I am almost done reading Mahzarin Banaji’s book “Blind Spot.” The work examines our hidden biases and unconscious actions in making decisions. It greatly relates to my work and your work environment. People tend to hire and promote people just like themselves. This is a challenge to change. Folks who study this and who are aware continue to be a victim of such actions. What does your work environment look like? Can you keep people of color? Why do they leave? Do you care to hire them? How about diversity of faith? Sexuality? I heard Banaji speak at a conference in December and I love this image she displayed. Janette and I are attending a training session here at Brooks on this topic tomorrow.
I am making this clip a part of my American Jesus course, as I reflect back on the popularity of the WWJD (What Would Jesus Do) campaign. Well folks, what would Jesus do? Jimmy Kimmel offers a bit of reality to those who profess Christ and the Bible, yet endorse hate and intolerance.
History Professor and Dept. Chair, John Fea of Messiah College, hosted Daniel Williams on his podcast. Fea, who has worked with my Brooks School students in the past, engaged Williams in a discussion about the history of the pro-life movement. It was fascinating to learn that the pro-life movement started on the left as a progressive action. Williams further addressed this matter as one not aligned with political parties. I learned a great deal from both John and Daniel, and I am impressed with the degree of intellectual history presented as part of the culture war narrative. I was most intrigued by how their discussion and Williams’s book presents a historical narrative of truth telling, which allows 21st century historians the means to make logical arguments. This piece is simply fantastic. Give it a listen here.
History teachers should be excited about the text John Irish and I are releasing via Norton Publisher; it addresses the historical tasks asked by the history redesign. Teachers are going to like the edited scholarly pieces for the SAQ section, which ask students to think about historical debates and interpretations. It is a great work designed to enhance one’s instruction. Historical Thinking Skills in AP European History, co-authored with John Irish, helps students hone the skills essential for success under the new AP history redesign courses. It includes chapters that utilize graphic organizers, cause and effect, chronological reasoning, compare and contrast, contextualization, continuity and change over time, defining the period, historical argument, and turning points as measures of skill building and refinement
Here are a few reviews of this piece:
“One of the biggest problems teachers will face in teaching the redesigned AP European History course is finding quality resources to reinforce information and to get students to think and make connections. There are numerous examples in this book and I think it will only enhance student learning. Historical thinking skills can be challenging for students and this breaks it down and makes it much simpler for students to understand so that they will be more successful in both the course and on the AP Exam itself.”
Spring High School
“Carson and Irish provide an excellent resource in helping students master the historical thinking skills needed to reach their full potential in AP European History. It provides educators with numerous resources to help implement and build these skills with their students.”
AP World History
AP European History
Allen High School
“This new workbook doesn’t just explain the required historical thinking skills necessary for success on the AP European History exam. It shows the student and teacher how to apply those skills effectively throughout the four periods of the course curriculum. Using specific examples and clear graphic organizers, the authors have revolutionized the way study skills can be taught, giving the student a clear idea of how to use each skill and how the skills interrelate with and complement one another.”
History Department Chair
Yeshiva of Greater Washington
Former member of the European History Development Committee
“A workbook, such as this, would prove incredibly invaluable to those AP students looking to demonstrate, refine and improve their expertise. I am confident in saying this workbook will do an exceptional job at addressing the new AP European History curriculum and what it entails.”
Michael J. Poirier
Social Studies Teacher
Nashoba Regional High School
“An invaluable and practical teaching tool that covers all the important Historical Thinking Skills for AP European History. An enormously valuable guide from two highly regarded veteran AP European History teachers.”
AP History Teacher
Houston Christian High School
To a very special person. I hope you had a great day; I will always cherish the times when I was able to celebrate this special day with you.
I saw this and I am still not sure why I am surprised that folks would agree with this. It is silly, racist, and anti-intellectual. What is missing here is a past explanation for the norming of beauty, wealth, and knowledge by the West. In part, these stories told society what to think and how to measure beauty and sophistication, much like the antebellum minstrel shows that defined black people as buffoons via Jim Crow caricatures. Today multiculturalism and anti-racism seeks to address the misguided notion of normality. There was a time when females of color sought to be as white as they could be. Many still do. Stories and ads defined the norm of beauty and intelligence; it also played into the power structure of white male imperialists who use cultural narratives to define beauty and acceptance as a form of white supremacy. These stories tell young females of color that they are not normal. I could go on about the actual historical narratives implied, but will pass for now.
I stumbled across this from a source “Smash Cultural Marxism.”
When they start replacing the cultural symbols of your past, start denigrating your ancestors and replace historically white characters with non-white rip offs as well as replacing you demographically, then you can be sure that your people are being targeted for cultural and demographic Genocide. People who wrongly claim that Genocide only means the mass killing of a group need to look up the United Nations own definition of the term to discover that what is occurring in Western nations is Genocide going by that very definition.
Cultural Appropriation basically means the hijacking of your culture, traditions and symbols by another group who present your culture as their own. Take this portrayal of Snow White for example, an historically White character now being presented as black. They did it with Annie and have tried to make James Bond into a black man. People may say that it is unimportant what race the characters are because they are fictional, but they couldn’t be more wrong. Not only is this Cultural Appropriation happening at the same time as mass intentional demographic engineering through mass non-white immigration, it is also happening at a time when our cultural institutions are occupied by the enemies of the European people and of Western civilisation who constantly attack and slander our ancestors as well as attacking Whites today.