The JuntoCast, Episode 11: The Declaration of Independence

The JuntoCastWhat better way to get ready for celebrating July 4th than to listen to the newest episode of “The JuntoCast” on the Declaration of Independence? Continue reading

The Week in Early American History

TWEAHHappy Memorial Day to our readers in the United States. This week’s links begin with reminders about the origins of the holiday. Continue reading

The Week in Early American History

TWEAHGood morning and welcome to another Week in Early American History. I’m your host, Tom Cutterham. Continue reading

Cold Water and Living Documents

There is a breed of historians known, colloquially, as “cold water” historians for their drive to pour analytic “cold water” on the politically or historiographical fashionable arguments. Pauline Maier most certainly belongs to this historiographical polar bear club.[1] As anyone who read her New York Times obituary (or any other, really) knows, Maier is famous for describing Thomas Jefferson as “overrated.[2] Her wonderful American Scripture: Making the Declaration of Independence brings the most powerful weapons of the skeptical historians— context and contingency—to bear on that central document of American political and national identity. Continue reading

The Week in Early American History

TWEAHIt’s hard to believe that the end of June is already upon us. This week features one of the biggest events of the Civil War sesquicentennial with the 150th anniversary of the Battle of Gettysburg. Look for more on that event (both 150 years ago and today) in next week’s edition. Meanwhile, on to this week’s links!

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Primary Sources in the Classroom: Politics and Pedagogy

This is my first “real” blog post for The Junto, though I’ve been a spectral presence each Sunday with a gathering of links on early American history (which the past month or so has revolved a great deal around Lincoln and Django Unchained). One of my aspirations in agreeing to contribute, and one of my hopes for a developing conversation, centered on the opportunity to discuss teaching early American history, from the 100-level survey to upper-level courses. So I offered for this post to write something about teaching primary sources, without at the time knowing quite what I would say.

Then, last week, the National Association of Scholars released a report assailing colleges in Texas (the flagships – UT-Austin and A&M) for teaching too much “race, class, and gender,” and not enough political, diplomatic, and economic history. I wrote about a few of the report’s shortcomings at Publick Occurrences 2.0 on Friday. You can read the substance over there, but as I was writing I realized that I want to extend my thoughts to think more deeply about what we do in the classroom. Continue reading