Stories in History: Is Narrative an American Approach?

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An eigth grade teacher reading a childrens book to her class. NHEC
Article Body

In "A Sociocultural Perspective on Children’s Understanding of Historical Change: Comparative Findings From Northern Ireland and the United States," Keith Barton, a professor at Indiana University, looked at how children in different countries learn history, specifically the role played by narrative.

Barton observed that American students learn the "story" of American history, more often than not, as one of perpetual progress. In Northern Ireland, history is seen as relationships among social institutions over time, not a story about progress.

Barton wondered about the effects of such an approach. To that end he interviewed 121 students, ages 6–12, in four schools across Northern Ireland, asking how and why life had changed over time. Along with classroom observations and collecting data from history-related settings like museums, Barton’s interviews demonstrated how students in a non-American cultural context learn about history.

When he compared these to studies done in the United States, Barton found that American students portray historical change as straightforward, linear, and generally beneficial progress, while the Irish students saw history as either random and ambiguous, or cyclical. The American students studied tended to focus on accomplishments of historical figures, whereas students in Northern Ireland often discussed the role of societal and economic forces.

Narrative in American History

The "story" of history taught to American students frequently takes the form of a "quest-for-freedom" narrative in which life slowly but surely gets better for all Americans. This serves to unite a diverse society, such as is found in the U.S. By contrast, in Northern Ireland, where Protestants and Catholics remain divided, the narrative form creates the potential for opposing sides to take aim at each other. Consequently, in Northern Ireland, the primary emphasis in history is on societal relationships—relationships between different groups, as well as between people and institutions.

The "story" of history taught to American students frequently takes the form of a "quest-for-freedom" narrative in which life slowly but surely gets better for all Americans. This serves to unite a diverse society, such as is found in the U.S.
The Individual in American History

History classes in the United States also tend to focus more on the role of exceptional individuals in driving history forward. In this version of history prominent figures initiate a series of events which follow a causal chain to bring about significant change. For example, the American students learned that the civil rights movement was the product of Martin Luther King, Jr.’s genius rather than a broad range of social and institutional forces. In Northern Ireland, the students focused less on individuals and more on issues relating to social and economic structures. Barton suggests this may be because Americans are more comfortable dealing with individuals and their stories than with issues such as social class and prejudice. Conversely, there are few historical figures taught in Northern Ireland classrooms who don't represent a political position of one kind or another. Thus, while the Northern Irish are comfortable discussing social class, for instance, they have less experience examining the influence of particular individuals.

Progress in American History

Barton's study showed that narratives about American history are frequently positive stories about the triumph of progress: as time passes, technology improves, freedoms expand, and life gets better. In Northern Ireland, stories about progress are much less common. Time goes on and life changes, but they do so in unpredictable ways. Barton argues that while a focus on progress may be positive, giving students a feeling of shared identity and inspiring their belief that Americans can learn from their mistakes, relying solely on such a narrative doesn't acquaint students with the effects of societal forces on individual actions or the diversity that exists at any given time in history.

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Poster, Forging Ahead, Harry Herzog, 1936-1941, Library of Congress
In the Classroom

Help students understand that the passage of time doesn't always bring what is commonly viewed as "progress."

  • Begin with contrasting images—a rural village and a large city—and ask students to explain the relationship between the two.
  • Students will likely explain how the village became the city. This is a good jumping-off point to helping them see that the "story of history" is not always simple or straightforward.
  • Next, explain that villages and cities have often existed simultaneously.
  • Spend some time discussing why and how cities first began to emerge. While urban centers may look like signs of "progress," students should be made aware that there is a more complex relationship between villages and cities.
  • Suggest to students that historical development doesn't occur in a simple progressive sequence, and that historical periods can't be boiled down to a single image. While many people in the past lived in villages, there are also cities that date back thousands of years. And even though today many people reside in cities, villages are far from extinct.
Sample Application

In interviewing students in Northern Ireland, Barton gave them a number of exercises. One asked the students to explain why British students were once caned—hit with a reed or branch—by their teachers, and why the practice ceased. In answering, one third of the students attributed the change to inevitable progress:

Because over time they realized that they should be less strict.

They just found out that it’s really, really bad, and they’re thinking of other people’s feelings now.

