We at The Junto would like to thank everyone who read along with us for the Junto Summer Book Club. To bring the book club to a close, we caught up with Kathleen Brown, the author of Good Wives, Nasty Wenches, Anxious Patriarchs, via email. Brown is a professor of history at the University of Pennsylvania. Her most recent book is Foul Bodies: Cleanliness in Early America.
In our interview, Brown reflects on Good Wives, Nasty Wenches, Anxious Patriarchs eighteen years after its publication, assesses the state of women’s history and gender history, and shares her current project. Continue reading
Mark Boonshoft is a PhD candidate at Ohio State University. His work focuses on colleges and academies, especially the networks forged in them, and their role in the formation of revolutionary political culture.
As an undergraduate, I found the political history of the early republic to be fascinating. As a graduate student, I find teaching the subject to be utterly frustrating. This surprised me, though it shouldn’t have. I was already interested in early American history when I got to college. Most of my students don’t share that proclivity, to say the least. Generally, they assume that the policy debates of the founding era and beyond—especially about banks, internal improvements, and federalism—are downright dry. That said, our students live in an era of rampant partisanship and government paralysis, punctuated by politicians’ ill-conceived attempts to claim the legacy of ‘the founders.’ The emergence of American party politics is pretty relevant to our students’ lives. So with many of us gearing up to get back into the classroom, I thought this would be a good time to start a discussion about teaching the history of early national party formation. Continue reading
[Headlines are supposed to draw readers, right?]
One of the first things I did after finishing my dissertation a couple of months back (other than sleeping for an entire week, of course), was reading Alan Taylor’s latest tome, An Internal Enemy: Slavery and War in Virginia, 1776-1832 (New York: W. W. Norton, 2013), which recently won the Pulitzer Prize. (One could argue that Taylor’s biggest sin, other than the one I’m about to discuss, is hogging all the major book awards.) As one would expect given Taylor’s track record, I was floored by the book’s exhaustive research and lyrical prose. I made a mental note that this would be a great book to assign to students. Now that I’m prepping for this fall, when I’ll be teaching a Jeffersonian America course, I gave the idea more serious consideration. However, I soon realized the biggest problem, which more seasoned teachers probably already know.
The book is just too big.
Hello and welcome to another slightly belated Week in Early American History!
Over the past few weeks, a discussion about trigger warnings has percolated across the blogosphere. Educators, op-ed columnists, and pundits have debated the use of these warnings about potentially upsetting content on syllabi or in the classroom (and leave it to the Chronicle to publish a disdainful mockery of the concept). As I’ve developed my courses, both at the survey and upper levels, I have confronted some of these same questions about the past: Is there anything in history from which we should shield our students? Or, to put it more broadly, how should we approach material that some of our students may find offensive, hurtful, or painful?
Back in December, the Dean of Undergraduate Education at Harvard was quoted from a meeting of the Faculty of Arts & Sciences saying, “The median grade in Harvard College is indeed an A-. The most frequently awarded grade in Harvard College is actually a straight A.” This statistic was highly shocking to the general public (or at least the general media). Yale itself moved last year to address the problem when it turned out that 62% of grades given to undergraduates in a two-year period were A-minuses. Just a few weeks ago, the Teaching Center at Yale hosted a day-long seminar entitled, “Are All Yale Students ‘A’ Students? A Forum on Grading.” Most recently, Rebecca Schuman published a piece on grading at Slate entitled, “Confessions of a Grade Inflator.” However, rather than only seeing what has happened as the inflation of individual students’ grades, we should also see it–from the instructor’s perspective–as a compressing of the grading scale itself. Doing so reveals multiple repercussions for both students and faculty that the individualized, student-centered notion of “grade inflation” misses. We need to keep in mind that grade inflation or compression doesn’t just benefit unworthy students; it actually has negative effects on both students and faculty, which should be the real causes for wanting to address the problem.
The ongoing discussion about whether the humanities in general, and history in particular, are relevant to today’s students can often get deeply abstract (enough so to be off-putting even to many of us invested in the question). But the debate and discussion also has a practical element. In my classes, and in particular in my survey courses (which most students are taking for general education credit), I encourage them literally to see the history that lies right outside their doorsteps.