Monthly Archives: February 2020

The Public History in Historical Perspective Series, published by the University of Massachusetts Press, has enjoyed many successes and steady growth since its inception in 2009. The significant achievements of the series have not only made it a cornerstone of the UMass publishing program, but have also inspired and shaped new generations of public historians. “I can’t actually believe it’s only ten years old–the series has accomplished so much in that time,” says Seth Bruggeman, the editor of Born in the U.S.A: Birth, Commemoration, and American Public Memory, and an associate professor of History at Temple University. “It has, most significantly, established itself as THE series for serious print scholarship in public history.” 

Books in the series provide critical perspectives to scholars who seek to understand the role of history and memory in public life. There are currently 23 titles in the series, including the just  published title The Genealogical Sublime by Julia Creet. As Edward T. Linenthal, a member of the series editorial advisory board explains, the titles explore topics such as “the history of history-making in the U.S., layers of remembrance of place and event, the power of material culture, and titles of great interest to me, that focus on remembrance of violence. To mention only a few: Erin Krutko Devlin’s Remember Little Rock, Memoria Abierta’s Memories of Buenos Aires: Signs of State Terrorism in Argentina,  Michael Scott Van Wagenen’s Remembering the Forgotten War: the Enduring Legacies of the U.S.-Mexican War, and James E. Young’s The Stages of Memory: Reflections on Memorial Art, Loss, and the Spaces Between.

Not only have titles in the series won numerous prizes, including the National Council on Public History’s “best book” prize four times, but they have become standard texts in Public History courses across the country. Some of the award winners were Susan Reynolds Williams’s Alice Morse Earle and the Domestic History of Early America, James E. Young‘s The Stages of Memory, Andrea A. Burns’s  From Storefront to Monument: Tracing the Public History of the Black Museum Movement, and Michael Scott Van Wagenen’s Remembering the Forgotten War. As Mary Dougherty, the director of University of Massachusetts Press says, “The titles in this series do great work in advancing the scholarly conversation, and they are helping to shape the public historians of tomorrow.”

The idea of launching the Public History in Historical Perspective Series emerged in 2009, after author and cultural historian Briann Greenfield approached the UMass Press to publish her book, Out of the Attic: Inventing Antiques in Twentieth-Century New England. At that time, Clark Dougan was the senior editor on the Amherst campus, and he raised the idea of creating the series with Marla Miller. “[T]he vision for the series came out of Marla and Clark’s work on my book as both saw the potential for something more,” recounts Greenfield, whose book became the first work in the series. “I’ve been especially lucky to be associated with the series.  The books that followed have furthered our understanding of public history—what it has been and what it can become.” 

The series has developed and grown in relationship to the field of Public History.  “The series is truly remarkable insomuch as it has almost singlehandedly redefined public history historiography during the last decade,” says Bruggeman, a member of the series editorial advisory board. “I cannot imagine a meaningful conversation about public history today that doesn’t somehow reference Denise Meringolo, Amy Tyson, Andrea Burns, Tammy Gordon, and Lara Kelland.”

As Matt Becker, the editor in chief at UMass Press, notes, the books in the series “collectively map out key historiographical and theoretical foundations for the field of public history: Denise D. Meringolo’s, Museums, Monuments, and National Parks: Toward a New Genealogy of Public History, for instance, delineates the profession of public history, tracing its roots back to the nineteenth century, while Andrea A. Burns’, From Storefront to Monument offers an overarching history of the black museum as a political movement that began in the 1960s and 1970s. It is thus the most significant book series in public history because of this role of, essentially, defining the field.”

Many authors choose to publish their work in the series because of the exemplary support and insight they receive from the editors. The acquisitions editors who work on the Series provide detailed comments on manuscripts during the review process, and as some authors point out, help to develop scholars’ arguments.

Of course, the editorial feedback supplied by Marla Miller, Series Editor and Director of the Public History Program at UMass, has been crucial for the series’ success and shaping the scholarly discourse within the field. “I’ve benefited time and time again from my encounters with the series,” says Seth Bruggeman. “As an author, I’ve benefited tremendously from Miller’s editorial insight and her willingness to connect me with colleagues who, in the case of Born in the U.S.A. (2012), became key contributors. As a member of the advisory board, I’ve been so impressed by how quickly and how seriously great manuscripts get reviewed. And, as a teacher, I’ve filled my syllabi with series titles.”

Briann Greenfield tells Past@Present that what made publishing with UMass Press unique was the experience of working with the editorial team who “pushed my interpretive focus, asking careful questions and pointing out strengths and weaknesses in the argument.” “My book was a much better book for their insight and support. Marla, especially,” adds Greenfield.

In the same vein, Denise Meringolo, who published her first book in 2012 with the University of Massachusetts Press, describes her experience during the manuscript revision process as “incredibly positive.” She recalls that “David Glassberg encouraged me to submit my proposal to the press, and I was incredibly gratified to receive enthusiastic support from both the then Executive Editor Clark Dougan and from the series editor, Marla Miller. I found the revision process to be daunting, and I honestly might not have succeeded without Marla’s patient support. Not only did she provide detailed written feedback on early drafts, she also met with me on at least two occasions to offer guidance and words of encouragement. Since the publication of my book, I have had experience with a variety of platforms and presses, and I now know how unusual this level of author support is.”