In explaining how things change, these students didn't mention collective action or how institutional change can bring about social improvements. However, the rest of the students—two-thirds of those interviewed by Barton—pointed to changing social relations, collective action like strikes and protests, and evolving legal and government institutions:

Because if you cane them, you could get sent to jail. . . it’s against the law to hurt somebody that you don’t know.

New people came in. . . and they made new rules like child abuse, like jails, and all that kind of thing.

For these students, caning ended not because of inevitable progress, or even due to a change in attitude; instead, the changing attitudes themselves led to collective action, that in turn produced new laws and regulations.

Bibliography

Keith Barton, "A Sociocultural Perspective on Children’s Understanding of Historical Change: Comparative Findings From Northern Ireland and the United States," American Educational Research Journal 38, no. 4 (Winter 2001), 881-913.

History Museum of Western Virginia [VA]

Description

The History Museum of Western Virginia presents artifacts and information relevant to the history of the western portion of Virginia. The site also operates the circa 1905 Crystal Spring Pumping Station, which provided water-based power for Roanoke, VA.

The museum offers exhibits, interactive curriculum-based outreach programs, interactive curriculum-based programs, and research library access. The pump station is open May through September. Student program topics include immigration, African Americans in the maritime industry, Native American life and leisure, pioneer art, Mali, Civil War soldier life, patriotic symbols, early international conflict, archaeology, rural life, steam locomotives in Southwest Virginia, the work and labor of sharecroppers' children, trade, exploration, and navigation. The website offers a virtual exhibit and a searchable collections database with images.

Historic Government Publications from World War II: A Digital Library

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Image, A Pocket Guide to Hawaii, R. Bach, 1945, Historic Government Publications
Annotation

More than 300 U.S. government publications from World War II have been digitized for this site, an ongoing project that plans to add another 200 documents.

Materials include pamphlets and books emphasizing home front issues, such as air raids, preservation, child labor, and victory farms. All materials are searchable by title, author, subject, and keyword. Browsing is also available.

A companion collection of photographs, the "Melvin C. Shaffer Collection," depicts the home front situation in Germany, North Africa, Italy, and Southern France from 1943 to 1945. Shaffer was a U.S. Army medical photographer assigned to document the medical history of the war through major campaigns. Shafer took the photographs on this site—totaling approximately 340—unofficially with the goal of recording the war's impact on civilians.

Hiroshima Peace Site

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Photo, A-Bomb Dome
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This is a somewhat random collection of material designed to inform visitors about the effects of atomic weapons on Hiroshima and Nagasaki and to encourage discussions about world peace. The Hiroshima City University Department of Computer Science produced the site, which is divided into twenty pages. Pages that address the effects of the bomb include interviews of 700 to 900 words with five survivors and a survey of attitudes of second-generation Hiroshima citizens and children towards the bombing. There are 13 images of objects in the Peace Memorial Museum and 12 photographs that portray the effects of the bomb on Hiroshima. A 600-word essay describes the bomb and its physical effects. Pages that focus on peace include a tour of Peace Park, messages from the Mayors of Hiroshima and Nagasaki, and the 19-page transcript of the Hiroshima Peace Forum, attended by Shimon Peres, Kenzaburo Ooe, and Takeshi Hiraoka. A bibliography provides titles for 37 books about the bomb and links to 30 other bomb related sites. Site may be useful for discussion of the cultural legacy of the bomb.

World War I Sheet Music

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Image, Introductory graphic, World War I Sheet Music
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This website offers an archive of nearly 2,000 pieces of sheet music printed during the First World War (1914-1918). The collection includes such diverse subjects as African-American soldiers, democracy, flags, marriage, and Woodrow Wilson, and it includes the work of such musicians as Irving Berlin, Eddie Cantor, and John Philip Sousa. The collection can be browsed by creator, publisher, subject, or titles; and both basic and advanced searches are available. A general introduction and a historical essay are forthcoming. This website is a useful resource for historians of early 20th-century American culture or those studying material or visual culture.

North Carolinians and the Great War

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Poster, Blood or Bread, Henry Raleigh, 1914-1918
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A new addition to the Documenting the American South collection, this site focuses on the impact of World War I on the lives of North Carolinians. Drawn from multiple collections at the UNC-Chapel Hill Libraries, the digitized text and images are divided thematically into three sections, the "Home Front," "Propaganda and Posters," and "Soldiers' Experience." Each section includes an introductory essay (2,000- to 13,000-words) to provide historical context. "The Home Front," is divided into five subject categories: African Americans, educational institutions, mobilizing resources, patriotism and politics, and women. It concentrates on how North Carolinians responded to the war. The 11 documents on the contributions of African Americans and women to the war effort are especially informative.

