The JuntoCast LIVE!: Elections in Early America

The JuntoCast LIVE in Missouri PosterThe JuntoCast returns for 2016-17 with this timely episode in which Ken Owen, Michael Hattem, Roy Rogers, and special guest Jeffrey L. Pasley discuss the role and development of elections in early America from the colonial period to the antebellum era. It was recorded in front of a live (studio) audience at the Kinder Institute on Constitutional Democracy at the University of Missouri in Columbia on October 7, 2016. The event was supported in part by a grant from the National Endowment for the Humanities administered by the Missouri Humanities Council. For more information about this episode, including suggestions for further reading, visit the episode page on our website. Continue reading

Dissertating with Scrivener

Screen Shot 2016-09-04 at 6.09.19 PMA few years ago as a pre-ABD graduate student, I wrote a post for the blog that has proved to have a longer shelf-life than most. That post, “Digital Workflow for Historians,” laid out how I used two programs, Papers and Scrivener, to manage my research and writing process. At the end of that post, I offered to share my project template and Chicago-style Compile (or export) preset. Over three years later, I still get emails on a monthly basis asking for those files. Following a discussion on Twitter last week about using Scrivener, it seemed the time was right to revisit the topic and to show how I ended up using Scrivener throughout the dissertation process, from organizing my research to producing drafts and revisions of chapters. Continue reading

Junto Back-Catalog Resources

Screen Shot 2016-08-15 at 11.15.41 AMSince the blog first launched in December 2012, we have published 794 posts. That is somewhere between 500,000 and 1,000,000 words of original content on early American history posted on the blog in less than 4 years. And since new readers find the blog regularly and our longtime readers may often have missed posts for various reasons, I want to use today’s post to simply make our readers aware of our back catalog and highlight the resources the blog has for accessing and making better use of it. Continue reading

“Early America” in The Open Syllabus Project

Screen Shot 2016-02-08 at 9.39.43 AMThe Open Syllabus Project (@opensyllabus) has collected “over 1 million syllabi” in the hopes of determining “how often texts are taught” and “what’s taught with what.” They hope their project will provide “a promising means of exploring the history of fields, curricular change, and differences in teaching across institutions, states, and countries.” The OSP has released a beta version of their “Syllabus Explorer,” which “makes curricula visible and navigable in ways that we think can become valuable to authors, teachers, researchers, administrators, publishers, and students.” Intrigued that the project claims to have catalogued the assigned readings from 460,760 History syllabi, I went through the list to find the most assigned works of early American history. Continue reading

The Origins of the American Revolution: Definition, Periodization, and Complexity

This is the fourth post in a weeklong roundtable about “The Origins of the American Revolution.” On Monday, Tom Cutterham kicked things off by exhorting historians to stop “separat[ing] economic from constitutional, imperial, political, or even intellectual causes of the revolution.” His post was followed on Tuesday by Jessica Parr’s post, which raised questions about the convergence between religious and political rhetoric during the Revolution. Yesterday, Mark Boonshoft considered the importance of civil society and associationism in thinking about the origins of the Revolution. The roundtable will continue tomorrow with a post by Ken Owen and on Saturday with a final guest post by Jackie Reynoso.

7080030In thinking over my contribution to this roundtable, I realized that, in the last two years, I have written at least five posts and done an episode of The JuntoCast on this very topic. In “The Return of the Revolution,” I called for a recommitment to the questions of origins and causes, something that had been hampered by synthetic studies of the late colonial period based on a consensus model. In “#RevReborn, Periodization, and the American Revolution,” I discussed the problematic uncertainty regarding periodization of the Revolution, particularly the recent trend to extend the endpoint of the Revolution and the reluctance to do the same in terms of the beginning of the Revolution. In “Have Cultural Historians Lost the American Revolution?” I tried to understand the recent relative ennui regarding study of the Revolution’s “origins and causes” in the broader context of developments in the field as a whole. And, in “The ‘Suddenness’ of the ‘Alteration’: Some Afterthoughts on #RevReborn2,” I noted the disappointing lack of papers directly engaging the questions of origins and causes at a recent conference devoted to the 250th anniversary of the Stamp Act.[1] Continue reading

In Memoriam: Lois Green Carr, 1922-2015

Lois Green Carr was a pioneer in both social history and women’s history. Originally from an upper-class family from Massachusetts, Carr made her greatest impact in studying the history of women from the seventeenth-century Chesapeake. Carr’s mother, Constance McLaughlin Green, was a well-respected historian, who had received her PhD from Yale University. Carr attended Swarthmore College before enrolling in the graduate program at Harvard in 1943. Along the way, life happened. She got married in 1946, moved with her husband to New York in 1947, and had a child in 1952. In 1956, she accepted a job as a junior archivist at the Maryland Hall of Records. Family responsibilities and then difficulties at the end of the decade had rendered her progress toward completing her PhD quite slow. In fact, by that point, she said, “I had done no work for years on my PhD dissertation because I could not get to New England for needed research.”[1] Her solution was to switch her research focus to Maryland and find an advisor willing to take her on, which she did. In 1961, Bernard Bailyn became her advisor and by 1968 she had finally graduated, twenty-five years after starting graduate school. By the end of 1967, she had taken a job as the historian for the St. Mary’s City Commission. a post she would hold for nearly five decades. Continue reading