Multiperspectivity: What Is It, and Why Use It?

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Photo, San Francisco, Calif., April 1942. . . , Library of Congress
Question

What is multiperspectivity in history?

Answer

Exploring multiple perspectives (which is known as "multiperspectivity" in parts of Europe) requires incorporating source materials that reflect different views of a historical event. In recent decades scholars and educators have begun to question the validity of singular (one-sided) historical narratives. Instead of just focusing on dominant groups and communities, they recommend employing multiple perspectives. One reason for this stems from increasing diversity and cultural pluralism, since many groups—women, the poor, ethnic minorities, etc.—have been ignored in traditional historical narratives.

. . . many groups—women, the poor, ethnic minorities, etc.—have been ignored in traditional historical narratives.

Another reason is disciplinary. After all, good historians don’t just settle for one perspective on a historical issue—they piece together many (sometimes competing) versions of a story to construct an accurate interpretation. As Ann Low-Beer explains, "In history, multiple perspectives are usual and have to be tested against evidence, and accounted for in judgments and conclusions."

Here's an instance of using multiple perspectives: When studying the voyages of discovery, students would not only learn about explorers like Columbus, but about the peoples who had been "discovered." Historian Jon Wiener, writing in American History 101 in Slate magazine, offers the following example:

In the case of Reconstruction. . . I focus [on] the three most significant [perspectives]: the Northern Radicals, who shaped federal policy and who wanted to bring the former slaves into the economy of the free market, as wage earners, and into the political system, as voters; the Southern planter elite, who wanted to preserve as much of the old plantation labor system as possible; and the former slaves themselves. Their understanding of freedom was, as Eric Foner has written, "shaped by their experiences as slaves." Freedom for them meant freedom to work for themselves—economic autonomy and access to land. This argument shows the freedmen defining their own interests, in conflict with the federal government, which claimed to represent them. Thus, instead of giving students a list of facts and dates to memorize, I would ask them to conceive of what's happening as a three-sided conflict over the meaning of freedom.

. . . instead of giving students a list of facts and dates to memorize, I would ask them to conceive of what's happening as a three-sided conflict over the meaning of freedom.

Consequently, for Wiener, "students end up learning not just about what happened during Reconstruction, but about how history itself gets reconstructed."

If not yet universal, this approach is widely accepted. In its most recent Position Statement, the National Council for the Social Studies in the United States recommended students learn to "think critically, and make personal and civic decisions based on information from multiple perspectives."

So what can a classroom teacher do? Try incorporating primary sources that represent a range of views on a historical issue. Then, ask students to spend some time thinking about why different groups may see the same event in different ways. Oftentimes a different story emerges when those multiple perspectives are put together. The result is enriched historical understanding.

Gifts of Speech: Women's Speeches from Around the World

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Logo, Gifts of Speech
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Charting changes in women's rhetoric in the public realm from 1848 to the present is possible through this archive of more than 400 speeches by influential, contemporary women. These include prominent female politicians and scientists, as well as popular culture figures. There is an emphasis on the United States (particularly after 1900), including speeches from women as diverse as Elizabeth Cady Stanton, Sojourner Truth, Mary Church Terrell, Marie Curie, Helen Keller, Emma Goldman, Eleanor Roosevelt, Betty Friedan, and Ayn Rand. A nearly complete list of Nobel lectures by women laureates provides access to acceptance speeches.

The search function is particularly useful for pulling speeches from a diverse collection into common subject groups. It also allows for the study of the language of women's public debate by following changes in the use of particular metaphors or idioms, such as the concept "motherhood."

Women Taking History: Women's History Month 2011

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Photo, Woman with camera, White House, Washington, D.C., Apr. 8, 1922, LoC
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African American History Month ends, and Women's History Month begins! Take a glance around the internet, and you'll find plenty of resources for teaching women's history—whether it be the Seneca Falls Convention, heroes of the American Revolution and the Civil War, social activists, First Ladies, workers during the World Wars, jazz and blues stars, or presidential candidates. You'll find photographs of many of these women, too—working in factories, on the campaign trail, helping the wounded, conducting scientific experiments.

But who takes these photographs? Who makes these images that become the records of history? Aren't the people behind the camera as significant as the ones in front of it?

Of course they are, though they can easily be forgotten. When we look at photographs of Amelia Earhart, we rarely ask who took the photo. When we're struck by a picture of New York during 9/11, do we ever ask if it was snapped by a man or a woman?

Explore women's history behind the camera this Women's History Month. What have women chosen to capture on film, as they record and live through history?