"Propaganda Posters" includes 100 U.S. World War I posters distributed in North Carolina, covering topics such as military service and war work. "The Soldiers' Experience," focuses on the soldiers, sailors, airmen, and nurses, in and out of combat, and includes memoirs, unpublished diaries and letters, regimental histories, published biographies, and 17 photographs with descriptive captions. Students will also find 17 artifacts typical of soldiers' equipment—boots, field rations, and "dog tags"—fascinating.

Teachers will appreciate this thematic collection for its effective blend of descriptive text, primary and secondary documents, and historical photographs.

Great Expectations for the Civil War

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B&W photo, McCormick harvester-thresher, New York Public Library
Question

What happened to Civil War farmers who went home to take care of the crops and then came back to fight?

Answer

Very few Civil War farmers went home to take care of the crops and then returned to fight. The American Civil War was far longer and more destructive than virtually anyone expected. At the outset of the war, many eager volunteers signed 90-day papers, evidence of the widespread belief that the war would be brief and nearly bloodless. Instead, the struggle stretched nearly four full years. Between 1861 and 1865, the Union and Confederacy mobilized more than three million men for the fighting and suffered some 600,000 deaths. The war remains the bloodiest conflict America has ever fought.

One of the reasons for the dramatic increase in the length of the war, the size of the armies, and the magnitude of the casualty rolls was the technological improvements in agricultural production that occurred in the decades leading up to the war. In the eighteenth century, the food demands of the population at large served as an important limit on the amount of manpower that could be mobilized into the army and on the length of time those armies could be maintained in the field. In those years, a nation that diverted a large proportion of its agricultural labor force to the military and kept it in the field for months at a time risked deprivation and starvation on the home front.

The war remains the bloodiest conflict America has ever fought

A bevy of technological improvements that appeared in the first half of the eighteenth century—iron and steel plows, seed drills, cultivators and, most importantly, mechanical reapers and threshers—made it possible to increase the amount of food that could be produced manyfold. By the mid-1800s, two men equipped with a horse and the new agricultural machinery could produce as much grain in a day as twenty men could harvest by hand using sickles in the late 1700s. Together, these changes dramatically altered the proportion of the population required for agricultural production. Three-quarters of American workers labored on farms in 1820; by 1860, fewer than three in five worked in agriculture.

The massive shift in the demographics of food production helps explain how the Civil War armies could place so many men under arms and keep them in the field for years on end. The massive armies that contested the huge battles between 1861 and 1865 could fight so long in part because their members were not needed at home to plant and harvest crops: the divisions could stay on campaign without threatening the larger society with starvation. And the substitution of mechanical advantage and animal effort for human muscle meant that farm labor no longer required adult men. Younger children and women could now perform many of the tasks that formerly demanded male workers. In the south, the labor of four million African-American slaves helped support the armies in the field and freed the white population to continue fighting. While neither side offered exemptions to farmers, the South did institute the Twenty-Negro Law, which released a plantation owner or overseer whom managed more than twenty slaves from military service—powerful evidence not just of slavery’s importance in maintaining the Southern economy and war effort but of the persistent fears of slave insurrection.

This is not to say that soldiers never returned to their homes and farms during the war. Furloughs for the troops were not uncommon, often doled out as a reward for service. (In the winter of 1863-1864, a Union Army desperate for reenlistments offered a 30-day furlough to any soldier willing to sign on for an additional three-year term.) But those furloughs rarely coincided with the agricultural cycle: campaigning season usually ran from the spring to late fall—precisely the months of planting and harvesting—and armies found it easiest to grant furloughs once the armies had gone into winter quarters. Soldiers generally viewed furloughs as a chance to visit loved ones and to escape the stifling discipline of army life for a brief moment.

Many soldiers elected to leave the ranks and return home to provide for their families, officially a capital crime in the eyes of the military system

In the South, the deprivations of war affected individual soldiers more acutely. Non-slaveholding white farmers—those who farmed small parcels of land for sustenance, as opposed to large planters growing cash crops—frequently joined the army in the belief that they were defending homes and families from Yankee invasion. As the war dragged on, and Federal troops pushed deeper into the Confederacy seizing crops and blocking transportation lines, many of those families suffered intensely from the scarcity of basic supplies. When letters arrived from home telling of wives, children, and siblings threatened with starvation, many of those rebel soldiers elected to leave the ranks and return home to provide for their families. Those desertions—officially a capital crime in the eyes of the military system—became more and more widespread in the last years of the war; historians estimate that as many as one in three Confederate soldiers had deserted by the final months of the war. Very few of those deserters returned voluntarily to continue the fight.

