makes clear that baseball is resilient. Almost as if on cue, the modest, workman-like Cal Ripken Jr. of the Baltimore Orioles, who was approaching Lou Gehrig’s record of 2,130 consecutive games played, helped save the day by refocusing media and fan attention on the field. After Ripken surpassed Gehrig’s mark in September 1995, a fan in Baltimore held aloft a handmade sign that read “Cal Thanks for Saving Baseball.” Soon thereafter, the Atlanta Braves’s brilliant pitching trio of Greg Maddux, Tom Glavine, and John Smoltz led their team to its first World Series title since 1954. The next season, the New York Yankees hired veteran manager Joe Torre, who, along with shortstop Derek Jeter, relief pitcher Mariano Rivera (one of the many Latin American ballplayers to achieve stardom during the era), and other talented, highly paid ballplayers, helped the Yankees win four of the next five World Series.

Amid all this, home runs were flying in record numbers. So it makes sense that the film focuses on the extraordinary 1998 Mark McGwire–Sammy Sosa assault on the single-season home run record set by Roger Maris in 1961. Doing so suggests that the game had been fully re-embraced by the American public—even though the Bunyanesque McGwire (who hit a record 70 homers that season, to Sosa’s 66 and Maris’s 61) was openly and unapologetically using Androstenedione, a dietary supplement that increases testosterone levels, because Major League Baseball had not banned its use. Millions of fans and most of the media did not seem to care. “Innocence is beautiful sometimes,” says Pedro Martínez.

Here, in a two-minute nutshell (capped by the commentator Mike Barnicle’s meditation on the time he has spent with the Red Sox), is the film’s central conceit: the past and present mingle, continuity and change.

The “Bottom of the Tenth,” the film’s second episode, begins in contemporary Boston, with the sun rising on an empty Fenway Park and baseball chatter on sports radio shows. The scene briefly changes, temporally; viewers are transported into the past, via black-and-white images of historic Red Sox players and fans and the crackling of old radio broadcasts. Here, in a two-minute nutshell (capped by the commentator Mike Barnicle’s meditation on the time he has spent with the Red Sox), is the film’s central conceit: the past and present mingle, continuity and change. Here also is Burns’s true love and, it turns out, the film’s raison d’être, to which I shall return.

The episode features captivating profiles of Pedro Martínez, one of the era’s dominant pitchers (others include Maddux, Rivera, Randy Johnson, and Roger Clemens), and of superstar Japanese outfielder Ichiro Suzuki, whose hitting and fielding accomplishments earned him the 2001 American League Rookie of the Year and Most Valuable Player awards. In different ways, both Martínez and Ichiro (as he is known) represent globalization. The Dominican Republic–born Martínez, despite his brilliance, stands for the thousands of Latin Americans (many of whom are products of Caribbean-based baseball “academies” run by U.S. teams) striving to make the Majors. In Ichiro, the editor Gary Hoenig sees the full flowering of globalization, that is,

people elsewhere can take this thing that you played with and invented, and maybe to some degree spoiled with whatever is going on here, and it can go to an entirely different place and be re-created and re-grown, as if it’s a hybrid flower of some kind. Then come back and show you the game maybe in a different way and maybe in a way that it used to be but you haven’t thought of in a long time.

That is, small ball—baseball that relies on speed, spraying the ball to all fields, intelligence—the way things used to be before the long ball became all.

At a time when the country was in shock and pain, baseball, the film argues, was able to provide many people with a welcome distraction, a sense of normalcy, and a connection to the pre-9/11 world and their fellow citizens.

Of course, globalization was also arguably partly responsible for the September 11, 2001, terrorist attacks on New York City and Washington, D.C., the new century’s defining moment. At a time when the country was in shock and pain, baseball, the film argues, “our game,” to use Joe Torre’s phrase, was able to provide many people with a welcome distraction, a sense of normalcy, and a connection to the pre-9/11 world and their fellow citizens.

Less than a month later, Barry Bonds, considerably more muscular than during his days with the Pirates, ended the year with a single-season record 73 home runs, a number that was hard for many fans outside of San Francisco to imagine, let alone to cheer in the aftermath of 9/11. Increasingly, many thought that something was amiss with the game, as “rumors and suspicions about performance-enhancing drugs kept surfacing,” Keith David intones.

