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Classroom discussions explore students’ diverse views on the monuments’ purposes, tradition, and the likelihood of backlash, while the author proposes interpretive signage and temporary public art to trigger reflection and reintroduce the suppressed violence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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do classroom activities play in the essay’s discussion of the monuments?",{"text":71,"@type":63},"In art and English classes, students examine and react to public art, develop critical positions, and debate whether and how the monuments should be removed or reinterpreted.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598071,1792086229,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Historical Consciousness  \nGabriel A. Reich  \nDepartment of Teaching and Learning  \nSchool of Education  \nVirginia Commonwealth University  \n[greich@vcu.edu](greich@vcu.edu)  \nOne of the greatest historical traumas experienced in the United States was our Civil War. Over 600,000 Americans died in that war, and chattel enslavement—described in Mississippi’s 1861 secession declaration as “the greatest material interest of the world”(Civil War Trust, 2017)—was abolished. The rebelling southern states were devastated. African Americans, long depicted as form of degraded farm animal, had proved themselves equal inhumanity and battle and were voted into power across the South. In the 150 years since the war ended, Americans have managed the war’s trauma by constructing accounts that organize the carnage around great moral truths (Blight, 2001; Cobb, 2005). Equality was one of those moral truths, but it was eclipsed by a spirit of reconciliation that bound North and South together around a shared ideology of White supremacy. White supremacy became the “moral” and“scientific” truth that justified the restoration of racialized power and ended the brief experiment in social and political equality. The triumph of that restoration was commemorated by commissioning monuments to the Confederacy and placing them in prominent spaces in cities and towns (Leib, 2002) . Cast in bronze and placed upon granite pedestals, they were built to last.  \nI was raised in New York City where I encountered a different collective memory of that troubled past—a victorious narrative in which the anti-slavery North elected Abraham Lincoln, the South seceded to defend slavery, the North won, and slavery was abolished. Even though my family spent the 1860s in Eastern Europe, I could share in that memory and the self-satisfied historical consciousness of the Civil War. It was not until I encountered Richmond Virginia’s Monument Avenue that the enduring trouble of that past came into clearer focus. Monument Avenue is the iconic heart of the former capital of the Confederacy, and is dotted with statues of its soldiers and statesmen, such as Robert E. Lee, Stonewall Jackson, and Jefferson Davis (Leib, 2002) .  \nI was shocked. Through my northern eyes, I saw traitors who would destroy the nation to protect the right to enslave. I was not meant to see traitors there, but rather the romantic ideals of a Lost Cause whose permanence would endure, standing firm against the tides of change (Leib, 2002). Perhaps the size of the monuments reflected the size of the shame they hid. Richmond was not only the capital of a failed rebellion, but it was also North America’s second largest emporium of human chattel (Baptist, 2014) . Coffles of enslaved men, women, and children were bound at the neck and taken from the city at night, a cloak of darkness covered up the shameful source of the city’s wealth (Baptist, 2014). After losing a Civil War to protect those profits, Richmond masked its shame with bombast, presenting the symbolic power of White supremacy in stone, bronze, and concrete.  \nAfter settling in Richmond, my initial shock at the monuments faded and I slowly became acclimated to them. Some of the bronzes are exceptionally well wrought works of art  \nReich, 2017 Canadian Social Studies, Volume 49, No. 1  \nand over time and repetition they became part of the scenery—pretty statues on a beautiful avenue. The addition of a monument to African American tennis champion and human rights activist Arthur Ashe in 1996 served to append the narrative told on that avenue, but only slightly (Leib, 2002) . The Ashe monument was like a sidebar in a textbook, something you might get a test question on, but probably not.  \nIn the Fall of 2016, I spent time in the art and English classrooms of two White teachers of predominantly African American students. Together these classes explored, contextua","cbCailX85VlgEKC5","https://ap.wps.com/l/cbCailX85VlgEKC5","pdf",102968,"English","# Reflections on Continuity, Change, and Historical Consciousness\n## Managing Civil War trauma through moral narratives\n## Monument Avenue and shifting historical consciousness\n## Classroom inquiry: student reactions and critical stances\n## Interpreting and reframing public art and propaganda","[{\"question\":\"How does the essay describe how Americans managed Civil War trauma over time?\",\"answer\":\"It argues that people organized the war’s carnage around moral truths, including equality, which was later eclipsed by a reconciliation ideology tied to white supremacy.\"},{\"question\":\"Why does the author feel shocked upon encountering Richmond’s Monument Avenue?\",\"answer\":\"The author contrasts a family’s Northern, self-satisfied Civil War memory with the monuments’ visible celebration of Confederate figures, which signals ongoing ideological violence.\"},{\"question\":\"What role do classroom activities play in the essay’s discussion of the monuments?\",\"answer\":\"In art and English classes, students examine and react to public art, develop critical positions, and debate whether and how the monuments should be removed or reinterpreted.\"}]","Reflections on Continuity, Change, and Historical Consciousness - No. 1 - Reflections and historical consciousness analysis | PDF"]