Autumn Reads

the-country-school

Winslow Homer, “The Country School,” 1871

Looks like #VastEarlyAmerica just got even vaster—and that’s a good thing. Here’s our fall preview of new titles. Please share your books/finds in the comments! Continue reading

A Tale of Two Bounties: The Christian Brothers, Mutinies, and Potential Piracies

BrandoA few years ago, I was delivering my first lecture to a hall full of well over one hundred students. Thinking I would impress them with my popular culture knowledge, I included a reference to Captain Jack Sparrow as an example of the type of piracy I did not research, and one of the many forms of piracy in which they should not participate. Crickets ensued. Thankfully, my follow-up joke about the crickets landed better, but this left me all the more surprised when a student exiting the lecture swung by the front desk and made a quick reference to Marlon Brandon being a better sailor than Johnny Depp. Embarrassed though I am to admit, it was a reference I did not understand until about a month ago. Continue reading

13 Revolutions +1

Diego Rivera and Bertram D. Wolfe, "Portrait of America," 1934

Diego Rivera and Bertram D. Wolfe, “Portrait of America,” 1934

When John Adams looked back on the American Revolution (something he liked to do), he reflected that, “The Revolution was in the Minds and Hearts of the People.” The colonists’ drive to independence marked a new era of American history, Adams thought, when “Thirteen Clocks were made to Strike together; a perfection of Mechanism which no Artist had ever before effected.” Scholars have struggled to frame the experience of the Revolution in picture and on the page. How can we use digital tools to curate collections of revolutionary culture and #vastearlyamerica for use in the classroom?

Today, The Junto chats with Darren Milligan, Senior Digital Strategist at the Smithsonian Center for Learning and Digital Access, about the Smithsonian Learning Lab, which encourages us to make, use, and share new galleries of history.  Continue reading

Evolution of an Article

TypingIn summer 2010 I sat in the house furnished by Rhys Isaac in Colonial Williamsburg, and attempted to write my first dissertation chapter. I’d just finished my first research trip, to Library and Archives Canada, in Ottawa, and was in the middle of my second, at the John D. Rockefeller Library. I was trying to follow advice I’d read to write as I researched. There was no Wi-Fi in the house, which was a curse and a blessing. I couldn’t get distracted, but I also did not have instantaneous access to articles and books, which meant I couldn’t check basic facts and chronologies, which, turns out, tend to be missing from your research! Continue reading

Promoting Your Book

HistoriographyHistorian Thomas Kidd recently published some suggestions on the dos and don’ts of promoting your academic book. His recommendations, which included suggestions of not joining social media just for the purpose of promoting your book was good. My aim here is not to repudiate Kidd, but rather to add my own thoughts. Since the content of The Junto is written primarily by early career scholars, I thought I might also contribute some points that may be self-evident to more senior historians, but perhaps less obvious to those who are newer to the field. This advice is also mainly geared towards those who publish with academic presses. Trade publishers function differently.

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Autumn Reads

Valley_of_the_Catawissa_in_Autumn.jpeg

“Valley of the Catawissa in Autumn,” Thomas Moran (ca. 1862)

Fall brings new early American titles to explore. Enjoy our Spring Reads 2015 list, too, and share your finds below!

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After the Trail

Sioux Shield FP op

Oglala Sioux Shield, ca. 1846

Consider the sixth-grader of 1907. Gertrude F. Greene’s syllabus passed over Plato, sidelined Scottish ballads, and resisted the Alaskan derring-do of The Fur-Seal’s Tooth. At the top of her reading list—first to devour on a snowy winter break from the old Belcher School—she ranked Francis Parkman’s Oregon Trail (1849). In under a century, Parkman had gone from cliffhanger to canon. Why? What might students learn from a 23-year-old romantic historian’s rambles in the Indian country of 1846? Glints of Parkman’s early artistry shone through, but only when you shook up the story a bit. His sketch of life with the Oglala Sioux melded ethnography and emotion, sense and sensation. His Oregon Trail had been greatly curated, edited, and revised in the retelling. And yet Ms. Greene’s sixth-graders missed out on the juicier bits. What Parkman saw (“a strange variety of characters”), what Parkman heard (“harsh and guttaral” dialects), and what Parkman ate (buffalo, fish, dog) on the road filled his private journals, first made available to readers in the 1940s. There, stashed away in the “no-filter” notebooks that Parkman used to piece together his first blockbuster, lay the real adventure. Continue reading