Felicia Gabriele
The expression, “May you live in interesting times,” seems on its face, pleasant enough. Resembling a well-wish, its sunny exterior deftly cloaks the dark, cavernous depths within. To live in interesting times, is quite simply, to be cursed.
To teach American History in interesting times, is, well… akin to having a staring contest with the evilest of evil eyes. I should know. I teach American History at McGill University. The day after Donald Trump won the presidential election in November 2024, heartbroken and numb, there was still a lecture to give, emails to answer, coffee to drink. Teaching American History in America’s 51st state is hard work after all!

“All Men Are Created Equal?” April 2026 (Shared with student permission)
Due to its location and comparatively lower tuition, McGill attracts a substantial number of American undergraduates, many of whom enroll in my history classes.
I’ve lost count of the times American students have told me they learned more of their own history in my classes than back home. Sadly, living in interesting times means living concurrently with the sanitization of historical truths; wholescale erasure of history and other subjects deemed too “woke”; and the unmistakable death-rattle of academic freedom. While Canada is certainly not perfect, at least professors are not compelled by law to teach blatant untruths such as slavery “benefitted” Black Americans.
With that in mind, I introduced a new assignment in my Early America survey: the America @ 250 Project. I asked students to reflect on the following questions:
- What do the key ideas, values, and promises represented in the Declaration of Independence mean to you? What do you think they meant to Americans in 1776? To Americans in 2026?
- How are you thinking and feeling about this occasion? How would you begin to express or articulate what America @ 250 means to you?
- How would you begin to evaluate and assess the state of America @ 250?
- What do you hope for America’s future? Think about what you hope America can achieve and how collectively we (the people) can help make it a reality.
To answer these questions, I gave students two options:
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