“We are extremely proud to publish the series, Public History in Historical Perspective,” says Mary Dougherty, the director of University of Massachusetts Press. According to Dougherty, over 15,700 copies of series titles have been sold, including library copies available to borrow in electronic or paper formats. A number of the books in the series are routinely assigned in courses.  And the press and the series are now poised to drive innovation in the realm of digital scholarship, an area of keen interest among public historians.  A significant collaboration with Greenhouse Studios (at the University of Connecticut, led by series board member Tom Scheinfeldt), funded by the Andrew W. Mellon Foundation, will research and model new approaches to peer review processes and  workflows for digital humanities, work that will support authors whose vision for their scholarship includes a digital component.

“With exciting manuscripts in various stages of completion, readers can look forward to a series of continued excellence,” says Edward Linenthal. “Such case studies transport us into the intimate and at the same time very public ‘predicament of aftermath.’ More generally, they offer stark evidence that the past remains forever dynamic.”

-By Mohammad Ataie

In November 2018, the Washington Post published a story with the headline, “Historians: What Kids Should Be Learning in School Right Now.” In asking this important question, the reporter chose to only ask historians, all of whom were university professors, authors, or filmmakers. The ideas presented were thoughtful. However, none of the people asked were K-12 history teachers.  

The next day, I noticed on social media that some history teachers and teacher educators (which is my line of work; I prepare future history teachers at UMass Boston) were upset with the Washington Post’s snub. One colleague Alex Cuenca posted on Twitter, “Feel free to ask K-12 teachers. … We have a clear stance on what kids should be learning.” Others had similar comments. While the views of historians on the subject are certainly important, it would have been nice to include a very important groups of history educators: K-12 classroom teachers. 

It was in this moment that I realized that we need to do much more to connect historians and history teachers. So, I started a hashtag and a social media campaign…

Realizing that many teachers (#SSChat) and historians (#twitterstorians) are now using Twitter and other social media sites to learn and share, I decided to try and connect the two using the hashtag #BridgingHistoriansAndTeachers. I asked the teachers who I followed on Twitter to tell me what historians they followed. I then chose a new historian each day, Tweeted at them that I was following them as part of this campaign, and I challenged them to follow back any K-12 teacher who followed them. Of the 42 historians from the U.S., Canada, and Mexico that I followed, 33 followed me back and promised to follow K-12 teachers. I then made a Twitter list for historians to join and teachers to subscribe to; we currently have 136 teachers (teachers: consider subscribing) and 49 historians (historians: you can e-mail me to join) included. I received many messages from K-12 history teachers and historians that they were thankful for this campaign and that we needed more ways like this to work together.

In January 2020, I had an opportunity to speak on a panel at the American Historical Association Annual Meeting about my social media campaign and possible ways to build bridges between historians and history teachers. I argued that this must be a two-way bridge. Historians and history teachers need to start collaborating around historical research, pedagogy, and public history. They should be learning from each other. More teachers should be invited to work on historical research projects. More professors should visit K-12 classrooms and observe some of the creative teaching techniques that are being used. Both groups should work together by designing history curriculum and materials from kindergarten to graduate school.

At the AHA Annual Meeting, I argued that K-12 schools are where people first learn history in a serious way, including where they begin to develop their historical thinking skills and interpretations of the past. Sadly, many Americans never study history beyond high school (at least in an academic way, many adults report routinely visiting historical sites and museums, discussing history with their families, or watching history media). 

At the same time, history education is facing some serious challenges. We have all heard the troubling statistics about the decline in history majors and the number of college students taking history courses (which may also be related to a decline in future teachers-who make up a large percentage of history majors and students taking history courses).

Historians and history teachers are in this boat together, yet we rarely work (or even talk) to each other. We need to be allies in the important mission of educating the public about the past. While there are about 3,300 Americans who identify as historians, there are 232,000 middle and high school history teachers and 1.1 million generalist elementary teachers. As an undergraduate student in history and education at UMass Amherst years ago and now a professor at UMass Boston, the history professors whom I have worked take seriously their role in educating future and current teachers. However, at many colleges and universities, history faculty do not see themselves as teacher educators and rarely collaborate with education faculty). 

If we regard historians to be historical experts, then it makes sense that they would want to work regularly with teachers (who are providing most of the academic history instruction to the public). The work of the historian is one of investigation, questioning narratives, and seeking new understandings of the past. History teachers often have a thirst to learn new information about or interpretations of past events. Most history teachers’ summer reading lists are full of the latest history books (it is also important to note that there are many K-12 history teachers and teacher educators who are also historians; they may be well positioned to help connect the two groups). 

If we regard teachers to be pedagogical experts, then it equally makes sense that historians might want to learn new methods of teaching from them. In my research, which focuses on elementary- and secondary-level history teaching, I have found that classroom teachers (especially here in Massachusetts) are making progress in more regularly using inquiry-based methods and teaching traditionally underrepresented groups’ histories (i.e. people of color, women, the poor and working classes, LGBTQ people). They certainly could serve as models for many university history professors and historians, where lecture is still the most common form of instruction and many voices are still left out of their courses.

My hope is that this small social media campaign might lead more collaboration between historians and K-12 history teachers, with the ultimate goal of improve history education for everyone. It may take a major culture change in the academy to happen, but I certainly believe it is possible (and know others agree).

Christopher C. Martell is an assistant professor of social studies education at UMass Boston and an alumni of the UMass Amherst History Department (’02).