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  • Childhood and Youth in Modern China (Credit Hours for History Teachers)

    Presented by Melissa Brzycki, Ph.D.

    This two-hour session will look at norms and expectations for children and youth in 20th-century China, including changes to the educational system. We will look at how childhood and youth changed during colonization, war, and the advent of socialism. We will cover youth-led movements like the Cultural Revolution (1966-1976) and Tiananmen Square protests. This session will also introduce participants to online, freely available, translated primary sources for learning more about these topics. This session will also introduce participants to online, freely available, translated primary sources for learning more about these topics, and participants will leave with a list of resources.

    Relevant NJDOE Social Studies Standards: 6.2.12.EconET.5.b Articulate a point of view which assesses the reasons for and consequences of the growth of communism and shift toward a market economy in China.

  • Archaeology and Enslavement in New Jersey (Credit Hours for History Teachers)

    Presented by Adam Heinrich, Ph.D.

    This two-hour session will look at the archaeological evidence for the lives of enslaved people in New Jersey of both African and Native American descent. The roles and lives of enslaved people have frequently been overlooked in New Jersey histories and at historical sites. Over the last several years, archaeological investigations have been able to identify the presence of enslaved people through the evidence of their lives and culture. This has included how they coped with their lives held in bondage and maintained traditional lifeways. Artifacts discussed will include grave markers, food remains, and spiritual items. Images used during the session will be available to the attendees for use in their classrooms.

    Relevant NJDOE Social Studies Standards: 6.1.12.HistoryCA.2.a Research multiple perspectives to explain the struggle to create an American identity; and 6.1.12.HistoryUP.2.a Using primary sources, describe the perspectives of African Americans, Native Americans, and women during the American Revolution and assess the contributions of each group on the outcome of the war.

  • LGBTQ and Disability History and Comics (Credit Hours for History Teachers)

    Presented by Maryanne Rhett, Ph.D.

    This two-hour session will look at how graphic novels (comics, sequential art, etc.) can be utilized in middle and high school settings to aid in the instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people. The history of comics is actually rich in terms of these fields, and more recent graphic histories have elucidated the depth of these histories, both in the US and worldwide. A digital “swag bag” will be available to participants after the session, including useful links, bibliography, and session outline.

    Relevant NJDOE Social Studies Standards: 6.1.12.HistorySE.14.a Explore the various ways women, racial and ethnic minorities, the LGBTQ community, and individuals with disabilities have contributed to the American economy, politics, and society.

  • Military Strategy of the American Civil War (Credit Hours for History Teachers)

    Presented by Christopher DeRosa, Ph.D.

    This two-hour session traces how Union and Confederate plans for victory evolved over the course of the war. We will look at how American geography, contemporary military thinking, the available technology, and the contestants’ capacity for mobilization influenced their strategic choices. In particular, we will consider the profound struggle between slavery and emancipation as a fundamental determinant of war strategy. Along the way, we will touch on why the reputations of particular leaders like Ulysses S. Grant and Robert E. Lee have fluctuated over the years. Detailed outline, PowerPoint slides, and links will be shared for 6th-12th grade teachers’ use.

    Relevant NJDOE Social Studies Standards: 6.1.12.GeoSV.4.a Use maps and primary sources to describe the impact geography had on the military, political, and economic decisions during the Civil War.

  • Interdisciplinary Conference on Race

    Cognizant of the current economic and societal climate, the Race Conference committee is waiving registration fees for this year’s event in order to further the goals of open, active, and unhampered engagement.

    Monmouth University’s Seventh Biennial Interdisciplinary Conference on Race
    Public Spaces, Private Places: Constructing Race and Liberation 
    Virtual Conference

  • Fighting Times (Opening Event, Interdisciplinary Conference on Race)

    Isaac Knapper & Amy Banks, MD
    Co-authors of “Fighting Time” and Justice Reform Advocates
    Reading, Discussion, and Book signing

    Public Spaces, Private Places: Constructing Race and Liberation
    Opening Event

  • Asbury Park and the Great Migration – Film Screening and Panel Talk Back

    A Film by Erin Fleming for Paradoxical Paradise: An African American Digital Oral History and Mapping Project of Asbury Park.

    Featuring Claude Taylor and Madonna Carter Jackson.

    Presented by the Department of History and Anthropology. Made possible in part by funding from the Diversity Innovation Grant (DIG) program administered by the Intercultural Center and Office of the Provost.

    Panelists

    • Hettie V. Williams, Ph.D.: panel moderator and associate professor of African American History, Department of History and Anthropology
    • Claude Taylor: director for Academic Transition and Inclusion and lecturer in the Department of Communications
    • Erin Fleming: director of Production Services and director and producer, “Asbury Park and the Great Migration”

  • Fall 2021 History Senior Seminar

    Photo of Statue of Liberty with American flag in the background: click or tap image to visit the Fall 2021 History Senior Seminar web site
    Click or tap image to access Fall 2021 History Senior Seminar web site

    The Department of History and Anthropology invite you to share their students’ impressive research work with their friends and family, faculty, and the greater MU student body.

    This year our student presentations will be given in person in Anacon Hall Rooms A and B in addition to being videoconferenced on Zoom.

    Please visit our Fall 2021 History Senior Seminar web page for information and online access to the event. To access any presentation, please click on the associated link to the Anacon room in which the presentation is being held. Each room you enter will open in a browser window and all you have to do is close the browser window to leave the room. You may attend as many presentations as you like included in the schedule.

  • Interdisciplinary Conference on Race (Virtual Meeting)

    The Interdisciplinary Conference on Race: Researching and Teaching on Race

    8:30 a.m.: Panel, “Equity, Standard English, and Writing Instruction”
    10:05 a.m.: Panel, “Politics and Social Change”
    11:40 a.m.: Panel, “Praxis and Advocacy”
    1:15 p.m.: Panel, “Language, Arts, and Culture”
    2:50 p.m.: Participant Roundtable and Reflection

  • Supporting Systems and Communities in Achieving Racial Equality: A Groundwater Analysis – presented by Joyce James

    Voices for Change: Voting, Advocacy, and Action

    In this presentation, Ms. James will share her journey in developing the Texas Model for addressing Disproportionality and Disparities and the Groundwater Analysis for Addressing Racial Inequities© as the foundation for creating antiracist organizational cultures for undoing institutional and structural racism and improving outcomes for all populations. Participants will gain an increased understanding of the importance of cross systems collaborations and building partnerships with poor communities of color to remove the barriers that contribute to racial inequities. The session will include discussion of the pitfalls of well-meaning and well-intentioned leaders, who in isolation of an analysis of institutional and structural racism, and a racial equity lens, continue to unconsciously contribute to sustaining and often perpetuating racial inequities in the design and delivery of programs and services.