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 →
Today’s guest post comes from Barton Price. Barton is the Director of the Centers for Academic Success and Achievement at Indiana University – Purdue University Fort Wayne (IPFW). He has taught courses in American history, religious studies, and history of rock and roll at IPFW. Price has a Ph.D. in American religious history from Florida State University. His research interests vary from religion in the American heartland to the scholarship of teaching and learning in religious studies and history. Here he offers some thoughts on teaching the U.S. History survey course gleaned from his administrative experience in an academic support center.
The start of another semester is upon us. It is a new opportunity to teach students about America’s past, to correct longstanding inaccurate assumptions about that past, and to introduce students to the ways of thinking like a historian. It is also an opportunity to foster student academic success. The introductory survey course is a venue for such accomplishments. Continue reading →
Depending on whom you ask, the introduction of technology into the classroom is either a blessing or a curse. The proliferation of technology has provoked some good discussions, in addition to expletives involving use (abuse?) of Powerpoint slides in lecture. For one senior (non-UNH) colleague, who shall remain nameless, the mere mention of the word “Powerpoint” is akin to a bell ring for Pavlov’s dog, though with incarnadine face and froth at the mouth the outcome rather than drooling. Continue reading →
Public history is having a bit of a renaissance right now. The data is a few years old now, but in 2008, job announcements in public history rose 27.9 percent. There was an increase the following year. Most in the history profession will note 2008 not only as the year of the recession, but also as a year that saw a sharp downturn in the already-atrocious academic job market. This job market data refers to faculty jobs to train public history, but it is indicative of an increased focus by history departments to expand or introduce public history curricula.
We’ve covered Columbus Day here at the blog before. Sometimes, though, it’s hard to distill academic rage and indignation into something short, pithy, and easily conveyed to undergraduates. I tend to resort to YouTube clips when I’m feeling particularly shouty. So I’d like to issue a call: what videos do you use to teach Columbus Day (or other prickly issues)? Please include a link and a short description of the video + how you use it. Continue reading →
This post is co-written by Katy Lasdow and Eric Herschthal, contributors to The Junto and Rapporteurs for the Columbia University Seminar on Early American History and Culture.
Earlier this month at the Columbia University Seminar on Early American History and Culture, scholars in New York City got a glimpse of the most pressing issues facing the field as seen through the eyes of the new editors of early American history’s flagship journals. Joshua Piker, the recently named editor at The William and Mary Quarterly, joined Catherine Kelly, now in charge of the Journal of the Early Republic, to discuss what concerned them most as they entered their freshman year on the job. Their concerns ranged from the challenge Atlantic history posed to what it traditionally has meant to be an early American journal, to the way technology—JSTOR, Project MUSE, even blogs like us here at The Junto—has forced academic publications to rethink their role in a more egalitarian digital world. Continue reading →