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What Next | What Kids Aren't Learning About US History

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Slate Podcasts

News, Business, Society & Culture

41.1K Ratings

🗓️ 1 December 2025

⏱️ 33 minutes

🧾️ Download transcript

Summary

Conservatives have long complained that teaching American history with slavery and genocide and systemic oppression is just too negative, and the Trump administration has gone as far as attacking the Smithsonian for focusing too much on “how horrible our country is.” But omitting the shameful aspects of America’s past doesn’t just distort history—it impairs our ability to understand the present.  Guest:  Clint Smith, staff writer at The Atlantic and author of How the Word Is Passed: A Reckoning With the History of Slavery Across America and the new poetry collection Above Ground. Want more What Next? Subscribe to Slate Plus to access ad-free listening to the whole What Next family and across all your favorite Slate podcasts. Subscribe today on Apple Podcasts by clicking “Try Free” at the top of our show page. Sign up now at slate.com/whatnextplus to get access wherever you listen. Podcast production by Elena Schwartz, Paige Osburn, Anna Phillips, Madeline Ducharme, and Rob Gunther. Learn more about your ad choices. Visit megaphone.fm/adchoices

Transcript

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0:00.0

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0:03.0

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0:27.0

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0:33.5

One of Clint Smith's first jobs out of college was as a teacher, high school English, in the suburbs of Washington, D.C.

0:41.1

It remains the most fun job I've ever had.

0:49.5

Like for me, sitting around and reading books with teenagers and like talking about literature

0:55.9

and watching them as they connected to their lives and connect their lives and the literature to one another's lives

1:03.8

and sort of triangulated to the sort of larger society, it's so invigorating.

1:10.7

But it was also really hard. It was hard because Clint was

1:16.6

young. Teenagers or teenagers. But it was also hard because of the books they were reading.

1:23.9

We read Knight every year by Ellie Vizel.

1:36.4

And it was the first time many of my students encountered stories of the Holocaust.

1:46.6

And we read it in the context of a sort of larger unit where we were reading first-person accounts of slavery.

1:50.5

We were reading first-person accounts of segregation.

...

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