Guest poster Evelyne Martial is a retired attorney. She received her JD from the Cincinnati College of Law. She is currently enrolled in the Gender and Cultural Studies Program at Simmons College.
Early on a cold, frigid morning in Washington, D.C., my husband and I stood at the tail end of a long, winding line to get into the Museum of African American History and Culture. It was too cold to walk around to view the architecture so we hustled over to the entry line as soon as we exited the cab. As we waited, clutching our prized full-page sized passes, we watched a line of yellow school buses deposit kids from elementary, middle, and high schools into the bright frigid air. Their peals of laughter and rambunctious playfulness resisted the cold air. Their faces, hues of browns and tans bundled in colorful puff jackets, were filled with excitement. In line, a group of about six or seven women of African descent stood behind us. This group was from Los Angeles, California and had centered their annual get together around the visit to the Museum. They also were uncomfortably cold yet visibly excited about being here, particularly at this moment of our political lives. I wanted to find out more about them, but because it was so cold or the line was already so long at 10:00 a.m., the Museum staff diverted half of our line to another entryway. We lost contact with them and the children as we sped down the plaza to a much shorter line and before we knew it we were inside the Museum. Continue reading
Comps, orals, qualifying exams…no matter what you call them, they are a source of angst for many (US) PhD students. Expectations can vary from one department to the next. Some programs have set reading lists, and a process that takes much of the guess work out of preparing for these exams. Other programs expect the student examinee to take a more proactive role. The advice herein is not exhaustive, but is geared primarily towards students who in this later situation. As you prepare, remember that thousands of PhDs have successfully passed through this process, and you can too. You just need to put in the work. Continue reading
Guest reviewer Shana L. Haines is an Assistant Professor of English at Tidewater Community College in Portsmouth, Virginia. She is currently a Ph.D student in American Studies at William and Mary focusing on Race, Law, and Literature. She has her J.D. from Boston University School of Law and her Masters in British and American Literature from Hunter College.
On May 21, 1796, as George and Martha Washington ate their supper in the Philadelphia Executive Mansion, their twenty-two year old house slave, Ona Judge, walked out of the house and into freedom. With the help of the free black community in Philadelphia, Judge made her way to Portsmouth, New Hampshire where the free black community and white supporters provided refuge.
One would expect the fatherly and compassionate George Washington of Hamilton or the stately Washington staring out from Mt. Rushmore over the South Dakota landscape would respond by—well, the Washingtons as slaveholders aren’t a topic that has had entered general discussion in the American collective consciousness. He’s the Revolutionary War hero, the elder statesman, the first President of the United States of America. Through Ona Judge’s story of flight and freedom, however, Dunbar presents us with another Washington; a Washington willing to abuse his office and power to hunt another human being. Even more revealing is how Judge’s enslavement and subsequent flight underscores Martha Washington’s unwavering support of slavery and the outrage that fueled her husband’s pursuit of Judge.
Last semester, I taught my first section of Digital History, following my participation in the 2016 NEH Doing Digital History Institute. The program, which is headed by Sharon Leon and Sheila Brennan of George Mason University’s Roy Rosenzweig Center for History and New Media, is designed for mid-career historians who come from institutions with little infrastructure or support for DH professional development. Owing to my library science background, I came to the Institute with a strong technological background, but the two weeks I spent in Arlington, Virginia last July definitely made me rethink my approach to digital history pedagogy. Continue reading
Todd Burst is an independent scholar who is researching and blogging about the eighteenth century British-African slave trade and the development of capitalism. He is currently writing about how Fante Africans on the Gold Coast vicariously influenced the role of the British state in commerce through the Company of Merchants Trading to Africa. He also runs the Roads to Modernity blog, where he reviews current writings about the history of slavery and capitalism, and occasionally publishes some of his own works. This guest post is cross-posted from his blog.
In Antebellum America, Southern municipalities generated revenue by confiscating and reselling illicit slaves through public auctions. In 1807, Congress prohibited the international slave trade, a year later, Louisiana followed suite, but this did not stop the trade. An illicit trade from Africa across the Atlantic continued to supply the America South with slaves. Illegal slaves were forfeited to the state. The Sheriff’s department placed these slaves in prison to await resale to the public. These findings raise questions about the role of the state in the slave trade, property laws, municipal revenues, and contributions of the sale of slaves at “property auctions” to modern city infrastructures.
I am fortunate that in graduate school, I had quite a bit of guidance in writing across the curriculum pedagogy. I have since taught approximately a dozen designated writing-intensive courses. Most history courses are writing-intensive by default, and many history faculty do find themselves teaching writing and research techniques. Here, I am focusing primarily on the strategies I use in survey courses, with a short list of monographs that I have found work well for this purpose.
In the past 10 years, we have seen an embarrassment of riches in scholarship that considers race in Early America (broadly understood). The list below is not exhaustive, but highlights some of the recent scholarship. Feel free to add your own favorite recent scholarship in the comments, and keep your eyes out next month, for our CFP for a roundtable on race in Early America.