An Experience to Remember: CMU’s History Department

By Analiese Guettler

Central Michigan University’s history department has filled my college experience with a wide range of opportunities of which, the opportunity to both learn from and learn with professors, graduate assistants, and my fellow students has been very rewarding. Though I may have my favorite professors, each and every one of them are excited and passionate about the topics and areas of history that they are teaching. All the professors have unique viewpoints and want to share as much of their knowledge as they can with their students. Though each student’s experience is different, my time in the history department was memorable.

One of my favorite classes was History 323: History of Native Americans taught by Dr. Cassidy. The class is a writing intensive and fills a requirement for my degree. Dr. Cassidy herself is an asset to the department. She is so knowledgeable and always willing to help with resources for class projects or final essays. I am always recommending her class to other students, both in and out of the history department, whether they need a Writing Intensive class or not because of how much I enjoyed my experience. The class focuses on the Native American Experience, the Native Ground, and the American Indian Movement.

One of the best assets that the history department has to offer students are their Graduate Assistants. It has been my experience that getting to know one of the GAs in a class and asking them for help is one of the best ways to achieve success—and the grade you want—particularly, when working through material or a class format that is not suited to your particular learning style. On more than on occasion I have walked into one of my Graduate Assistants’ offices and gone over material and difficult concepts in order to make me feel more comfortable. Our conversations have made lecture and doing assignments so much easier; it’s okay to ask for help if you need it! During my experience with History 112 The Struggle for Equality: The United States 1865-Present, interactions with my TA Gillian helped me make sense of the Reacting to the Past pedagogy. She helped me with my reflections and assignments so that the concepts like Marxism and Socialism were more approachable and understandable and for gaining points (PIPs) during the game.

Extract from HST201 Syllabus

Extract from HST201 Syllabus

Because of the nature of my degree, I have tried to take as many different classes with different professors as possible. Since I want to be an educator, I felt that it was important to see all the different ways to set-up classes and then explore what I thought were the strengths and weaknesses of each format. The game-based learning structure in History 201: World History to 1500—taught by Dr. Truitt—was probably my favorite format to learn in. Dr. Truitt allows students to explore different ways of learning and to pick and choose the type of assignments that they want to complete, making it an extremely inclusive class for all different types of learners. Furthermore, it accommodates students’ crazy schedules by giving them a small amount of flexibility when assignments are due. For example, the final in Dr Truitt’s class was game based, which meant that we created a game as a group about our chosen topic of interest and ran it as a class final which was a really cool way of being examined rather than the traditional written exam at the end.

Each and every one of the professors that I have taken classes with focus on getting students involved with not only the material but also each other. We discuss ideas in both group projects and discussion where different views and ideas and how best to approach different topics. Alongside this, we discuss what each student finds particularly interesting about the class. I have found this aspect of classes to be extremely helpful with finding new information, new interpretations, and continuing to expand my knowledge beyond what I have read to also include what my fellow students have to say as well. Overall, I have had a very positive experience and I will continue to encourage other students to take history classes for not only their interest but also to experience different teaching styles.


Analiese Guettler is a final year undergraduate student who is studying secondary social studies with a concentration in political science and a history minor. She is also part of the Central Michigan University Band. For more information or to contact her:

Email: guett1am@cmich.edu or on twitter: @AGuettler

Fragments of the Forgotten Past

By Chiara Ziletti

On a quiet and pleasant evening of last summer, I was very busy saving the world from my comfortable couch, when I unexpectedly stumbled across an astonishing example of historical negationism.[1] This event has since prompted in my mind a long sequence of reflections on important history-related topics, such as: historiography and revisionism, methodology, ethic, preservation issues, and pedagogy. 

