Carl Robert Keyes
(@TradeCardCarl) is an associate professor of history at Assumption College in Worcester, Massachusetts. Keyes is currently writing a book on advertising practices and consumer culture in eighteenth-century America, and in Fall 2016 he will become the director of Assumption College’s Women’s Studies Program. Keyes has previously written several guest posts for The Junto. Today, Keyes speaks with The Junto about his new digital humanities initiative, The Adverts 250 Project. Continue reading
Monthly Archives: January 2016
Can Class Participation Be Taught?
Class participation has bothered me since I graded a set of midterm exams from my first solo-taught course. As I sat down to read through those signature blue books, I felt anxious about how my students would perform. Had they learned anything? Did the lectures thus far sink in at all? To gauge the potential quality of the exams, I scanned through some of the responses of my “better” students and felt fairly confident grading the rest.
At the end of the stack, however, I came across an exam that has stuck with me. The student in question had me worried all semester. Not only did this student refuse to participate in class discussions but she frequently looked irritated whenever I asked the class a question that wasn’t rhetorical. Continue reading
The Book as a 400 Individual Medley
When I swam in college, I had a teammate named Liz, who probably swam every event in the meet lineup at least once during the three years I swam with her. This versatility is unusual in a swimmer; we tend to be specialists who have one to three events we hone over the course of four years. But Liz’s ability to take on different events, distances, and strokes made her a perfect (or unfortunate, depending on how you see it) candidate for the ironman of all swim events: the 400 yard individual medley. Shorter than the mile by far, but just as grueling because of its demand that swimmers be proficient in all four of the strokes, this race was one I never had to swim. I was a middling backstroker, and my coaches used to make me swim breaststroke when they wanted a laugh. I was a butterflyer, an occasional middle-distance freestyler, and a relay sprinter—but I knew the theory of the 400 IM. You had to pace yourself on the ‘fly, especially if you weren’t great at it, work the underwater kick off the walls on the backstroke, keep the breaststroke long and strong, and get the hell off the wall and head for home with everything you had left in your lungs for the freestyle.
Remember, way back when, when I said I’d check in to talk about the book-writing process? Those of our readers who’ve written a book or two probably thought that promise was hilariously ambitious, and I’m inclined to agree. Continue reading
“UNITE OR DIE”: John Holt’s New-York Journal; or, the General Advertiser and the Imagery of Allegiance
Colonial Williamsburg—reconstruction of Holt’s storehouse, sometimes referred to as John Holt’s “new store.”
A short while ago, I wrote on the importance of political caricatures within eighteenth-century British America. I called for an increased focus on how caricatures affected, and in some cases represented, politics during the American Revolution. In today’s post, I’d like to do something similar—I’d like to call for an increased focus on newspaper mastheads. An increased exploration on what they meant, and how they were used for political mobilization. Continue reading
Teaching History Without Chronology
Most history courses follow a relatively simple formula: take a geographic space X, select a time span from A to B, add topics, and you’ve got yourself a course. It varies, of course, but works for both introductory courses, where you might survey the political, social, and cultural development of the people living in a geographic area, to upper-level courses with topical focuses. As a field whose primary concern is change over time, that formula makes sense. That consistency also means that students expect it from their high school and college history courses. And how else would you organize a history course?
I found out last semester.
Re-Conceiving the Age of Revolutions in the Age of Obama
Revolutions: What are they good for?
The organizational concept of “The Age of Revolutions” has been on my mind a lot lately. First, I recently finished a full book manuscript that includes a version of that phrase in its title, so I’ve naturally been engaging with that literature quite a bit. Second, I’m preparing to teach a course titled “Eighteenth-Century Atlantic Revolutions: America, France, and Haiti” this semester, which will begin next week. And finally, I’ve had a review copy of Nathan Perl-Rosenthal’s excellent Citizen Sailors: Becoming American in the Age of Revolution (Harvard UP) sitting on my desk for a few months, struggling to come up with a more professional way to say “Go Out And Buy This Excellent Book Right Now.” Continue reading
An Interview with Daniel K. Richter
Daniel K. Richter, from the OAH’s website
Daniel K. Richter is the Richard S. Dunn Director of the McNeil Center for Early American Studies and Roy F. and Jeannette P. Nichols Professor of American History at the University of Pennsylvania. Most recently, he has published Trade, Land, Power: The Struggle for Eastern North America. He has also written Before the Revolution: America’s Ancient Pasts, Facing East from Indian Country: A Native History of Early America, and The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Era of European Colonization. He is currently researching English colonization during the Restoration era, for a book tentatively titled The Lords Proprietors: Feudal Dreams in English America, 1660-1689, under contract with Harvard University Press. Today he speaks with The Junto about teaching and directing the McNeil Center, and he offers advice for potential fellowship applicants. Continue reading
Early America at AHA 2016
It’s hard to believe that this is our fourth annual roundup of panels and presentations about early America and the Atlantic World at the annual meeting of the American Historical Association. Convening this year in Atlanta beginning today (January 7) and running through January 10, the program this year offers a theme of “Global Migrations: Empires, Nations, and Neighbors.”
People go to the AHA for many reasons, and we wish all of you a good conference experience (most especially those of you interviewing for jobs). As we have for the past few years, below you’ll find a guide to many of the panels that include our colleagues and readers who work on topics related to early America and the Atlantic world. We’ve done our best to capture as many panels of interest to our readership, in the spirit of “vast Early America,” as Omohundro Institute Director Karin Wulf put it earlier this week. But we also surely missed a few panels of interest, so please feel free to suggest other possibilities in the comments.
With that said, scroll down for a day-by-day rundown, with links to the program description for each panel. (You can also browse the full program, of course.)
“Terrorism” in the Early Republic
Late last week, Americans learned about an armed takeover of a federal wildlife refuge in Oregon. It was initiated by a group of men who have an idiosyncratic understanding of constitutional law and a sense that they have been cheated and persecuted by the United States government. The occupation comes during a time of general unease about national security and fairness in policing. As a result, some critics have been calling the rebels “domestic terrorists,” mostly on hypothetical grounds. One of their leaders, on the other hand, told NBC News that they see themselves as resisting “the terrorism that the federal government is placing upon the people.”
I do not propose to address the Oregon occupation directly. However, since the topic keeps coming up lately, this seems like a good opportunity to examine the roles the word terrorism has played in other eras. As it turns out, Americans have been calling each other terrorists a long time.
Alexander Hamilton and the Inconvenient 1780s
Why does Hamilton, Lin-Manuel Miranda’s fantastically successful Broadway musical about the founder, skip over most of the 1780s in just one song?
The time from the victory at Yorktown to the Constitutional Convention was almost as long as the war itself, yet in the musical it merits barely a verse. Perhaps that’s not so unusual when it comes to public understanding of the founding era. But it’s worth asking what it’s all about. Eliding the 1780s reflects the way the shorthand narrative of the American Revolution goes—straight from victory in the War of Independence on to the new constitution and federal government, “non-stop.” Missing out most of the 1780s is the only way to make the revolution look like a single, coherent event. It smooths over a history that was riven with conflict and alternative possibilities, and makes it look like a straightforward path towards the federal republic that we know emerged. Continue reading
The Junto 