For more information

Burns, Ken. The Civil War. WETA, 2002.

Farmer's Museum[NY]

McPherson, James. For Cause and Comrades: Why Men Fought in the Civil War. Oxford University Press, USA, 1998.

Bibliography

Civil War Preservation Trust. Civil War Primary Sources 2009.

McPherson, James. The Civil War Era Collection 2002.

St. John de Crèvecoeur, J. Hector and Albert E. Stone. Letters from an American Farmer and Sketches of Eighteenth-Century America New York: Penguin Books Ltd., 1984.

Typical in the 1930s

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Leathers family of Clarendon, Texas
Question

Who was the Typical American Family of the 1930s?

Answer

The Leathers family of Clarendon, Texas.

At least that was the conclusion of a panel of judges enlisted by the New York World’s Fair Corporation to make the choice out of forty-six families who had been selected by local newspapers across the United States as “typical” in their area. The contest was a promotional effort by the World’s Fair, which was in its second season. As research by Jon Zachman shows, the families chosen hardly represented a cross-section of America. None, for example, were African Americans; the largest group of winners by far were white, Anglo-Saxon Protestants. Moreover, the ground rules of the contest mandated a very traditional notion of “family” as a nuclear family with two parents, headed by a male breadwinner.

Whatever the obvious biases of the contest and the selection process, the quest for the “average family” was itself quite representative of 1930s American culture. As historian Warren Susman points out, the thirties were the heyday of the notion of “the people,” which suggested “that a basic unity underpinned the social and culture structure of America.” Out of the quest for “the people”—the single voice that united American society—came the birth of “the concept of the average,” what Susman calls “a kind of statistical accounting of the people seen as a unit.” Whereas American culture had previously venerated individualism, it now celebrated the Average American and the Average American Family. This search for the average American reflects a deeply conservative impulse within a decade that is often mistakenly seen as largely radical—a “red decade,” as it is sometimes called.

And what were the “average” Leathers like? Mr. Leathers was a thirty-nine-year-old stock farmer; Mrs. Leathers was a thirty-eight-year-old housewife. Both were Baptists of English descent. Their teenage son, Johnny, was president of the 4-H Club; their sixteen-year-old daughter, Margaret Jean, belonged to the Pep Squad as well as the Home Making and Natural Music clubs. Mr. Leathers’s ambition was “to become a more useful citizen and raise more and better Hereford cattle.” His wife wanted “to give my children the very best education possible and teach them to be good American citizens.” At the end of a decade of great social turmoil, what could be more reassuring than to consider the Leathers as the average American family.

Bibliography

Warren Susman, Culture as History: The Transformation of American Society in the Twentieth Century. Pantheon Books, 1984.

Jon B. Zachman, “The Typical American Family during the Great Depression,”unpublished paper, George Mason University, 1996.

Hands Of An Artist: Daniel French's Lincoln Memorial

Description

In commemoration of the bicentennial of the 16th president's birth, the National Gallery of Art in Washington, DC, has rolled out a special exhibition called "Designing the Lincoln Memorial: Daniel Chester French and Henry Bacon," which will be on view for the rest of this year. NPR's Susan Stamberg looks at the creation of the monument which has presided over so many public events and gatherings since it was dedicated in 1922.

Alcohol, Temperance, and Prohibition

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Image, "Who will pay the beer bill?,", American Issue Publishing Company
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This small, but useful, website offers a wide range of primary source material for researching the history of the prohibition movement, temperance, and alcoholism. The more than 1,800 items include broadsides, sheet music, pamphlets, and government publications related to the temperance movement and prohibition.

Materials come from the period leading up to prohibition, such as an 1830s broadside on the "Absent Father" as well as the prohibition era itself, such as a 1920 pamphlet entitled, "Alcohol Sides with Germ Enemies." They end with the passage of the 21st Amendment in 1933.

All digitized items are in the public domain. An essay, "Temperance and Prohibition Era Propaganda: A Study in Rhetoric" by Leah Rae Berk provides an overview of the topic and historical context.