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To be true, it was not the present world that I was saving, but the one of “Dragon Quest VII: Fragments of the Forgotten Past.” Let me summarize the story. In the game, you – the hero! – and your party have the power to travel in the past in order to rescue several islands that have been cancelled from your present because of the evil Demon Lord’s schemes. After rescuing them in the past, the islands become available again in the present, so that you can visit them. (And isn’t the historian’s work a hero’s one? Indeed rescuing the past is part of our daily quest!)

In one of your travels to rescue the past of the game, you end up visiting the imaginary village of Vogograd. Here is where the specific example of historical negationism takes place. Long story short, in order to protect the village, the priest had done a pact with the monsters: he would lose his human form, thus looking like a monster from that moment onward, but as long as he lived, the monsters would have not attacked the village. However, unaware of this fact and frightened by the way the priest now looked like, the villagers want to lynch him. After you defeat the bad monsters and save both priest and village with the help of a young boy, the villagers realize what big mistake they were going to commit and decide to erect a monument for you and the priest at the center of the village so that “the terrible truth and their debt would never be forgotten.” All’s well that ends well, right? Not in this case. When you come back to the present and visit the village again, you find out that the monument has been altered. With the exception of one single family, the entire village now proudly believes that they were the ones that in the past saved the priest and the village from both the monsters and a group of bad adventurers (i.e. you and your party). How could that be? After visiting a little bit more the village, you finally find the original inscription of the monument with the help of the village’s children. And even though the adults of the village end up destroying the evidence and continue to deny the truth about the past, the children now know the truth and vow to do their best to spread it. Luckily, not all hope for the future is lost!

You can well imagine my surprise after all this. Indeed, after spending my entire day at the library on history books, the last thing I expected was to experience a firsthand history lesson in the videogame I was playing to relax. Both the historian and the gamer inside me were thrilled! The events of the game shared several similarities, for example, with those described in the 1990 Michael Verhoeven’s film The Nasty Girl and the book Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland, by Jan T. Gross, which was published for the first time in English in 2001.[2] By touching the crucial and hotly debated issues of collective memory and identity, both these works establish the need of a conscious and continuous thoughtful engagement with the past, even at the cost of having to grapple with uncomfortable historical truths. This is exactly what I experienced in the game!

Even though they are fictional, the Vogograd’s events in the game provide indeed a clear firsthand experience of historical negationism, which – I believe – is more immediate that any book or movie. This made me immediately wish that I could have the students play it before discussing about several aspects of the historians’ job. Indeed, a game-based learning experience with this story would actively prompt several reflections on, for example, what is the proper historical method; why forgery is inadmissible; what are the ethical issues that historians have to deal with; what is the relationship between history and heritage; why historical preservation matters, especially in relation to difficult places and social justice; and why do we need to actively and continuously engage with the past.[3]

The Vogograd experience reminded me once more of how learning can come from anywhere, even when one is not even remotely thinking about it. In the end, games are still one of the most effective ways in which we – sometimes unexpectedly – learn.


[1] With ‘historical negationism’ I intend here a specific kind of illegitimate historical revisionism in which the historical record is improperly distorted to deny specific events that took place in the past.

[2] Recently the case of Jedwabne has come to the international attention once more after Poland passed a highly controversial new “Holocaust Law.”

[3] There is an incredible number of readings that one could use in class in addition to the game-based experience. For example, when discussing about the historian’s job and method, Rampolla’s A Pocket Guide to Writing in History is an excellent primer, but I can also think of Bloch’s The Historian’s Craft. When talking about forgery, Valla’s On the Donation of Constantine comes to the mind first. On the relationship between history, heritage and fabrication, Lowenthal’s article “Fabricating Heritage” would be a great starter for discussion. Also, chapter 6 of Max Page’s Why Preservation Matters would be a good starting point for reflecting on why do we need to preserve and interpret difficult places. Of course, these are just few suggestions, and the list could go on and on almost endlessly. (And for my dear gamers out there, if you are a fan of RPG and haven’t played DQVII, I highly recommend it! Be ready for a 100+ hours gaming experience.)