Here is a taste of Gehrz’s post “How Historians Can Teach From Memorials“:
Memorials can indeed “sustain rich, nuanced interpretation.” But that requires the professional assistance of historians, whose most significant job it is to make meaning of the past. Historians should certainly critique Confederate memorials… but just as importantly, they should find ways to teach from those and other memorials: to bring representations of them into their teaching and scholarship as artifacts for students and readers to interpret.
Or better yet, to burst the walls of the classroom and take their students out into public spaces to encounter memorials in space, as well as time. Indeed, I first grew interested in commemoration while teaching a travel course on World War I, whose students regularly report that the most meaningful moments came in the presence of war memorials. Both on the former Western Front and in cities like London, Oxford, Paris, Munich, and Salzburg, students learned to notice and interpret a wide variety of memorials. (Few of which, it should be said, are statues of generals, on either side of the war.)
And if you can’t spend three weeks touring former WWI or Civil War sites… There are ways to teach about commemoration where you’re located. I now require an off-campus experience of students in my on-campus World War II class, one option being that they join me on a 90-minute walking-driving tour of war memorials in St. Paul and Minneapolis. And in the upper-division Modern Europe course I’ll teach again this fall, I’ve often given students the option of orienting their 20th century research project around the design and presentation of a new memorial or monument. Rather than writing a paper about, say, the Holocaust, they design a commemorative space and structure that forces them to wrestle with European memory in light of present-day European concerns.
Read the entire post here.