If you’ve heard of the Royal Proclamation of 1763, it’s probably in the form of the “Proclamation Line,” the imaginary line of masking tape across the Appalachian Mountains dividing English colonists along the coast from native populations in the interior of North America. According to a group of historians gathered at the Old State House in Boston this past Friday, it may have far greater significance. (Or not.)
The semester is in full swing, at least in the United States (hang on, UK readers and Juntoists! It’ll be here before you know it!). And here in New England, after a brutal hot spell midweek, it seems that fall weather has finally arrived. All of which means we’ve got a busy week to review for you. Without further ado, let’s get on with the links!
It’s the middle of the summer, so most of us are hard at work on drafting new syllabi, writing and revising articles, dissertations, book manuscripts (or sometimes all three simultaneously), catching up on reading, and all sorts of myriad tasks that aren’t possible during the academic year.
Expanding the boundaries of early America has been a hot topic of conversation this summer. At both the Omohundro Institute conference last month, and at SHEAR last weekend, plenary sessions discussed a broader view of the past. Having internalized the Atlantic turn, scholars are now turning their energies toward the interior, asking how we should integrate the trans-Appalachian and trans-Mississippian West into our stories and interpretations.
It’s hard to believe that the end of June is already upon us. This week features one of the biggest events of the Civil War sesquicentennial with the 150th anniversary of the Battle of Gettysburg. Look for more on that event (both 150 years ago and today) in next week’s edition. Meanwhile, on to this week’s links!
Ben, Mandy, Matt, and Roy have done a marvelous job so far this week summarizing the arguments, the strengths, and a few of the (few) weaknesses of River of Dark Dreams. I therefore want to confine myself to just a few general thoughts, and then focus in on the area where my expertise lies: what this book means for the non-expert in slavery studies. Continue reading
Today’s post is in the vein of ProfHacker, which is to say that it’s part descriptive of my practices in the classroom, and part a request for others to help work through a common problem.
Having just completed two consecutive semesters teaching the first half of the U.S. survey, I’m hoping to spend a little time this summer mulling how to improve the design of the course. At Framingham State, it runs “from the Age of Discovery to Reconstruction,” according to the course catalog. For our Europeanist readers and colleagues, that may seem like a mere drop in the bucket, but it’s quite a lot of ground to cover in just fifteen weeks. As a survey, everything feels like it gets short shrift. This much I knew going in, but I’m looking forward to the opportunity to reflect. Continue reading
Happy Mother’s Day! Go call your Mom, then come back and take a look at our weekly round-up.
First, in honor of the holiday, one above-the-fold link: Heather Cox Richardson, writing at the Historical Society blog, looks at the origins of Mother’s Day. Hint: it’s not about “people be[ing] nice to their mothers.”
Last week when the Junto hosted the History Carnival we noted the creation of the “Just Teach One” project, co-sponsored by the American Antiquarian Society and Common-place. Today we’d like to take a closer look at what promises to be an exciting addition to thinking about how to teach early American studies (for both literary scholars and historians).