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 Not a Pcuia Institution:
 
Changing Studnts’Assumptions about Sa in U.S. Histo
 Nanc Ogdn, Cathin Pkins, and Daid M. Donahu
 Hayward High, Mount Eden High, and Mills College, California
S
lAvery in th p-Cii Wa Unitd Stats is a had topic to tach,not on bcaus it aiss issus of acism and injustic, but aso bcausstudnts assum so much.
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Oftn, th think a nothns w aboi-tionists o “good gus” and southns w “bad gus” who nsadAfican Amicans bcaus th iwd thm as infio. engand, if con-sidd at a, is sn as a champion of th anti-sa momnt, haingaboishd sa ai in th nintnth cntu. Txtbooks fom andinfoc ths assumptions. A chapt in an A.P. U.S. histo txtbook,titd “Sa and th Od South,”
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infocs th notion that sa wasunconnctd to if swhCath and Nanc, two high schoo histo tachs, wantd to changths pconcid notions and spak studnts to think mo dp aboutsa. Whi th did not want to as th studnts’ idas about connc-tions btwn ac and sa, th wantd to add an conomic pspc-ti on wh and how pop w nsad. In addition, th wantd tocompicat studnts’ undstanding of th ationship btwn nothnand southn pop o sa and to a th dp and impotantconnctions among th conomis of th southn and nothn UnitdStats and th wod.Cath and Nanc’s goa was in kping with schoaship faming sa-
The History Teacher 
voum 41 Numb 4 August 2008 © N. Ogdn, C. Pkins, and D.M. Donahu
 
2 Nanc Ogdn, Cathin Pkins, and Daid M. Donahu
 as mo than a “pcuia” institution in th South. As Daid Quignots in his histo of th connctions btwn sa and Nw yok Cit, “in poitics, conomics, cutu, and socia if, Nw yoks—back and whit—maind impicatd in th sa sstm down to th onst of th Cii Wa.”
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Simia, a pot xamining Bown Unisit’s con-nction to sa potd that it “was not a distinct ntpis but ath an institution that pmatd  aspct of socia and conomic if inrhod Isand, th Amicas, and indd th wod.”
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 Poitica, th U.S gonmnt tatd sa as a nationa institution potctd b th Constitution, in ffct acknowdging and suppotinga “sahoding pubic.”
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Economically, northern merchants proted
tmndous fom th tansatantic cotton tad. Aft th Wa of 1812,southn cotton on nothn ships fd engand’s booming txti misand spud gat cotton poduction in th South. B 1822, haf of thgoods shippd fom Nw yok w poducd in th South, amost a bsas.
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Nothn ships tanspotd sas, n whn fda and stataws bannd such actiit. Nothn mchants as w as odina shop-kps and tadsmn ownd shas in ths sa tading oags. Nwengand mis poducd chap, coas “Ngo coth” to b usd fo sas’cothing, and Nw engand sat cod fd Caibban sas. Nothns notdict inod in sa tading, such as boatwights, backsmiths, andcapnts, id on it fo thi conomic suia.Southn pubish Jams DBow wot in 1860 that Nw yok was“amost as dpndnt upon Southn sa as Chaston itsf.”
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A-most 150 as at, histoian rach Chnos lin dscibd th rhodIsand sa tad as “ita th businss of ‘th butch, th bak,th candstick mak.’”
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In the twenty-rst century, corporations such
as Atna Insuanc, FtBoston Financia, and CSX ha bn sud as
the inheritors of northern rms doing business with slaveholders.
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Whisa was and is a moa i, it was aso an conomic phnomnon notimitd nti to on pat of th Unitd Stats. As a goba conomicinstitution, its impact was ft in th Noth and th South, acoss th U.S.,and aound th gob. Non-sa hods—n aboitionists—w caughtin its fa-aching wb.In faming th stud of sa, Cath and Nanc w foowing thxamp of histoians ik Thomas Bnd b pacing U.S. histo in aag goba contxt.
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As pat of thi paticipation in Wods That MadAmica,
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a pojct fundd b a Taching Amican Histo gant, thdopd a sson to hp studnts dop mo compx undstandingof U.S. sa, and though th pojct’s sson stud componnt, ins-tigatd how thi studnts’ undstanding od. looking mo cosat studnt wok aft th sson, w xpod ths qustions:
 
3Changing Studnts’ Assumptions about Sa in U.S. Histo 3
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How do high schoo studnts mak sns of pima souc documnts psnting a compx conomic anasis of sa, on that dpats fomth mo ca-cut moa psntation of sa as i and imitd to onsction of th Unitd Stats?
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How dos studnts’ undstanding of ac and sa as a acia institu-tion, shap thi ading of and aning fom documnts about th conomicaspct of sa?
 Not supising, w found that no sing sson, no matt how wconcid o xcutd, pacs studnts’ od undstanding with a nwon. What w did an is that studnts’ undstanding os, and nwknowdg and conomic pspctis mix with pio knowdg and moa pspctis in a compx pocss of maning making.
 Pentimento
, a tmusd in painting, poids a usfu mtapho fo undstanding this pocss.Just as
 pentimento
sti shows an atist’s ai, diffing concption and
execution of a subject underneath the nal layer of paint, students’ new
undstanding fom a sson changing pio assumptions sti incudsmnts of thos od idas as th o. In this atic, w tak aboutths outions in undstanding and thi impications fo taching aboutsa in Unitd Stats histo.
A Conceptual Framework for Reading History
Histoians hav bn cad “xtaodina, ath than tpica, ads”
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  bcaus of th compx cognitiv tasks quid to mak maning foma wid vait of pima and sconda soucs. Th baanc gna
document reading knowledge, general historical knowledge, and specic
histoica knowdg fom thi aa of xptis. As histoians ad a txt,th connct it with oth txts to constuct a ag pictu. Winbug foundthat histoians bing xisting knowdg to ading histoica txts, us thisknowdg to anaz an nw txt th a ading, and thn dvop avisd concption of histoica chaacts, vnts, and phnomna as thincopoat undstanding fom th nw txt.
13
Having studid th ading pocsss of th histoians, linhadt and young found that, whi mostads t to mak comphnsion as smooth as possib, histoians go outof thi wa to “compicat” comphnsion b aising qustions, atna-tiv intptations, and mutip contxtua famings fo thi ading.
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This compx undstanding of ading in histo daws on constuctivistthois of aning which hod that th maning is not inhnt in th txtitsf waiting to b “discovd” o “unockd,” but ath is continuaconstuctd and constuctd though intactions btwn th ad andth txt, dawing on th ad’s pio knowdg, past xpincs, andundstanding fom oth txts.
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Txts cannot man whatv a ad 
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