Teaching Hard History of American Slavery, Educators Not Sufficiently Preparedby SPLC, Hasan Kwame Jeffries February 7, 2018
Schools are not adequately teaching the history of American slavery. Educators are not sufficiently prepared to teach it. Textbooks do not have enough material about it. As a result, students lack a basic knowledge of the important role it played in shaping the United States and the impact it continues to have on race relations in America.
In the Preamble to the U.S. Constitution, the Founding Fathers enumerated the lofty goals of their radical experiment in democracy; racial justice, however, was not included in that list. Instead, they embedded protections for slavery and the transatlantic slave trade into the founding document, guaranteeing inequality for generations to come. To achieve the noble aims of the nation’s architects, we the people have to eliminate racial injustice in the present. But we cannot do that until we come to terms with racial injustice in our past, beginning with slavery.
It is often said that slavery was our country’s original sin, but it is much more than that. Slavery is our country’s origin. It was responsible for the growth of the American colonies, transforming them from far-flung, forgotten outposts of the British Empire to glimmering jewels in the crown of England. And slavery was a driving power behind the new nation’s territorial expansion and industrial maturation, making the United States a powerful force in the Americas and beyond.
Slavery was also our country’s Achilles’ heel, responsible for its near undoing. When the southern states seceded, they did so expressly to preserve slavery. So wholly dependent were white Southerners on the institution that they took up arms against their own to keep African Americans in bondage. They simply could not allow a world in which they did not have absolute authority to control black labor—and to regulate black behavior.
The central role that slavery played in the development of the United States is beyond dispute. And yet, we the people do not like to talk about slavery, or even think about it, much less teach it or learn it. The implications of doing so unnerve us. If the cornerstone of the Confederacy was slavery, then what does that say about those who revere the people who took up arms to keep African Americans in chains? If James Madison, the principal architect of the Constitution, could hold people in bondage his entire life, refusing to free a single soul even upon his death, then what does that say about our nation’s founders? About our nation itself?
Slavery is hard history. It is hard to comprehend the inhumanity that defined it. It is hard to discuss the violence that sustained it. It is hard to teach the ideology of white supremacy that justified it. And it is hard to learn about those who abided it.
We the people have a deep-seated aversion to hard history because we are uncomfortable with the implications it raises about the past as well as the present.
We the people would much rather have the Disney version of history, in which villains are easily spotted, suffering never lasts long, heroes invariably prevail and life always gets better. We prefer to pick and choose what aspects of the past to hold on to, gladly jettisoning that which makes us uneasy. We enjoy thinking about Thomas Jefferson proclaiming, “All men are created equal.” But we are deeply troubled by the prospect of the enslaved woman Sally Hemings, who bore him six children, declaring, “Me too.”
Literary performer and educator Regie Gibson had the truth of it when he said, “Our problem as Americans is we actually hate history. What we love is nostalgia.”
Longing for a fictitious past
But our antipathy for hard history is only partly responsible for this sentimental longing for a fictitious past. In the late 19th and early 20th centuries, white Southerners looking to bolster white supremacy and justify Jim Crow reimagined the Confederacy as a defender of democracy and protector of white womanhood. To perpetuate this falsehood, they littered the country with monuments to the Lost Cause.
Our preference for nostalgia and for a history that never happened is not without consequence. We miseducate students because of it. Although we teach them that slavery happened, we fail to provide the detail or historical context they need to make sense of its origin, evolution, demise and legacy. And in some cases, we minimize slavery’s significance so much that we render its impact—on people and on the nation—inconsequential. As a result, students lack a basic knowledge and understanding of the institution, evidenced most glaringly by their widespread inability to identify slavery as the central cause of the Civil War.
This is profoundly troubling because American slavery is the key to understanding the complexity of our past. How can we fully comprehend the original intent of the Bill of Rights without acknowledging that its author, James Madison, enslaved other people? How can we understand that foundational document without understanding that its author was well versed not only in the writings of Greek philosophers and Enlightenment thinkers, but also in Virginia’s slave code? How can we ignore the influence of that code, that “bill of rights denied,” which withheld from African Americans the very same civil liberties Madison sought to safeguard for white people?
Our discomfort with hard history of slavery
Our discomfort with hard history and our fondness for historical fiction also lead us to make bad public policy. We choose to ignore the fact that when slavery ended, white Southerners carried the mindsets of enslavers with them into the post-emancipation period, creating new exploitative labor arrangements such as sharecropping, new disenfranchisement mechanisms including literacy tests and new discriminatory social systems, namely Jim Crow. It took African Americans more than a century to eliminate these legal barriers to equality. Public policies tend to treat this racial inequality as a product of poor personal decision-making, rather than acknowledging it as the result of racialized systems and structures that restrict choice and limit opportunity.
Understanding American Slavery
Understanding American slavery is vital to understanding racial inequality today. It defined the parameters of the color line for more than a century. Our narrow understanding of the institution, however, prevents us from seeing this long legacy and leads policymakers to try to fix people instead of addressing the historically rooted causes of their problems.
The intractable nature of racial inequality is a part of the tragedy that is American slavery. But the saga of slavery is not exclusively a story of despair; hard history is not hopeless history. Finding the promise and possibility within this history requires us to consider the lives of the enslaved on their own terms. Trapped in an unimaginable hell, enslaved people forged unbreakable bonds with one another. Indeed, no one knew better the meaning and importance of family and community than the enslaved. They fought back too, in the field and in the house, pushing back against enslavers in ways that ranged from feigned ignorance to flight and armed rebellion.
Slavery blinded the founding fathers, preventing them from seeing black people as equals. We the people have the opportunity to broaden the founders’ vision, to make racial equality real. But we can no longer avoid the most troubling aspects of our past. We have to have the courage to teach hard history, beginning with slavery. And here’s how.
A graduate of Morehouse College and Duke University, Jeffries holds a Ph.D. in American history with a specialization in African-American history. He is an Associate Professor of History at The Ohio State University and chair of the Teaching Hard History Advisory Board.