So, there were quite a few close races this round, including one that came down to the last hour. (Literally!) CAN YOU FEEL THE MADNESS?!?!?!?!!!11?!?!
Jonathan Edwards and Thomas Paine clutched victory from the jaws of defeat by the slightest of margins. Benjamin Franklin is basically looking like this. And Harriet Jacobs and Frederick Douglass are heading for a slave narrative showdown.
There is a quick turnaround this week, so you have little time to catch your breath. Voting for the Elite Eight is tomorrow. Continue reading
You know what’s totally anticlimactic? NCAA March Madness after the first two rounds. You know what only gets better and better? The Junto’s March Madness. Let’s do this.
Will Thomas Paine continue his domination? Will Graham Crackers continue destroying everything in their path? Will I have to keep coming up with rhetorical questions?
Voting closes Tuesday at 5pm. Continue reading
As we move into voting for brackets 3 & 4, lots of questions remain unanswered: will Roger Williams’s Key Into the Languages of America continue its cinderella run? Will Graham Crakers gain more momentum? Will Junto readers be able to explain their excitement for this tournament without sounding imminently nerdy? Only time will tell.
Voting closes on Thursday at 5:00pm. Results for all four brackets will be announced on Friday. Continue reading
The time has come: trash talking is over; voting begins. As a reminder, you can find the entire bracket here. Today, we will vote on brackets 1 and 2; Wednesday, we will vote on brackets 3 and 4. We have included arguments on behalf of various documents, written by either Junto bloggers or friends of the blog. Please, feel free to add your arguments in the comments, because the purpose of this month’s “tournament” is to provide a resource for teachers of early American history.
Let the games begin! Continue reading
The wait is over. For the next few weeks, over-specialized nerds across the country will huddle over their desks, pencils in hand, brows furrowed, debating matchups and predicting winners. Lines will be drawn. Disagreements will be had. Relationships may be strained. The historiographical world as we know it may never be the same again.
That’s right, the Junto March Madness Bracket has finally arrived!
This year, the bracket is focused on primary sources. Specifically, primary sources that you would use in the classroom. These could be larger edited collections, single letters, or even an engraving. This is meant to introduce readers and teachers to new pedagogical tools designed to unlock the study of the past. Continue reading
Today we are pleased to have a guest post from William R. Black (@w_r_black), a PhD student of history at Rice University. His research examines how Cumberland Presbyterians dealt with slavery, sectionalism, theological controversy, and professionalization in the nineteenth century.
Gordon Wood riled up the #twitterstorians with a review of his advisor Bernard Bailyn’s latest book, Sometimes an Art: Nine Essays on History. Much of the review is not so much about Bailyn as it is about later generations of historians, who (according to Wood) have abandoned narrative history for “fragmentary,” obscure monographs on subaltern peoples. Wood attacks these historians for being “anachronistic—condemning the past for not being more like the present.” He continues: Continue reading
Richard Dunn has written a big book. Normally, big books like Dunn’s are primarily meant for fellow academics, grad students who need to pad their comps list, and the super-interested general public. (That category still exists, right? Right?) For academics, these types of books influence two aspects of our scholarly life: our own academic projects and our classroom instruction. The previous participants in the roundtable have focused on A Tale of Two Plantations’s contribution to the former category, while I would like to focus my remarks on the latter. So I am going to skip the basic parameters of a book review—namely, identifying the key arguments and weaknesses of the volume—and focus on how this book can work with undergraduate students. Continue reading