I find it interesting that the historians who have denounced 1619 have used the one line about protecting slavery being the chief motive of many revolutionaries to characterize the whole thing, which is...much more than that. It's almost like they didn't do all the reading. 1/4
And Rakove's argument is basically "I disagree with NH-J and Woody Holton because reasons," and while there's a historiographical debate to be had here, the fact it's animating such a vehement denunciation of the entire 1619 Project-covering *all* of US history-is telling. 2/4
The 1619 Project refuses to center whites in the story it tells of whatever expansion of freedoms occurred in the US. "The good ones" take a back seat, and scholars who address slavery via a "not all whites" approach can't abide that. The story of freedom is not a white one. 3/4
Look at the 1619 roster, then Wood's assertion below. "Leading" is doing a lot of coded work here. I still can't help but think this cadre of eminent white male historians is so outraged by 1619 because the Black woman journalist and cool-kid historians didn't call them. 4/4

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More from @TheTattooedProf

Jan 18
And straight out of the Tuskegee Experiments playbook--and those didn't end until the early 1970s when they finally became public.
Read 4 tweets
Jan 16
Dallas is gonna lose this game aren't they
Maybe not?
Never mind
Read 5 tweets
Jan 13
And the mushy centrists who gave these people oxygen share the blame for this. Your performative "listen to both sides" schtick helped give us new White Citizens' Councils. Great work, everyone.
"Well, speaking as a liberal, maybe if you intolerant antiracists didn't make these parents feel guilty about being white, we wouldn't have had these laws. If you really think about it, maybe it's wokeness that's the bigger threat to our schools"
I was told several months ago, by a prominent self-proclaimed defender of free speech and open debate, that my use of "fascism" to describe the school-board putsches was overwrought.
Read 4 tweets
Jan 11
Saw this get shared on my TL. And I think it's the rhetorical equivalent of machine-gunning a mosquito. Moreover, this is the exact type of "nothing good is possible but at least we're not the GOP" rhetoric that alienates voters whether you like it or not. 1/x
Like, what's the audience for this? Some mythical Oberlin kid with a Che poster who thinks the Dems should seize the means of production? Or actual communities of voters (ESP communities of color) who just want some movement on things the Dems promise in return for their votes /2
I mean, sure, you can lecture these fictional hippies about how things work "in the real world," but read that language again and ask yourself: what does this person lecturing me *do* besides rationalize inertia? There's no there, there; it's just a frustrated screed /3
Read 10 tweets
Jan 6
As this panel kicks off at #AHA22, I'm struck by the ways in which signifiers like "pizzagate" and "JFK Jr.'s return" have become totally commonplace as to not even prompt raised eyebrows. Like, we have a thing such as "pizzagate" that is, speaking bluntly, bonkers, and...meh, OK
As a historian, I find it so fascinating how quickly these tropes become not just part of the discourse, but so ingrained and normalized as to become banal. The internet is part, but not all, of that story I think.
Very cool that @profrichmond is able to join in via Zoom.
Read 4 tweets
Dec 19, 2021
So this story is all around the internet, about the prof who hid a clue in his syllabus for someone to find $50. Then he posted it on FB, and predictably, it's gone viral and everyone is gloating about the lazy kids who didn't bother to "read the syllabus." BUT...(thread)
2/ None of these stories actually talk about this supposedly obvious clue, which seems odd, given no one claimed the supposedly easy-to-find cash prize. Instead, it's just a bunch of "students are so lazy and stupid" takes. But here is the actual syllabus (student screenshot):
3/ Almost every institution has common syllabus statements-the policy boilerplate everyone's required to include in their course syllabi. Instructors usually download it from the uni website and append it to the syllabi they've created, often with a heading like "univ policies"
Read 8 tweets

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