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
As many of our readers already know, this fall has marked the 250th anniversary since the protests against the Stamp Act, one of the earliest major actions of the imperial crisis that resulted in the American Revolution. Over the course of a year—from the first arrival of the Act in May 1765 until news of its repeal arrived in May 1766—colonists in the “thirteen original” colonies (as well as the “other thirteen”) passed resolutions, argued in essays, marched in the streets, forced resignations, and otherwise made clear their displeasure with paying a tax on their printed goods.
When most people think about the American Revolution and its cast of characters, names like Thomas Jefferson, John Adams, and George Washington spring to mind. On the British side, people might think of John André, Benedict Arnold, John Burgoyne, and, sometimes, Lord Dunmore. Though some of these people appear in Kathleen DuVal’s latest book, Independence Lost: Lives on the Edge of the American Revolution (New York: Random House, 2015), most of DuVal’s narrative centers around people who seldom feature in books or articles on the American Revolution. It is not the American Revolution that most people know. Indeed, “The American Revolution on the Gulf Coast,” DuVal writes, “is a story without minutemen, without founding fathers, without rebels. It reveals a different war with unexpected participants, forgotten outcomes, and surprising winners and losers.” Continue reading
Guest Poster Shaun Wallace (@Shaun_Wallace_) is an Economic and Social Research Council-funded Ph.D. candidate at the University of Stirling. His dissertation examines how reading and writing influenced and aided slave decision-making in the early republic. Shaun holds a B.A. (Hons.) and a MRes. from the University of Stirling and is president of Historical Perspectives, a Glasgow-based historical society run by and for graduate students in the United Kingdom.
A “very ingenious artful fellow” appears a peculiar description of a runaway advertised for recapture. The advertisement, for Harry or Harry Johnstone, featured in Baltimore’s Federal Gazette newspaper, on May 2, 1800, at the request of Nicholas Reynolds, overseer of criminals for Baltimore County. Harry had absconded from Gotham gaol, near Baltimore. Reynolds described Harry as a “tolerable good blacksmith” and a “rough carpenter.” A “very talkative” slave, he was a man of “great address.” On first impression a relatively congenial description; in actuality, Reynolds’s use of the term “artful” condemned the runaway.
Over the last week, Joseph Adelman, Ken Owen, Jessica Parr, and I have compiled a four part series of posts describing our attempts to incorporate digital methods into our early American history classes. As all of us are aware, however, we’re not experts–nor do we consider our posts the last word on such assignments. Continue reading
This week, The Junto features a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Ken Owen shares his experience of an MA class’s project using social media for public history uses. You can also read Part 1 by Rachel Herrmann on source accesibility, Part 2 by Jessica Parr on teaching digital history to non-majors, and Part 3 by Joseph Adelman about working with students on technical knowledge.
Back in April, I had a rather surreal teaching experience. A class project, focusing on tweeting the assassination and funeral train of Abraham Lincoln, attracted a good deal of media attention in central Illinois. My class ended up appearancing in local newspapers, radio, and even with a featured spot on the local news channel. I even had a waiter in a local restaurant recognize me as the ‘Lincoln and twitter professor’. Continue reading
This week, The Junto features a roundtable on digital pedagogy, in which we discuss our different approaches to using digital sources in the classroom. Today, Joseph Adelman talks about working with students on technical knowledge. You can also read Part 1 by Rachel Herrmann on source accesibility, and Part 2 by Jessica Parr on teaching digital history to non-majors.
I’m always both impressed and intimidated when I see a digital history project pop up in my social media channels. Faculty are doing some amazing work getting students to create work using sophisticated software, apps, and other programs. They create websites, run statistical analyses, markup text using TEI … and I have no idea how to replicate it in my classroom either for myself or my students. To be fair, I have not yet taught a course on digital history specifically (nor do I plan to in the near future). So I’d like to focus instead on some practical thoughts about integrated digital history methods into the classroom in topical upper-level courses.