Steamboats are ready for a comeback. A pedagogical one, that is. While in all likelihood the steamboat’s time as a common form of transportation in the United States is finished, over the past several weeks I’ve noticed subtle mentions in a seminar paper, a museum display, comments during last month’s PEAES conference, and only once, I should add, did I bring them up! This may be in part due to my increasing interest in them as a pivotal subject in the history of Anglo-American intellectual property. Yet I don’t think this is entirely an instance of frequency illusion but rather indicates that while steamboats are no longer an effective mode of movement, they are very effective as an illustrative one, particularly when trying to flesh out broader themes in the political economy of the Early Republic. Continue reading
Calling all contributors!
December 12-16, 2016. The Junto will host an online roundtable on new scholarship and historical themes that enhance our understanding of slavery and the Black Atlantic, c. 1400-1860. We welcome posts that approach these topics through a focus including—but not limited to—recent scholarship, teaching, public history, or historical memory. Continue reading
Today’s guest poster, Stephanie J. Richmond, is an Assistant Professor and coordinator of history programs at Norfolk State University in Norfolk, VA. She is a historian of gender and race in the Atlantic World. The following review contains spoilers and discussion of sexual assault.
Many historians of race and slavery in early America were very excited when the wide release of Nate Parker’s new film on the Nat Turner rebellion was announced following its rave reviews at last year’s Sundance Film Festival. With the recent surge in Hollywood depictions of slavery (12 Years a Slave, WGN’s series Underground, and even Django Unchained), films have become an important part of teaching African American history. The best of these films and tv series give students an understanding of the psychological impact of slavery on both enslaved and free African Americans, illustrating many of the tactics of control and exploitation discussed in textbooks and classrooms. I had the opportunity to see the pre-release version of the film in April 2016 when Parker’s production company held screenings for HBCU faculty in several cities around the country. Several colleagues and I attended the screening and got our first glimpse at Parker’s version of a history that is both local and national. After the screening, production assistants recorded our reactions to the film, and took detailed notes on our critiques of the film both as a work of popular entertainment and its historical inaccuracies and misrepresentations, of which there were many. My own feelings on the film and its usefulness in the classroom are complicated and have changed significantly since my first viewing of the film in April. (In full disclosure, I have seen the film twice, both times at events put on by Parker’s production company).
I wrote lots of recommendation letters for students this summer, probably because last year was the first year that I taught students in their final undergraduate year, and many of them are looking for or have recently found jobs. I always die a little inside when I read or hear the word “employability,” because I think it’s a jargony term that seems to reiterate the point that a university sells a degree to its customers, the students. I do not think that education should be viewed as such a service, but neither do I think that it’s responsible to entirely eschew discussions of marketable skills that students can mention in their pre- and post-graduate job searches. Not all of them will become professional historians, and given the state of the academic job market, that’s okay! I spend time at the start of each term, in class and in my syllabi, explaining why I think it’s important for students to participate in class discussion. One of my key points is that a student’s class contributions are something that I can and do mention in my recommendation letters. Having spent the summer writing letters for recent graduates I know that I’ve mentioned their contributions in every single letter I’ve written. Lately, my feelings have gone beyond believing that students should participate: I think students should lead discussion. Continue reading
This year I’m overhauling my early American survey course. Not only do I need to make it fit the schedule at my new institution, but because I’m planning to be teaching here for quite a while, I also want to build a course that carries my own signature, and where I can work out some of my own questions and ideas. Survey courses that I’ve taught before—like the one designed by Sarah Pearsall for Oxford Brookes University—have been themed around the violence of empire and slavery. Obviously, those continue to be both central concerns in teaching and the foci of cutting-edge scholarship. But in my search for something different, and for something that might capture the imaginations of my first-year students, I’ve chosen a different path: utopia. Continue reading
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
Kate Carté Engel is an associate professor of history at Southern Methodist University. She is the author of Religion and Profit: Moravians in Early America (Philadelphia: University of Pennsylvania Press, 2009), and she is currently writing a history of international protestantism and the American Revolution.
On May 17, 1773, an advertisement appeared in the Massachusetts Gazette for a new book by English dissenting minister Micaiah Towgood (misidentified in the advertisement as Michael Twogood). The ad is interesting because it is one of only 67 items in that come up in a search of Readex’s American Historical Newspapers database for the period between 1764 and 1789 containing a particular trifecta of terms: “Jesus Christ,” “liberty”, and (to get both religion and cognates like religious and religiously) “religio*”.