The Other 99% - Ane Lintvedt

In the 21st century, we need to move past the concept of a survey history course, especially World History, as the success stories of the ruling elites. Our students need to hear their people’s stories, illustrated with agency and accomplishments. Our students need to see their stories matter. And they need to understand that all people’s stories matter. Despite the difficulties of finding non-elite sources, teachers can use essential questions, non-text readings, and creative ways of deconstructing texts and documents to refocus attention on the stories of the other 99%.

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  • I think the perspectives of have-nots are absolutely necessary to bring into the history being "told." But history isn't just told anymore the way it used to be, or at least it shouldn't be. And it is always interesting hear students' responses to a wide variety of primary sources that include the highest of the high and lowest of the low. #MCHE 

  • "The Other 99%" reminds teachers of many enduring challenges with instruction.  How are students to see themselves, or their ancestors, within History?  Clearly, if young female learners never see a women from the past contribute to initiatives and events, they may come away with the observations that the work of women does not matter.  Teachers need to work to make visible multiple perspectives, and they need to ask students to identify and analyze these perspectives (tough work to do, indeed).  Excerpts and documents work well to practice these skills.  Identify an idea or argument from an excerpt, then ask:  how or why does document's point of view connect  to an argument?  how or why does the document's purpose connect to an argument?  how or why does the document's historical situation connect to an argument?  how or why does the document's audience connect to an argument?  Not each question may apply to a given document, but they show how students many analyze an excerpt or document.  The emphasis with this work is to highlight perspectives within historical texts.  #MCHE

  • I enjoyed hearing Lintvedt discuss her two enduring questions and how she applies them in her classroom. I really like the idea of a lesson that follows the life of a colony over a 100-year period (or even from its beginnings through to independence). It seems like a compelling framework for demonstrating the agency of multiple groups of people. I think the idea of empathy is really important as well. We need to help our students develop the skills to be able to imagine other people's experiences. Exposing students to multiple viewpoints through primary sources, and fostering conversations about "the other 99%) are clearly engaging ways for students build these skills!  #MCHE

  • I use "The Danger of a Single Story with my Seniors in ELA and I have them write all about the stereotypes they face as high school students in their generation.  They get fired up when they realize that they aren't "just" high school kids in the 21st century.  In my WH classes, we look at a lot of supplemental materials from commoners facing the Plague, female writings of slaves, as well as the "old, dead, white guys." I love the idea of having kids look at the voices we AREN'T hearing. #MCHE

  • Ane's two central questions pair well with any history class, but especially so with AP World History. Those two questions have stuck with me since first watching her talk in August. I refer to these questions often during class discussions! It's a great way to challenge our students to consider hard questions. #MCHE