Acknowledging marginalized communities
My lesson’s theme was ‘No Taxation Without Representation” and there were many ways I could have acknowledged the marginalized perspective. In HST 202, we read a book called Death or Liberty which was a book that described the African American perspective during the lead up to the revolutionary war and during the war. The author, Douglas Egerton, tells the story through individual biographies of African Americans. The No Taxation Without Representation and drive for freedom inspired African Americans that they will too be represented fairly and eventually win freedom, like white colonists did during the war. African Americans “lit the fires of freedom” within the colonies, they were a part of this drive for freedom and I could have displayed this movement instead of just saying they are slaves and had no impact on history. Meghan did a fantastic job of this in her lesson.
With No Taxation Without Representation lesson, I began with the Proclamation Act of 1763. I talked about Manifest Destiny and how colonists believed that God called it upon them to settle west and take over native land. But I didn’t tell this from the native perspective and only the euro-centric viewpoint. I could have described the genocide that began with Columbus, and why Native Americans are only 1 percent of the U.S population today. Have an honest conversation about why textbooks focus on the euro-centric point of view and the need to view the country and its history in a positive way. The dark sides of history should not be hidden, but should be acknowledged so we can learn the full history and not a biased point of view. Native Americans have been continuously marginalized since European colonists came and we have essentially wiped them out. This needs to be talked about