I have been a college and high school history teacher for the past 25+ years. Prior to that I worked in international economics and architecture. I received a B.A. in international business relations from U.C. Berkeley, a master’s in architecture from U.W. Milwaukee, a master’s in the history of industrial societies from U. Delaware, and a certificate of advanced research and a master’s in American cultural history from U. Chicago. I completed a PhD in curriculum and instruction at NCSU. My dissertation was on the use of conceptual modeling pedagogy in social science education—a pedagogy I and three other teachers (one each in English, physics, and computer science) co-created. In conceptual modeling, students develop a deep and permanent understanding of the underlying forces of history and transferable critical thinking skills, through the creation of theory. I continue to conduct research and publish in history and education.
I have taught a wide range of courses, including the history of science and technology, cliometrics, urban history, art history, ancient world history, American history, philosophy, and architecture. Most recently I developed a course in which students explore multiple modes of inquiry—ones that are used in the arts, humanities, social sciences, business, and STEM fields—in pursuit of independent projects. I have also acted as advisor to a number of clubs, including NHS (National Honor Society) and S.T.E.P. (Shifting the Education Paradigm)—a student-led educational policy group I created in 2010.
Written Reflections:
Combined Film and Book Review
Hidden Figure: An incomplete biography of Hedy Lamarr
A Review of:
Marie Benedict, The Only Woman in the Room, Sourcebooks (NY, 2019).
“Bombshell: The Hedy Lamarr Story”, a PBS, American Experience documentary, directed by Alexandra Dean, 2017.
Hedy Lamarr (born Hedwig Eva Maria Kiesler) was a woman hidden in liminal space. Her nature as a hidden figure is best summarized at the end of Benedict’s fictionalized biography, when she quotes Lamarr lamenting: “To everyone else, I was Hedy Lamarr, only a beautiful face and lissome body. I was never Hedy Kiesler, aspiring inventor, curious, thinker, and Jew.” Her’s was a world of the hidden and the missing, the disguised and the erased. Her life is but an exaggerated version of the experiences of other women who made significant, but often hidden and forgotten, contributions to arts and sciences. Lamarr was noticed only because of her status as a glamorous movie star from the golden age of Hollywood.
Lamarr was born in 1914 to a prosperous Jewish family in Vienna. The first of many veils appears in the prior sentence. She was Jewish in the technical sense, being born of a mother who was herself born of a Jewish-Hungarian mother. Before Lamarr was born, her mother, Gertud, converted to Catholicism. The and Emil, her Glacian-Jewish husband, raised their daughter as an unbaptized Christian. They lived in Döbling—one of the ghettoed Jewish neighborhoods of early-20th-century Vienna—surrounded by a devoutly Catholic population. Her first husband, Friedrich Mandl, a wealthy arms dealer was also essentially a crypto-Jew. Many minorities have disguised their heritage, in order to avoid the penalties applied by a hostile, xenophobic majority.
The interwar and WWII periods are central to Benedict’s narrative. Initially the depiction focuses on Lamarr’s difficult personal life, as Benedict explores the central figure’s virtual imprisonment by her jealous and abusive husband. Mandl himself avoids the brunt of the heightened anti-semitism of 1930s Central Europe, by being a “useful Jew,” providing arms first to the fascists of Mussolini’s Italy and then, once Austria was annexed by Nazi Germany, to Hitler. Hitler even made Mandl and “honorary Aryan.” When the Anschluss took place, the less useful Jews of Vienna, hidden or not, realized that the only guarantee of their safety was to flee. In Hedy’s case, her flight to England served two purposes: escaping her tyrannical husband and the Holocaust. Benedict pays more attention to the former, rather than the latter; part of what makes her biography read as a pseudo-feminist romance novel. Furthermore, the fictional nature of Benedict’s work further obscures Lamarr’s past.
