On a country road in southern Mississippi, Jesse Brown waited patiently to exact revenge.
In the distance, Jesse heard the unmistakable sounds of the school bus approaching. As he knew all too well, the rattling of the engine would soon be drowned out by noises more hostile—taunting, cursing, and spitting.
While Jesse anticipated the vehicle’s approach, the students on that bus would soon spot their next victim.
World History is arguably the most daunting survey course that secondary social studies teachers undertake with Economics a close second. World History’s complexity is illustrated by the series of events that sparked the Great War (or World War I). It is a tangled web of alliances, grievances, missteps, and miscalculations leading to a world-wide conflagration. In his classic study, The Origins of the World War, author Sidney Bradshaw Fay required two volumes and 569 pages to unravel the causes of the conflict.
How can teachers encourage students to untangle the circumstances that led to a world-wide conflagration?
Recently, talk of secession has re-emerged, for vastly different reasons, in the states of California and Texas. Likewise, several Hollywood stars have threatened to become expatriates (a kind of personalized secession) because of their discontent with the result of the most recent presidential election.
In spite of the currency of this term, secession (withdrawal from the union) has been singularly and, therefore, erroneously connected exclusively with the Antebellum South in the minds of many students and the broader citizenry.