(Dis) Union at 150: Collective Memories of Secession

References

• Anderson, B. (1991). Imagined communities: Reflections on the origins and spread of nationalism (2nd ed.). New York, NY: Verso.
   Google Scholar
• Anderson, C. B., & Metzger, S. A. (2011). Slavery, the civil war era, and African American representation in U.S. history: An analysis of four states’ academic standards. Theory & Research in Social Education, 39, 393–415. doi:10.1080/00933104.2011.10473460
   Google Scholar
• Anyon, J. M. (1979). Ideology and United States history textbooks. Harvard Educational Review, 49, 361–386. doi:10.17763/haer.49.3.v6m47l352g3hp5j6
   Web of Science ®Google Scholar
• Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York, NY: Routledge.
   Google Scholar
• Apple, M. W., & Christian-Smith, L. K. (Eds.). (1991). The politics of textbooks. New York, NY: Routledge, Chapman and Hall.
   Google Scholar
• Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin, (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
   Google Scholar
• Banks, J. (2008). An introduction to multicultural education. Boston, MA: Pearson.
   Google Scholar
• Barton, K. C., & Levstik, L. S. (1998). “It wasn’t a good part of history”: National identity and students’ explanations of historical significance. Teachers College Record, 99, 478–513.
   Web of Science ®Google Scholar
• Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Barton, K. C., & McCully, A. W. (2005). History, identity, and the school curriculum in Northern Ireland: An empirical study of secondary students’ ideas and perspectives. Journal of Curriculum Studies, 37(1), 85–116. doi:10.1080/0022027032000266070
   Web of Science ®Google Scholar
• Barton, K. C., & McCully, A. W. (2012). Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives. Theory & Research in Social Education, 40, 371–408. doi:10.1080/00933104.2012.710928
   Google Scholar
• Berlin, I. (2004). American slavery in history and memory and the search for social justice. Journal of American History, 90, 1251–1268. doi:10.2307/3660347
   Web of Science ®Google Scholar
• Blight, D. W. (2001). Race and reunion: The civil war in American memory. Cambridge, MA: Belknap Press of Harvard University Press.
   Google Scholar
• Bloch, M. (1998). How we think they think: Anthropological approaches to cognition, memory, and literacy. Boulder, CO: Westview Press.
   Google Scholar
• Brown, A. L., Crowley, R., & King, L. J. (2011). Black civitas: An examination of Carter Woodson’s contributions to teaching about race, citizenship, and the black soldier. Theory & Research in Social Education, 39, 278–299. doi:10.1080/00933104.2011.10473455
   Google Scholar
• Burke, K. (1969). A grammar of motives. Berkeley: University of California Press.
   Google Scholar
• Coates, T. (2011, November 30). Why do so few Blacks study the civil war? The Atlantic, Special Commemorative Issue, 1–7.
   Google Scholar
• Confino, A. (1997). Collective memory and cultural history: Problems of method. The American Historical Review, 102, 1386–1403. doi:10.2307/2171069
   Web of Science ®Google Scholar
• Dean, A. W. (2009). Who controls the past controls the future. Virginia Magazine of History and Biography, 117, 319–355.
   Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2000). The discipline and practice of qualitative research. In N. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 1–29). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents’ perspectives on U.S. history. Curriculum Inquiry, 28, 397–423. doi:10.1111/0362-6784.00100
   Web of Science ®Google Scholar
• Epstein, T. (2000). Adolescents’ perspectives on racial diversity in U.S. history: Case studies from an urban classroom. American Educational Research Journal, 37(1), 185–214. doi:10.2307/1163476
   Web of Science ®Google Scholar
• Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
   Google Scholar
• Gallagher, G. W. (2000). Introduction. In G. W. Gallagher & A. T. Nolan (Eds.), The myth of the Lost Cause and Civil War history (pp. 1–10). Bloomington: Indiana University Press.
   Google Scholar
• Halbwachs, M. (1980). The collective memory [Mémorie collective. English]. New York, NY: Harper & Row.
   Google Scholar
• Harris, M. K. (2007). Slavery, emancipation, and veterans of the union cause: Commemorating freedom in the era of reconciliation, 1885–1915. Civil War History, 53, 264–290. doi:10.1353/cwh.2007.0054
   Web of Science ®Google Scholar
• Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.
   Google Scholar
• Hobsbawm, E. J., & Ranger, T. O. (1992). The invention of tradition (Canto ed.). New York, NY: Cambridge University Press.
   Google Scholar
• Horwitz, T. (1998). Confederates in the attic: Dispatches from the unfinished civil war. New York, NY: Pantheon Books.
   Google Scholar
• Kansteiner, W. (2002). Finding meaning in memory: A methodological critique of collective memory studies. History and Theory, 41, 179–197. doi:10.1111/0018-2656.00198
   Web of Science ®Google Scholar
• Lee, P. J., Dickenson, A., & Ashby, R. (1997). “Just another emperor”: Understanding action in the past. International Journal of Educational Research, 27, 233–244. doi:10.1016/S0883-0355(97)89731-5
   Google Scholar
• Leib, J. I. (2004). Robert E. Lee, ‘race,’ representation and redevelopment along Richmond, Virginia’s canal walk. Southeastern Geographer, 44, 236–262. doi:10.1353/sgo.2004.0025
   Google Scholar
• Lévesque, S. (2008). Thinking historically: Educating students for the twenty-first century. Toronto, ON, Canada: University of Toronto Press.
