Doing the Work of Teaching Hard History
Teaching Hard History
Learning for Justice
4.2 • 588 Ratings
🗓️ 22 July 2025
⏱️ 44 minutes
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Summary
In many ways, the U.S. has fallen short of its ideals. How can we explain this to students — particularly in the context of discussing slavery? Salem State University professor Steven Thurston Oliver shares practical strategies for teaching hard history and creating supportive classroom environments in which relationships are strong enough to be able to hold challenging conversations. Join host Hasan Kwame Jeffries, Ph.D., and Learning for Justice, a project of the Southern Poverty Law Center (SPLC). (This episode originally aired in Jan. 2018.)
Visit the new resource page for this episode (2025), which includes essential ideas from the conversation, teaching recommendations and updated resources. A complete transcript is also included.
Transcript
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| 0:00.0 | Get it right. That's what Beverly Robertson, the executive director of the National Civil Rights |
| 0:05.8 | Museum in Memphis, Tennessee, told us at the start of the museum's five-year, $27 million |
| 0:12.7 | renovation. You are here to tell the story of the African-American freedom struggle from slavery |
| 0:18.8 | to the present. Make sure you get it right. |
| 0:23.3 | Everyone on the Exhibit Redesign team took her charge to heart. |
| 0:29.4 | The National Civil Rights Museum is located at the Lorraine Motel, where civil rights leader |
| 0:34.8 | Dr. Martin Luther King Jr. was assassinated on April 4, 1968. |
| 0:41.2 | So it is more than just a place where history is told, or even just a place where history happened. |
| 0:48.5 | It's hallowed ground, a sacred space that draws a quarter of a million visitors annually. |
| 0:55.7 | So the design team's responsibility to get it right to tell the historical truth |
| 1:01.4 | was a responsibility to everyone who would ever walk through the museum's doors. |
| 1:12.4 | As the lead historian for the renovation, I was often asked to explain design decisions, |
| 1:20.0 | usually to the board of directors. |
| 1:22.2 | The questions were simple enough, as were the answers. |
| 1:25.9 | I will never forget, though, the time I was asked to respond to a |
| 1:30.3 | major donor's concern that the new exhibits just didn't give him that same uplifting, feel-good |
| 1:38.9 | spirit that he had with the old exhibits. I remember thinking, Lord have mercy this dude. And I remember |
| 1:47.1 | saying, if he wants to be happy, tell him to go to Disney World. I mean, our charge wasn't to |
| 1:53.6 | make people happy. It was to get the history right. And that's exactly what we did. We didn't sanitize slavery. We rendered visible the horrors of the |
| 2:05.9 | Middle Passage and the auction block and made plain to see the culture of black resistance. |
| 2:12.3 | We didn't perpetuate the myth that segregation was some kind of minor inconvenience, we made it abundantly clear that |
| 2:19.3 | Jim Crow was designed to degrade and humiliate black people for the purpose of controlling their |
... |
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