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As part of a special topics course taught by history professors Nick DiPucchio (pictured first from left), Erin Dwyer and Todd Estes, students created a 250-year timeline of American history that is on display in the Oakland Center.<\/p>\n
As part of Oakland University\u2019s continuing efforts to celebrate the nation\u2019s 250th anniversary, students created a timeline showcasing people and events that have shaped the course of American history since 1776.<\/p>\n
Displayed in the Oakland Center near the Student ID Card Office, the timeline features 54 dates spanning the nation’s history \u2014 from the Revolutionary War to the modern era. Each date marks a moment students identified as important to understanding how the United States evolved into the country it is today.<\/p>\n
The timeline was developed through \u201cThe Memory of the American Revolution,\u201d a special topics course offered during the Winter 2026 semester and facilitated by OU history professors Nick DiPucchio, Erin Dwyer and Todd Estes.<\/p>\n
\u201cThe idea for the timeline came from Dave Dulio, our chief community engagement officer on campus,\u201d DiPucchio explained. \u201cWe were brainstorming ideas to plan the celebration of the country\u2019s 250th anniversary, and he was really supportive of giving students, particularly history students, an opportunity to tell the story of America\u2019s past.\u201d<\/p>\n
The students each researched three historical events and wrote essays explaining why those events deserved a place in the timeline. DiPucchio and his colleagues helped students distill their arguments into concise entries for public display.<\/p>\n
The project reflects both the breadth of American history and the individual interests students brought to the classroom.<\/p>\n
For Stephen Mihos, a student in OU\u2019s Social Studies with History for Educators B.A. program, the project offered an opportunity to take a closer look at historical events he first learned about in elementary school. He chose to research the Battles of Lexington and Concord, Saratoga and Fort Sumter. The latter held special significance because his family had visited the site in 2022.<\/p>\n
\u201cIt became sort of a passion project, because I had a personal connection to that event, instead of just an assignment,\u201d Mihos said.<\/p>\n
Catherine Recknagel, who recently graduated with a B.A. in history and a minor in theatre, researched events ranging from the nation\u2019s early years to those within recent memory. Her selections included George Washington\u2019s Farewell Address, the dedication of the Statue of Liberty and the 2015 Broadway opening of \u201cHamilton.\u201d<\/p>\n
Recknagel said she appreciated the challenge of translating historical research for an audience that might not have a background in history.<\/p>\n
\u201cHow do we apply this to an audience that may not be made up of historians, and when we only have, say, 150 words to put on a plaque \u2014 how do we communicate that well?\u201d she said. \u201cI think those writing skills were really helpful.\u201d<\/p>\n
In deciding what to include in the timeline, students also recognized the complexity of history, highlighting achievements and innovations alongside episodes of tragedy and violence.<\/p>\n
Grayson Athens, a master\u2019s student in history, selected the signing of the Indian Removal Act, publication of \u201cCaptain America Comics #1\u201d and the 1976 assassination of Chilean diplomat Orlando Letelier. His choices reflected a broader interest in how Americans have defined identity and belonging throughout the nation\u2019s history.<\/p>\n
\u201cOne thing I\u2019ve thought about a lot is how our perception of ourselves has changed,\u201d Athens said. \u201cIn many ways, my dates focus on identity and who counts as an American and how that framework has changed over the centuries. It\u2019s sobering to see how far we\u2019ve come, and how far we have yet to go.\u201d<\/p>\n
DiPucchio noted that the project also demonstrated the value of civility, bringing students from different backgrounds together to exchange ideas and perspectives. Their diverse experiences enriched classroom discussions and helped shape the project throughout the semester.<\/p>\n
\u201cWhat was really remarkable is that we had students of different backgrounds, interests and political leanings who were willing to work together and listen to each other,\u201d DiPucchio said. \u201cThey recognized that the American story is not the story of one group, but of many groups with overlapping histories.\u201d<\/p>\n
Featuring a variety of images and corresponding captions, the timeline invites viewers not only to revisit the past, but also to consider what belongs in the story of America and what the nation\u2019s history means to them.<\/p>\n
\u201cI think that\u2019s one of the reasons why Oakland is such a great place to be,\u201d DiPucchio said. \u201cIt offers so many wonderful opportunities for students to engage with the public. And, with the mission of community engagement being central to Oakland\u2019s identity, I think we\u2019re going to see more projects like this in the future.\u201d<\/p>\n