At this point, The Tenth Inning recounts the 2002 World Series, in which Bonds’s Giants suffered a surprising loss to the California Angels, and begins to turn its attention to the Boston Red Sox–New York Yankees rivalry, the low point of which (for New Englanders like Burns) was the Red Sox’s loss in game seven of the 2003 American League Championship Series (ALCS), when reserve infielder Aaron Boone hit a game- and pennant-winning home run in the bottom of the eleventh inning. After a brief midwestern interlude to commiserate with long-suffering Chicago Cubs fans and to recount the unfortunate 2003 Steve Bartman foul ball incident, the film returns to the Red Sox and Yankees.

By the middle of the 2000s, rumors and allegations about steroid use in baseball could no longer be ignored.

This is the film’s best, most impassioned section. It introduces us to the ”idiot” Red Sox of 2004, the scrappy, talented band of hirsute brothers who refused to take themselves too seriously. Once again, they were in the ALCS, battling the Yankees, who had added all-star third baseman Alex Rodriguez to their roster and took a 3-0 lead in the best-of-seven series. Nevertheless, thanks to their never-say-die spirit and the clutch hitting of David Ortiz, the Red Sox did the unprecedented: they won four games in a row. In comparison, sweeping the St. Louis Cardinals in the World Series was almost anticlimatic. With Bruce Springsteen’s “Glory Days” pounding in the background, Keith David declares: ”From Bangor, Maine, to New Haven, Connecticut, from Burlington, Vermont, and Charlestown, New Hampshire, to Providence, Rhode Island, millions rejoiced.” It had been 86 hard years since the Red Sox’s last world championship (during which time the Yankees had won 26), and generations of fans experienced something like orgasmic individual and collective catharsis. For some it was a dream come true.

Baseball nightmares were coming true, too. The Tenth Inning’s third-to-last and penultimate sections are about the rampant use of performance-enhancing drugs and the buildup and reactions to Bonds breaking Henry Aaron’s all-time home run record, which he did in 2007. By the middle of the 2000s, rumors and allegations about steroid use in baseball could no longer be ignored. In 2005 Congress investigated the matter, and the recently retired Jose Canseco published Juiced: Wild Times, Rampant ’Roids, Smash Hits, and How Baseball Got Big, in which he admitted his own steroid use and named other users.

Eventually, baseball acted. It commissioned a study, headed by the former senator George Mitchell, to investigate the matter. The “Mitchell report” findings, released in December 2007, were damning, implicating over 80 players as likely steroid users, most notably Roger Clemens, who denied the claims. The retired McGwire eventually admitted he had used steroids for most of his career, including during the 1998 season. It was a sorry spectacle, albeit one that did not seem to have a significant impact on the game’s popularity. “Baseball had a black eye,” Joe Torre admits,

but I’m not sure that everybody should have been named. It’s a sad time, but it’s something we have to deal with, we have to get through it, and hopefully there is sun shining on the other side of this thing, because this game is too beautiful to have a lasting scar on it.

Burns and company seem to agree: the film’s concluding section is entitled “The Sun Shining.” Major League Baseball, which generously cooperated with the filmmakers, could not have asked for a better conclusion, chock-full of ESPN-worthy highlights and a compilation of World Series victory celebrations. Through it all, the game endures. Mike Barnicle (seemingly channeling Burns) gets the last word: “I do love this game. I love being there,” the middle-aged Massachusetts native explains, as the camera fades to an empty Fenway Park at night.

Other than my home, other than being with my family, it is, I can honestly say, the one place I truly feel at home, at peace, comfortable, is at Fenway Park watching the Red Sox play. I always have, through losing years, winning years, I just feel it’s a piece of my home.

The Fenway Park lights are turned off. We hear radio baseball chatter, some of it in Spanish. Boston’s lights twinkle.

Before watching The Tenth Inning on TV, I wondered: why does Baseball need a sequel? Eighteen-and-a-half hours seemed like enough. Moreover, do the math: 150 years of baseball history get 18-and-a-half hours, but 17 years of recent history, which most baseball fans over 30 years old remember, get four?

Burns basically said the same thing many times while promoting Baseball in 1994: that baseball is a way for us to consider who we have been, who we are, and what we value.