Benedict presents an account of Lamarr’s harrowing escape from Mandl and Austria. She disguises herself in the uniform of a maid—a maid she chose for her close resemblance—in order to make good her escape. This was her second attempt. In the first, failed attempt, Lamarr had spirited away with a man she had deceived to believe—through a clandestine affair—that she was in love with him. On her second try, Lamarr made it to England and then booked passage on the Normandie—paying her fare with jewels she had secreted in her coat—to clandestinely seduce Louis B. Mayer. She succeeded, and made her way to Hollywood. Even having attained the physical safety provided by her refuge in Los Angeles, the mask was left on. In fact, in order to secure her place as a contract player for Metro-Goldwyn-Mayer , Hedy had to hide any hint of her Jewish background. This is particularly ironic given that Louis B. Mayer, along with many of the other Hollywood studio heads, were Jewish immigrants. As the PBS documentary points out, prominent Jews—particularly the emigres from Nazi-occupied Europe—were very thankful for the safety and freedom their new home provided. But they were still guarded about their faith. America was not devoid of anti-semitism. Many, like Lamarr chose to camouflage themselves by changing their names (e.g. Tony Curtis and Kirk Douglas) and taking on patriotic causes—Lamarr was was the most successful promoter of US War Bonds.
The disguises Lamarr wore were related to gender and intellect. The former was the focus of Benedict’s book, with the documentary focusing on the latter. Both pieces make it clear that Lamarr’s beauty was a fortunate curse. Her beauty brought her fame. Her fame gave her access to people of power and wealth—allowing her to escape the bounds of her troubled marriages and her probable death, had she remained in Nazi-controlled Vienna.
But her beauty was also a trap. Her early success came from her performance, at the age of 16, in a scandalous movie: “Ecstasy.” The most infamous scene depicted Lamarr’s character in orgasm, though Lamarr contended later that she had no idea of the sexual nature of the scene. When her first husband saw the scene—during an embarrassing screening of the film to business associates—he attempted to purchase and burn every print and forbade Lamarr from further pursuing her acting career. As both works make clear, beautiful women were meant to be merely ornamental. It was assumed that women in general, and certainly one as stunningly glamorous as Lamarr, could not be as intelligent as men. That is why her involvement in the invention of one of the fundamental building blocks of the Internet Age is so compelling. The story of Lamarr’s development of frequency hopping is like a Matryoshka doll—hidden layers within hidden layers.
At the nadir of WWII, when Allied shipping was being devastated by German U-boats, Lamarr worked, in the hidden hours of the night, to develop a weapon to help turn the war in favor of her adopted land. Her goal was to create a method of creating a radio-controlled weapon—one that could be guided by unseen hands. The signal would have to be encoded—contained in a cypher—to prevent the enemy from detecting or wresting control. The key element was to have the signal vary in frequency, in a preprogrammed pattern, encoded in the device and the controller. The method came to be known as “frequency hopping;” the key element of cell phone, bluetooth, and other technologies that form the basis of modern communication.
The patent Lamarr and her partner, the composer, George Antheil were issued was kept secret by the War Department. So secret, in fact, that it remained dormant and unused for many years. The patent itself was confiscated from Lamarr, because of her status as alien from an enemy nation—despite the fact that the was considered anything but a citizen of Austria. At some point, possibly in the late 1950s, her patent resurfaced when a weapons contractor, vaguely remembering seeing it during WWII, put it to use in the creation of some of America’s most advanced postwar weapons. Lamarr was not apprised of the fact that her patent had been used, nor was she ever paid for its use. In one of the documentary’s most poignant scenes, an elderly Lamarr—now a recluse, her face almost unrecognizable thru a mask of multiple plastic surgeries—is celebrated for her invention at an engineering conference. But Lamarr is unseen, only her disembodied voice is heard from her son’s phone.
Visual Analyses
Crown Prince Garden (Kroprinzengarten), Schloss Schönbrunn, Vienna
What is going on with this object?
The objects are the eastern facade of the Schloss Schönbrunn and the plants found in the neighboring Crown Prince Garden (Kroprinzengarten). Both the palace and the garden were built in the mid-18th century, during the 40-year reign of one of the most consequential Hapsburg monarchs, Maria-Therese. The objects are both man-made (planters, palace, and landscaping plan) and organic (the plants themselves, e.g. orange trees). They are a representation of layered power and class relationships in Imperial Austria.
What do you see that makes you think that?