Taking Photos and Making History
  • The Kansas Historical Society tells the story of Alice Gardiner Sennrich, a professional photographer early in photography's commercial history. Born in 1878, Sennrich purchased a Kansas photography studio in 1902, and ran it throughout her life, including after her marriage. Recognized by the National Association of Photographers, she was also active in the Photographers Association of Kansas (PAK), an organization that had active female members since its founding. You can hear more about Sennrich in this podcast by the Society.
  • During the Great Depression, the Federal Government gave photographers, both men and women, work documenting the lives of ordinary U.S. citizens and the social conditions of the day. The Library of Congress's American Memory collection From the Great Depression to World War II: Photos from the FSA-OWI preserves more than 150,000 of these photographs. Try browsing the collections' black-and-white and color photos by creator. Look for women's names and work—and remember to check names with only a first initial and a surname! These may be women, too. Giving only a first initial was (and remains) one way to avoid being judged (at least in print) by gender.
  • Photographs aren't always taken as documentation. Sometimes, they're carefully composed as art. The online archive Women Artists of the American West showcases the artwork of 19th- and 20th-century Western women. Photography exhibits include photographs by white women of Pueblo arts and crafts workers (many of them women), taken from 1900 to 1935; modern art photography by Native women; landscape photography by Laura Gilpin (1891–1979); and 1972–1997 lesbian photography (some pages contain nudity). The Women in International Photography Archive, collects essays on more than 25 women photographers.
  • For an example of a modern photographer using her work as part of a political journalistic career, check out Jo Freeman.com. A writer, lawyer, and activist, Freeman's site features her photographs of Democratic and Republican conventions, marches and protests, New York after 9/11, the Chicago riot following Martin Luther King, Jr.'s assassination, and Congresswoman Shirley Chisholm's 1972 campaign for the presidency.

If photographs aren't enough, branch out into art, journalism, fiction and nonfiction writing, and other ways of recording and responding to the world, all meant for the public eye. What have women created and documented? What were their (myriad, uncountable) reasons for crafting "snapshots" and composing reactions? Women make history when they're behind its lens, as well as in front!

Further Resources

Looking for more resources? Take a quiz on women in history, with our weekly quiz archive! See how well you do on quizzes with subjects like women in the West. Search our Website Reviews, as well—we've reviewed and annotated more than 200 websites with women's history content.

If you'd still like more, these organizations feature content and pages created just for Women's History Month:

For more information

Speaking of photographs, the Smithsonian is looking for help identifying women in photographs with missing or incomplete background information. Take a look and see if you can help out!

A Patriot's History of the United States, Part Two: Reinterpreting Reagan and the Cold War

Description

Professor Larry Schweikart argues that most popular textbooks today show a liberal, left-wing bias. He reexamines specific periods in U.S. history from a conservative perspective, focusing particularly on the slave market within the U.S. and then on Ronald Reagan's presidency and his role in ending the Cold War.

This lecture continues from A Patriot's History of the United States, Part One: Liberty and Property in the American Past.

A Patriot's History of the United States, Part One: Liberty and Property in the American Past

Description

Professor Larry Schweikart argues that most popular textbooks today show a liberal, left-wing bias. He reexamines specific periods in U.S. history from a conservative perspective, focusing on Ronald Reagan's presidency and the colonization of the original colonies, particularly as documents from the latter discuss property rights.

This lecture continues in A Patriot's History of the United States, Part Two: Reinterpreting Reagan and the Cold War.

African American History Month 2011

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Photo, Navy baseball team--Espiritu Santo, New Hebrides, Sept. 1944, NARA
Photo, Navy baseball team--Espiritu Santo, New Hebrides, Sept. 1944, NARA
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It's February! Resources throughout the web stand ready to provide you with lessons and primary source materials for Black History Month (also known as African American History Month), but African American history stretches far beyond the confines of one month and the narrative litany of a handful of cultural heroes. Maybe you want to go beyond Martin Luther King, Jr., Frederick Douglass, and Jackie Robinson. What stories can you uncover beyond the headlining stories textbooks provide? Remind your students of the complexity of African American history with these resources.

Documenting African American History
  • The New York Times' lesson plan "Stories to Tell: Curating an African-American History Exhibit" introduces students to the difficulties in curating a large museum—or even just one exhibit. How can curators for the developing Smithsonian National Museum of African American History and Culture create a museum that honors all of African American history?
  • Search the Carnegie Museum of Art's Teenie Harris Archive Project for photographs taken by photographer Charles "Teenie" Harris for the Pittsburgh Courier. Published from 1907 to 1965, the Courier was a major African American newspaper, and these photographs show Harris's journalistic perspective on Pittsburgh events of all scales. Use the keywords "Teenie Harris," along with others related to your topic of interest, to find images of life at school, home, community events, church, work, and out on the town.
  • The Smithsonian National Museum of American History's Portraits of a City provides a similar photographic record of a place. The Scurlocks ran studios in DC for much of the 20th century, documenting African American life in the nation's capital.
  • The Library of Congress's American Memory collection The African American Experience in Ohio, 1850-1920 focuses on the themes of slavery, politics, and religion. Its wide range of primary-source documents, including thousands of newspaper articles, can help students construct a view of just what the collection's title implies.
  • High-quality photographs in the National Archives and Records Administration's "Pictures of African Americans During World War II" could give students a look into another kind of community—one that formed both overseas and on the home front during war.
Looking for More Suggestions?

If none of these resources fit into your curriculum or spark your interests, there's plenty where they came from. Search our Website Reviews using the topic "African Americans," and you'll turn up close to 300 websites, on topics ranging from Marcus Garvey to the construction of race to Seattle's Black Panthers to sheet music by and about African Americans. Or test your African American history knowledge in our weekly quiz feature! You and your students can take online quizzes on African American baseball players and other athletes, the historical accuracy of the film Glory, Jim Crow laws, and foodways.

You can also explore the African American History Month pages of history and educational organizations, including:

Real or Fake

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Wes Cowan of PBS's History Detectives provides a brief overview of points to consider when trying to determine the authenticity of a perhaps-historical document.

Provenance

Description

Wes Cowan of PBS's History Detectives discusses the importance of tracing the provenance, or chain of custody, of an object, through primary source documents.