Thankfully, the answer to my question can be found on the DVD’s special features, where Burns says: “Let me just lay my cards flat on the table. I think we’ve done this update because the Red Sox won the World Series in 2004.” I appreciate the candor. He adds:

There was something incredibly joyous for those of us in New England to watch our Red Sox finally kind of get the monkey off the back and win the World Series in 2004 and it’s a dramatic story of how they did it. But you also begin to realize that baseball had mirrored us in many other ways, and it was important to begin to gather the threads of what those mirrors were, good and bad.

The mixed metaphor notwithstanding, Burns basically said the same thing many times while promoting Baseball in 1994: that baseball is a way for us to consider who we have been, who we are, and what we value.

In addition to being consistent, Burns has also matured. One way The Tenth Inning is better than Baseball is that it avoids most of the grandiloquent pronouncements found in the 1994 series, which is what Jerome Holtzman meant, I think, when he assailed its “intellectual nonsense.” To the filmmakers’ credit, there is not a lot of that in The Tenth Inning. Burns, Novick, and fellow writer and producer David McMahon understand that baseball is primarily about narrative and numbers, continuity and change; that it is a game, a big business, and a revealing cultural institution, but not always in that order. Rather than overrelying on “talking heads” to rhapsodize about the game’s pleasures and meaning, The Tenth Inning uses them more judiciously than did Baseball. This is prudent and allows the game itself, on the field, its sights and sounds and personalities, to do much of that work. In effect, less George Will and Thomas Boswell is more.

At the same time, there is, sadly, a noticeable absence: Buck O’Neil, the former Negro league ballplayer and manager, the first African American coach in the Majors, and the man who charmed many Baseball viewers with his enthusiasm and storytelling, died in 2006. The film is dedicated to him. In his stead, the film’s makers frequently use Mike Barnicle to lend the series some heartwarming authenticity, from a devout fan’s perspective, rather than that of a “baseball man” like O’Neil. It usually works.

There are, of course, small mistakes; there always are: a few misleading, chronologically incorrect photos, for example. None of which do much if any damage. More important, though, there are places that need more context and analysis.

In the “Top of the Tenth,” the narrator Keith David explains that one reason for Major League Baseball’s popularity after the 1994 strike was that team owners had

found a new old way to bring fans back to the game. It had all started in Baltimore, on the waterfront, with Camden Yards. With its brick facade and asymmetrical outfield fence, it was a welcome departure from the sterile, concrete, suburban stadiums that had been built in the early 1970s. People came in droves. Over the next 18 years, 19 other clubs would replace their stadiums with cozy new ballparks, publically financed architectural acts of faith that many hoped would rehabilitate the fading economies of their inner cities as much as the fortunes of their teams.
I know a nine-year-old boy who is a serious baseball fan. For him, every image, anecdote, and storyline in The Tenth Inning was a revelation, a valuable history lesson.

Is this an accurate assessment? Yes and no. Oriole Park at Camden Yards was the first “retro” ballpark, but it opened in 1992, more than two years before the work stoppage. Camden Yards is in downtown Baltimore, but blocks away from the waterfront. People did come in “droves,” but partly because the Orioles were competitive from 1992 to 1997 (they were in the ALCS in 1996 and 1997) and there was no Major League Baseball in nearby Washington, DC. Many cities built “new old” ballparks, but the notion that doing so would reinvigorate struggling local economies has long been debunked by an array of economists, one of whom appears in the film, Andrew Zimbalist, yet not in this part, where he is much needed. In general, the problem here is superficiality, a lack of context and rigor, which is sacrificed in the name of narrative efficiency.

Someone more knowledgeable about Barry Bonds might level the same criticism about how The Tenth Inning represents him. Not me. The Bonds that emerges here strikes me as appropriately complicated. He is supremely talented and confident yet insecure, sometimes petulant and mean-spirited. At turns charming and confrontational. He is hard working, driven, and seemingly ethically challenged. Haunted by history and eager to make it. Beloved in San Francisco and loathed just about everywhere else. He is obviously the film’s metaphor for accomplishment and corruption, for all that was great and disappointing about the historical moment.

