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Mr. Iddins’ Classroom Edit display name

  • Lawrence North High School
  • Indianapolis, IN
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Through the use of this text, we will be able to dive in and look at often overlooked perspectives on formative events in our shared and/or inherited American past. We will also use this text on multiple occasions to explore the topic of historiography and perform comparative analysis of history texts from multiple sources. As Zinn shares and celebrates a wide variety of perspectives on the past, I hope to encourage our students to stand confidently in sharing their own unique perspectives on past, present, and future... We will ask many challenging questions that have more than one right answer, questions that will push the students and myself to think critically. What is American identity? Is it static or changing? Who gets to decide what constitutes a "historical event" and why? Does accessibility of dominant technologies to certain groups of Americans predetermine whose interpretation of the American past is the loudest and most prevalent? Why/why not? What is an imagined community? Is America an imagined community? What other groups within America could be considered imagined communities? What gives power to an imagined community? If we had to extend this book to cover another event, what do you think should be added? Having taught sections of Zinn's unabridged "People's History" for years as a supplementary text, I was thrilled when I came across this version of his classic text which is edited with a younger reading audience in mind. This version of the text cuts through many of the non-essential items from the original text so that the younger audience can focus on the heart of each event and confront each event as everyday people saw it.

About my class

Through the use of this text, we will be able to dive in and look at often overlooked perspectives on formative events in our shared and/or inherited American past. We will also use this text on multiple occasions to explore the topic of historiography and perform comparative analysis of history texts from multiple sources. As Zinn shares and celebrates a wide variety of perspectives on the past, I hope to encourage our students to stand confidently in sharing their own unique perspectives on past, present, and future... We will ask many challenging questions that have more than one right answer, questions that will push the students and myself to think critically. What is American identity? Is it static or changing? Who gets to decide what constitutes a "historical event" and why? Does accessibility of dominant technologies to certain groups of Americans predetermine whose interpretation of the American past is the loudest and most prevalent? Why/why not? What is an imagined community? Is America an imagined community? What other groups within America could be considered imagined communities? What gives power to an imagined community? If we had to extend this book to cover another event, what do you think should be added? Having taught sections of Zinn's unabridged "People's History" for years as a supplementary text, I was thrilled when I came across this version of his classic text which is edited with a younger reading audience in mind. This version of the text cuts through many of the non-essential items from the original text so that the younger audience can focus on the heart of each event and confront each event as everyday people saw it.

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About my class

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