   Google Scholar
• Levy, S. A., Avery, P. G., & Simmons, A. M. M. (2011). Constructions of national narratives in established and emerging democracies based on student survey responses. Citizenship Teaching & Learning, 7(1), 5–34. doi:10.1386/ctl.7.1.5_1
   Google Scholar
• Lind, M. (2012). Land of promise: An economic history of the United States. New York, NY: Harper.
   Google Scholar
• Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Washington, DC: Sage.
   Google Scholar
• May, S., & Sleeter, C. E. (2010). Critical multiculturalism theory and praxis. New York, NY: Routledge.
   Google Scholar
• McPherson, J. (2001). Southern comfort. New York Review of Books. Retrieved from http://www.nybooks.com
   Google Scholar
• McPherson, J. M. (2003). The illustrated battle cry of freedom: The civil war era (2nd ed.). New York, NY: Oxford University Press. ( Original work published 1988)
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Los Angeles, CA: Sage Publications.
   Google Scholar
• Morris, P. (Ed.). (1994). The Bakhtin reader: Selected writings of Bakhtin, Medvedev, Voloshinov. (L. Matejka, I. R. Titunik, M. Holquist, & C. Emerson, Trans.). London, UK: Arnold.
   Google Scholar
• Reich, G. A. (2011). Testing collective memory: Representing the Soviet Union on multiple-choice questions. Journal of Curriculum Studies, 43, 507–532. doi:10.1080/00220272.2011.578665
   Web of Science ®Google Scholar
• Reich, G., Buffington, M., & Muth, W. (2012, July). Remembering Secession: Historical representation in the Old Dominion. Paper Presented at the 9th Conference of the History Educators International Research Network, Curitiba, Brazil.
   Google Scholar
• Rusen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness ( pp. 63–85). Toronto, ON, Canada: University of Toronto Press.
   Google Scholar
• Rusen, J. (2005). History: Narration, interpretation, orientation. New York, NY: Berghahn Books.
   Google Scholar
• Schuman, H., Corning, A., & Schwartz, B. (2012). Framing variations and collective memory: “Honest Abe” versus “the great emancipator.” Social Science History, 36, 451–472.
   Web of Science ®Google Scholar
• Schwartz, B. (1991). Iconography and collective memory: Lincoln’s image in the American mind. The Sociological Quarterly, 32, 301–319. doi:10.1111/j.1533-8525.1991.tb00161.x
   Web of Science ®Google Scholar
• Schwartz, B. (1996). Rereading the Gettysburg address: Social change and collective memory. Qualitative Sociology, 19, 395–422. doi:10.1007/BF02393278
   Google Scholar
• Schwartz, B., & Schuman, H. (2005). History, commemoration, and belief: Abraham Lincoln in American memory, 1945–2001. American Sociological Review, 70, 183–203. doi:10.1177/000312240507000201
   Web of Science ®Google Scholar
• Seixas, P., & Clark, P. (2004). Murals as monuments: Students’ ideas about depictions of civilization in British Columbia. American Journal of Education, 110(2), 146–171. doi:10.1086/380573
   Web of Science ®Google Scholar
• South Carolina Convention on Secession. (1860). Declaration of the immediate causes which induce and justify the secession of South Carolina from the federal union. Retrieved from http://avalon.law.yale.edu/19th_century/csa_scarsec.asp
   Google Scholar
• Thompson, T. (2013). The new mind of the South. New York, NY: Free Press.
   Google Scholar
• Tulviste, P., & Wertsch, J. V. (1994). Official and unofficial histories: The case of Estonia. Journal of Narrative and Life History, 4, 311–329. doi:10.1075/jnlh.4.4.05off
   Google Scholar
• VanSledright, B. A. (2008). Narratives of nation-state, historical knowledge and school history education. Review of Research in Education, 32, 109–146. doi:10.3102/0091732X07311065
   Web of Science ®Google Scholar
• Virginia Department of Education (VDOE). (2008). Standards of learning (SOL) & testing: History and social science. Retrieved from http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/
   Google Scholar
• Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
   Google Scholar
• Wertsch, J. V. (2002). Voices of collective remembering. New York, NY: Cambridge University Press.
   Google Scholar
• Wertsch, J. V., & O’Connor, K. (1994). Multivoicedness in historical representation: American college students’ accounts of the origins of the United States. Journal of Narrative and Life History, 4, 295–309. doi:10.1075/jnlh.4.4.04mul
   Google Scholar
• White, H. V. (1973). Metahistory: The historical imagination in nineteenth-century Europe. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Wineburg, S., & Monte-Sano, C. (2008). “Famous Americans”: The changing pantheon of American heroes. The Journal of American History, 94, 1186–1202. doi:10.2307/25095326
   Web of Science ®Google Scholar
• Zerubavel, Y. (1995). Recovered roots: Collective memory and the making of Israeli national tradition. Chicago, IL: University of Chicago Press.
   Google Scholar