The palace is an obvious signifier of power and wealth. A large, ornate building is power made manifest. The palace’s website describes a visit as: Schloss Schönbrunn: Imperial Living—an authentic experience of Imperial heritage.” The landscaping is more subtle. The Privy Garden, of which the Crown Prince Garden is part, is laid out in the formal French/Italian style—one of many such gardens on the estate. Like the palace, the garden is large in scale and laid out in symmetrical, regimented geometric forms. This formality-designed gardens demonstrates the control people have over the natural environment. This is further expressed by the exotic nature of the plants—orange trees in Central Europe. Citrus would not do well in a Viennese winter, so the trees are in pots.
The exotic plants are evidence of both the expanse of the Holy Roman/Austro-Hungarian Empire and of the ability to grow plants outside their native habitat, I.e. human co tool and power over the environment. The Hapsburgs controlled portions of the Spanish and Portuguese empires. Because many of these exogenous plants are native to warmer (tropical and desert) environments, the plants are kept in pots to make them portable, so that they can be moved into greenhouses to overwinter. Such gardens are resource and labor intensive. With imperial power comes the ability to call upon all the necessary resources. As a monarchy, the Hapsburgs had autocratic control of the state and thus command of the collection and allocation of all material and labor sources.
What more can we find?
Palaces, with associated gardens are visible throughout Vienna. The winter palace, the Homburg complex, occupies a considerable portion of the inner city. Many of what are now pueblo. Parks began a the imperial family’s private gardens. The Burggarden, next to the Homburg Palace, like Shonbrunn was a showcase for the exotic. Both palaces had large greenhouses that provided controlled environments that allowed for a variety of plants not naturally found in Austria, e.g. cacti and palm trees.
What does the object reveal about Austrian culture?
The Austrian people honor their history. They have an illustrious culture, worthy of preservation. As in most Western societies, however, the emphasis is on high culture. This is for two main reasons: 1f) the material culture of the wealthy and powerful—church and state—are made of the finest and most durable materials. 2) There s greater interest in the art and architecture of the upper orders. The question here is is the material culture of the wealthy better preserved and of greater interest, because of its inherent qualities, or is it of interest because it survives? Preservation and display of high culture of the past. The characterization is an interesting way of converting a they into an I. Are all Austrians authentically part of imperial heritage?
With the defeat of Autstro-Hyngary, and the dissolution of the monarchy, as a result of the in WWI, the gardens became public parks. The government was still responsible for allocating the necessary resources for the maintenance of what had been imperial gardens and greenhouses. These attractions are now leisure and tourist attractions. Importantly, although public, they are not universally accessible. Property values near these parks are quite high, meaning the cost of living near them means only the wealthy have immediate and easy access.
Streetcars at Vienna's Public Transportation Museum
What is going on with this object?
The objects in this image are a series of trams (electric streetcars) used at different times on the streets of Vienna. The objects are on display at a museum dedicated to public transportation, found in an old switchyard and car barn southeast of central Vienna. The trams represent the socialized aspect of Viennese life.
What do you see that makes you think that?
The sheer size of the museum, together with the depth of the collection and the care taken in exhibiting the objects provides evidence of a communal interest in public transportation.
What more can we find?
The museum is organized into 18 themed exhibits. The well-curated exhibits address the material and the intangible. Some of the exhibits detail the mechanics of laying track, providing power, and controlling the system. There are multiple historical themes captured. The evolution of the trams, and the changeover from horse, to steam, to electric power are addressed. The creation of a complex, intricate, multi-modal system is shown, a clear demonstration of the economic impact of infrastructure . The unfortunate parts of Austrian history, particularly during the Nazi period, are addressed in a frank and straightforward manner.
What does the object reveal about Austrian culture?
What is more significant about these objects is the ways in which public transportation is both the product and catalyst of cultural and social changes. With industrialization, the population of Vienna grew quickly. New factories brought immigrants from all parts of the empire—mainly rural folk moving to the cosmopolitan capital. The burgeoning city soon saw the need to create a system that could carry the multi-cultural, multi-class residents to their places of work and back to their homes. The pre-automobile development of the city set Vienna on a course of building public infrastructure. Like most European cities at the turn of the 20th century, Vienna addressed social problems with socialized responses. Thus, public transportation is a concrete manifestation of the growth of a socialized community developing within a capitalist economy. Other examples of the government as social service provider can be seen in the development of public parks, schools, leisure, entertainment, arts, culture, and healthcare. The Austro-Hungarian imperial monarchy initiated the development of this liberal-socialist society—in the limited sense of government involvement in providing services to enhance the public good. These developments accelerated after the post-WWI collapse of the monarchy, and once again after the tragedies and destruction of WWII. The breadth and complexity of Vienna’s public transit has mirrored these massive social and cultural changes.