For many viewers, this is not a trenchant insight. Indeed, this was the most common criticism in the media about The Tenth Inning, its lack of revelation. According to the critic Mike Hale, “There was little in ’Baseball’ that was new to the knowledgeable fan; in ’The Tenth Inning,’ there’s little that will be new to even the casual fan” (”Ken Burns & Co. Return to the Old Ballgame,” New York Times, Sept. 27, 2010, p. C8). Maybe. Then again, I know a nine-year-old boy who is a serious baseball fan. For him, every image, anecdote, and storyline in The Tenth Inning was a revelation, a valuable history lesson. The same is undoubtedly true for myriad others, of all ages.

Bibliography

This review was first published in the Journal of American History, Vol. 98, No. 1, 287–291, 2011. Reprinted with permission from the Organization of American Historians (OAH).

Using Visual Fine Arts to Enrich Understanding

Image
Poster print, 1867, L'art Nouveau S. Bing, Tiffany, art glass, Meunier bronzes
Question

What resources or techniques would you recommend for teaching using art and its analysis in the social studies/U.S. history classroom? I have already read "Historical Evidence in the Material World: Art History, Material Culture, and Historical Thinking" on your site. In this instance, we are concentrating on the visual fine arts – painting and photography.

Answer

Things have changed since teachers had to go through their private and local libraries to create slideshows using art to teach history. Now with a click of a mouse and a projector, we can show students provocative works of art. And while including art in your teaching will, no doubt, engage some of your reluctant students and add variety and aesthetic appeal to your curriculum, deliberate methods are required when teaching students to analyze the visual fine arts as a means to learn about the past. And those methods require slowing down when we observe and discuss a piece of art.

It may be useful to think about three things as critical to teaching students how to analyze art as historical artifacts:

  • Close reading (and we use the term “reading” broadly here, referring to observing the item closely);
  • Feeling and considering the emotional impact of the piece;
  • Considering the historical context of the piece.
  • You’ve started with a good entry that introduces some key aspects of using art. Author Carolyn Halpin-Healy, talking about how to use material culture, explains that analyzing these kinds of sources should “begin by describing the object--to analyze its structure, to consider the circumstance of its creation--and only then to propose an interpretation of the meaning of the piece.” She goes on to identify specific steps in this process that include the key aspects above.

    Deliberate methods are required when teaching students to analyze the visual fine arts as a means to learn about the past. Those methods require slowing down when we observe and discuss a piece of art.

    EDSITEMENT
    We have other resources at teachinghistory.org that address art analysis. Visit this review of a lesson plan that uses art and documents to investigate Paul Revere’s ride. The lesson comes from Edsitement, a site created by the National Endowment for the Humanities [NEH] that includes lesson plans using a variety of material culture for both World and American history. These plans can serve as inspiration, models, and resource banks for analyzing art in the history/social studies classroom.

    And don’t miss the NEH’s Picturing America program. It was designed to encourage and support teachers in using art to teach history and social studies. This tremendous resource includes a set of artistic works to use in the classroom, information about the works and artists, links to other sites with resources for teaching with art, and a teacher’s resource book.

    See this entry to listen to two educators talk about how they use Picturing America in their Teaching American history grant. The third video in this series may be most helpful to you since it concerns the ideas of slowing down with a piece and closely observing it while considering one’s emotional response to it.

    There are also many resources designed for teaching photo analysis in the history/social studies classroom.

    PHOTOGRAPHS
    At teachinghistory.org, see our “Using Primary Sources” feature for links to worksheets that can be used to analyze varied kinds of sources, including photos and art. See both our entry about the National Archive’s worksheets and the Library of Congress’ worksheets. In the Library’s excellent Prints and Photograph collection, you can also find help in preparing to teach students and teachers about analyzing photos as historical sources rather than as truth-telling images. Check out their resources on Dorothea Lange’s iconic migrant mother photo here and here to help you use this photo to illustrate the choices and selection that the photographer makes.

    See “Using documentary photography” for a comprehensive guide that uses the photos of Jacob Riis to illustrate the process of photo analysis. Especially helpful may be the guide’s list of questions.

    Good luck! And we’d love to hear what was most helpful to you.

For more information

For other helpful resources see:

  • Check out the Fall 2010 newsletter that focuses on the use of images in the History classroom;
  • A guide to using K-W-L charts for helping students analyze photos;
  • This question for a guide to online photo archives;
  • The “What is Historical Thinking” video on our home page. It can help make clear some of the key facets of analyzing any historical source; and
  • Search “website reviews” in the History Content section to locate websites that have art and teacher resources for using that art in the classroom.