UNLOOST

Thinking is Activism

To Heil With the Redskins

Adolf Hitler’s Thoughts about the Redskins

Art by Dwight Elliston

Adolf Hitler adored the American story, especially of its dominance. He took a particular pride in the idea that European settlers (whom he characterized as “Nordics”) won “in the struggle in North America against the Red Indians.” In 1928, the fiery Nazi leader acknowledged his admiration for how white settlers “gunned down the millions of redskins to a few hundred thousand.” 

It is accurate that millions of Native Americans perished at the hands of white domination in the Western hemisphere — perhaps, even more died from exposure to European-borne diseases. To be sure, this episode in American history was genocide. 

In Hitler’s frame of thinking, the slaughter of “natives,” whom he called “redskins,” was key to America’s greatness. Lauding the history of American genocide, he actively took notes on how the United States developed its racist laws and policies. He himself had a similar vision for Germany, later becoming the architect of the Holocaust.  

“Nazism,” argues James Q. Whitman, author of Hitler’s American Model, “was a movement drawn in some ways on the American model—a prodigal son of the land of liberty and equality, without the remorse.” 

It is no doubt that the brutal and violent ordeal of Indigenous Americans is a shameful chapter in American history. However, the story of what Hitler called the “Red Indians” —the antagonizing foes of American progress—proved to be a pernicious and deadly caricaturization of Indigenous civilizations. It is an image that has had (and, to some degree, continues to have) far-reaching, hurtful and deadly consequences for millions. 

Black Lives Never Mattered

I stand by what I said that All Lives Matter and that we are human beings.

                                    ― Richard Sherman, 2016 

#BlackLivesMatter doesn’t mean your life isn’t important if you aren’t black—it means that Black lives, which are seen without value within White supremacy, are important.

                                                            ― Alicia Garza, 2014

When former Seattle Seahawk Richard Sherman expressed his universal value for human life, doubling down on his point that “All Lives Matter,” I tried to root for him, thinking that I understood where he was coming from. Maybe he was trying to say something profound yet reasonable: that Black people, like everybody else, believe in those elusive principles of freedom, equality and justice. Surely, he was right―if that is what he actually intended to convey. But if he were attempting  to argue that all lives matter equally in this country and that we are all treated as free and equal human beings, then, he was flatly wrong. 

Maybe, Sherman was confused. Maybe, he was deluding himself. Or, just maybe, he was gaslighting the interviewer. (Regardless, Black Twitter let him have it!) 

Without question, I stand with Alicia Garza’s message: that Black Lives Matter. But I go even further. To be frank, the slogan “All Lives Matter” is a dishonest repudiation and rejection of the Black Lives Matter movement. It dismisses observable reality, and it flagrantly disregards history. 

End the Confederacy… Already

My Students’ Call to Action

Robert E. Lee Monument in Richmond, Virginia
(Credit: Reddit, Alexis Delilah)

“I like history, but sometimes I feel like you could be more concrete as a teacher—like, just tell us the facts, just what happened,” complained a young Black student in my world history class.

“If history were concrete, history would only show us in chains. History should be about constantly breaking down and pulverizing the ‘concrete,’ so that we actually exist—in our fuller truth,” I responded.

______

Over the years, I have thoroughly enjoyed teaching history, but I spend a great deal of my time being frustrated. It is disheartening when students just merely want to be told stories or the so-called “facts” (which are oftentimes widely accepted myths). This is not history.

At the beginning of every school year, I find myself spending the first two weeks de-mystifying my field of study, championing its greater cause as part of something larger, more dynamic. Over and over, I say to my students that history is supposed to make you think. It is supposed to force you to ask more questions. It is supposed to make you want to raise hell, to do something.    

Waving the Battle Flag

(Credit: Dwight Elliston)

First History Lesson

I didn’t know the difference between the Stars and Stripes—and the cross and stars.

I was 7 or 8 years old when I had my first real history lesson. The lesson I never forgot. The lesson I have been too embarrassed to talk about—until now.

The lesson that made me woke.

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