Four Cultural Insights Posted as WhatsApp Texts
“Rabbit Eye Movement:”
Humor often gets lost in translation. That is why I found it particularly surprising to see puns, which require the greatest fluency, in Vienna, in English. I suppose this is yet another expression of American cultural dominance, as well as Austria’s cosmopolitanism. The latter might be the result of Austria’s geographic position and postwar political reality: caught between East and West.
“The Past Survives for Posterity:”
In Vienna, history can be found in everyday spaces. In fact, it’s so ubiquitous it often passes unseen. This collection of archaeological artifacts is displayed in the Quartier Belvedere subway (U-Bahn) station. These curated displays are at both ends of the outbound and inbound platforms. The collections reflect the breadth of the city’s history, with items from the Roman era all the way to the 1950 demolition of the original train station. I don’t remember any such display at NYC’s Penn Station. Our demolitions tend to erase history.
Ghost Buildings:
In the latter part of the 20th century, many societies began a process of reconstructing their cultural past. The first time I remember seeing a representation of a building—without the benefit of original materials—was a 3-D outline of Benjamin Franklin’s house, in Philadelphia. I’ve seen many traces of buildings from the past, on this trip. One was of a chapel next to St. Stephens, in Vienna; the other is of a synagogue in Bratislava, Slovakia. The latter was demolished in the 1960s, for road construction. Not, as I had assumed, the victim of Nazi conquest, during the WWII era..
Personal Hero:
As an architecture student I developed a fetish for buildings—an occupational hazard. My professors, and the texts they assigned, served up images of the iconic and totemic. It became my mission to experience those I liked best. There would be pilgrimages to the Parthenon and the Pantheon, the Inland Steel Building, Diocletians Palace, and a hundred more landmarks I managed to see and record in my memory and as photographs. A few places eluded me. Forty years ago, when last in Vienna, I attempted to see Otto Wagner’s Post Office Savings Bank. I was unable to gain entry. This time, I was able to see it all. In recent years it had been converted to a center for the integration of arts and sciences. My favorite building in Vienna had become a place devoted to a principle central to my teaching: trans-disciplinary education. I was able to duplicate the photos I had seen and, better yet, was able to create my own memories from parts and perspectives of the building not included in grad school slide shows and texts.
One Travel Writing Piece (Site-Based or Experience-Based)
July 22, 2023
7 PM-10 PM
I spent Saturday evening traveling through space and time. The space travel was provided by Vienna’s D-Tram; the time travel came by way of memory, augmented by telephone. I left the hotel after dinner and hopped on my favorite tram line—a line I knew particularly well from its part in my minor health issue a few nights earlier—and headed from the Quartier Belvedere stop to the one along the Kartener Ring at Rathaus/Burgtheater. I was there to see Eric Clapton at the Vienna, Summer Filmfestival, held in a plaza in front of the old city hall.
Many of the people who had gone on prior nights recommended that I go. Tired from my fruitful, earlier visits to the architecture and transportation museums—central to what I thought would be my research focus—I was reluctant to venture out. Then I saw that the concert film for that night featured Eric Clapton. While he is not my favorite musician, he is one of my wife’s.
The setup was far more elaborate than summer concerts it brought to mind. I took my seat (on an upholstered bench) and began to smile with happy memories of other outdoor concerts, both those that were planned in advance and those, like this one, that were more happenstance.
The first two songs were ones my wife had played for me and which had become my favorites. I recorded them (surreptitiously) on my iPhone and later sent them on to my wife. I hesitated to do so, at first, worrying that seeing them would only make her sadder about not being with me. But I called her and she was able to join me in reminiscing about past experiences, remote in both time and space.
Vienna Film Festival
Eric Clapton
Food "Hall"
Heading Back
One Lesson Plan
[While this lesson plan is not focused on Vienna, it is inspired by ideas that arose from reflecting on my trip there. It follows one of the themes: the missing, that I explored.]
This lesson plan will provide students the opportunity to examine a variety of maps, collect data, look for patterns, and define a thesis which explains these patterns. One of the threshold concepts I expect students to understand, by making use of transdisciplinary research skills and content, is that what is missing from the historical record is perhaps even more significant than what can be found. I have purposefly left out some key source information, so that students will have the challenge of figuring out the nature of the maps themselves--Who produced them? For whom? When? And, most important: Why?
It is quite likely that students will come to uncover economic, political, cultural, and social patterns--e.g. class and race--that are systemically embedded and revealed by this close reading of maps. I will provide them with a list of themes that come under the sub-genres of history: Economic, Political, Intellectual, Cultural, and Social (EPICS).
Downtown Raleigh Map Project
Dr. Coven
Cities can be understood in a number of ways. Demographic data, first-person narratives, newspapers, physical artifacts (including buildings), and maps are among the data sources that have been used by historians to find patterns and trends.
For this assignment, you will be focusing on maps, current and historical. For this analytical project, you will use these maps to gain a better understanding of the ways in which urban economic history can be seen through geographic data.
The jpeg files attached to this project are images of maps of downtown Raleigh--in the area of the old capitol. These maps were created, around the turn of the 20th century; they are now in the collection of the UNC library. A larger collection of these maps, coverning many of America's larger cities, can be found in the map collection of the Library of Congress.
I would like you to look at these maps as historical artifacts. You should find a Google (or similar) map of the same section of Raleigh and compare the present-day downtown with those shown on these late- 19th and early-20th-century maps. You might find Google's street view and aerial map functions useful for this project.
After comparing, you should draft a 1-2 paragraph answer to the following:
Look closely at the maps and what is included on them. Why did the Sanborn company make these maps? What was their original function?
What sorts of businesses/offices were in the area of the Old Capitol on the early maps? Are the same types of businesses/offices still there?
With the similarities and differences in mind, speculate on why these changes have (or have not) taken place.
Feel free to comment on other significant patterns you saw when examining these documents.
Resources for Map Lesson Plan
[These are sample enlargements from some of the maps that would be provided to students. The digital file for the complete set is quite large.]
Three Technical Projects on Selected Cultural Theme of Hidden History
#1
My first project, a written representation of culture, takes the form of a film/book review. This combined review appears above as:
Hidden Figure: An incomplete biography of Hedy Lamarr
#2
My second project--more akin to a lesson plan--is a documentary representation of culture, making use of the "Visual Analysis of Artifacts." For this project, I have provided students with a selection of artwork and artifacts. From this, each student is to choose one building, one painting, and one artifact and use visual analysis to discern the underlying meaning conveyed by each piece.
A. What is going on with this object?
B. What do you see that makes you think that?
C. What more can we find?
D. What does the object reveal about the source society's (Austrian) culture?
Ideally, their conclusions will illustrate at least one important characteristic of the source society's economic, political, intellectual, cultural, or social traits. The student should also make use of the "Forces of History" document, to help them discern complex causes and effects. [These documents are attached.]
[Please see "Visual Analyses" for example write-ups.]
Architecture
Artifact
Art
#3. [Theme #1,as originally formulated:. Hidden History–how challenging history is (or is not) presented.]
My third lesson is focused on the hidden--in this case, the never built. Here, students will review a collection of the unbuilt, from building scale to entire urban plans. These sample projects all date from the period, 1890-1950. The proposals come from Austria (Loos and Wagner), France (LeCorbusier), Germany (Speer), and the United States (Burnham).
Students are expected to compare and contrast the projects. They are looking for elements of the modern and the traditional; the logic and rationale behind the projects; and the inherent meaning, both intentional and unintentional.
Le Corbusier, Ville Raideuse (Radiant City), 1933
Daniel Burnham, Plan of Chicago, 1909
Make no little plans. They have no magic to stir men's blood and probably will not themselves be realized. Burnham, 1909
Albert Speer (with Adolf Hitler), Germania (Berlin), 1937.
Otto Wagner, Die Groszstadt (Plan for Vienna), 1911.
Adolf Loos, Mausoleum for Max Dvořák, 1921. [The color image is of the Sam Jacob version, built in London's Highgate Cemetery, 2016, as a temporary exhibit.]
Adolf Loos, Entry for Chicago Tribune Building, 1922.