Wednesday, August 31, 2011

The Plagiarism Gamble and Theory of Mind

Randall Stephens

Most history professors have handed out, or will soon be handing out, their syllabi to students in their classes. Students will stare blankly at the five stapled pages, hoping that they will be able to find some way to get through the class while maintaining a respectable GPA.

Among other things, a syllabus is a contract. A good syllabus gives students and teachers a clear picture of what to expect from one another. A bad syllabus--self-contradictory, thin, riddled with mistakes--does the opposite.

It's always a good idea to spell out clearly what you mean by cheating, misuse of evidence, or otherwise trying to pull one over.

Almost every year I find myself wondering if students really understand what plagiarism is. I include the following in my syllabi:

Cheating and plagiarism will not be tolerated. Be advised: ANY instance of cheating on tests, essays, or other assignments may result in immediate failure of the course. For more on this fascinating topic, please refer to the ENC history dept. guidelines concerning academic honesty: http://www.enc.edu/history/stephens.plagiarism.html. Those who are guilty will be caught. Incriminating evidence is only a Google™ search away.

Still, that warning does not necessarily get through. Now and then I'm left wondering about what a student was thinking. ("What were you thinking!!??") Neuroscience and psychology shed some light on that vexing question. I sometimes fall down a theory-of-mind rabbit hole when I reflect on student cheating. Simon Baron-Cohen writes: "By theory of mind we mean being able to infer the full range of mental states (beliefs, desires, intentions, imagination, emotions, etc.) that cause action. In brief, having a theory of mind is to be able to reflect on the contents of one’s own and other’s minds."* The game of poker requires some theory of mind skill. Adjudicating cases of plagiarism test our theory of mind abilities, too.

Did a student know what he/she was doing when he/she lifted that long passage, unaltered, from Wikipedia? Did she/he think that I wouldn't notice that the writing style shifted from spotty, wordy, and atrocious to fluid and concise? Was it a calculated bet worth making? Did the student not even know that there was anything wrong with copying and pasting all of that material from the web?

Surely there are some researchers out there who have polled students on questions like this. Until I see those kind of studies I'll continue to wonder just what was going through the plagiarists mind. . .

Tuesday, August 30, 2011

Music History Roundup

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Marc Myers, "The First Wordsmith of Rock 'n' Roll," Wall Street Journal, August 24, 2011

Jerry Leiber wasn't the most artful lyricist in U.S. music history, but he certainly was among the most visionary and authentic. Leiber, who died on Monday in Los Angeles at age 78, was rock 'n' roll's first major wordsmith. With an ear for R&B and urban youth culture of the early and mid-1950s, Leiber had the good sense to keep his stories simple and quirky. He wasn't either of those two things, of course, but he was shrewd enough to know that R&B and rock 'n' roll were about singles, and that singles were about the beat and the passion and charisma of the artists who recorded them.>>>

Anthony Tommasini, "For Liszt, Experimentation Was a Form of Greatness," New York Times, August 23, 2011

. . . First and foremost, Liszt was a colossal pianist, the most awesome virtuoso of his era, who in his playing and his compositions for piano pushed the boundaries of technique, texture and sound. As a composer, beyond his works for piano, Liszt was the inventor of the orchestral tone poem and an inspired songwriter, and he produced a body of sublime sacred choral works. As a conductor, he introduced seminal scores, including Wagner’s “Lohengrin,” in Weimar.>>>

Nidhi Subbaraman, "How music hijacked our brains," MSNBC, August 9, 2011

If you think about, there's no escape, really. Music holds humanity in a vise grip. Every culture you can think of has it, hears it and taps their feet to it. So how did music first take hold? A new analysis proposes that music hijacked our ancestors' ability to hear and interpret the movements of fellow human beings. That claim is at the heart of “Harnessed: How Language and Music Mimicked Nature and Transformed Ape to Man,” a new book by neurobiologist Mark Changizi. Changizi analyzed the rises and falls in the rhythm and intonation of more than 10,000 samples of folk music from Finland and found that they bear a stamp — an auditory fossil of sorts — that can be traced back to the rises and falls and rhythms associated with the movement of people. >>>

Greg Allen, "The Banjo's Roots, Reconsidered," NPR, August 23, 2011

"My father was born with this instrument," Laemouahuma Daniel Jatta says. "This is part of our history." Jatta, 55, is from Gambia, a member of the Jola people. He's holding an akonting: a three-stringed instrument with a long neck and a body made from a calabash gourd with a goat skin stretched over it. Jatta's father and cousins played the instrument, but he didn't think much about it himself until 1974, when he was visiting the U.S. from Gambia, attending a junior college in South Carolina. He recalls watching a football game on TV with some of the other students. >>>

Jennifer Shelton, "Classical highlights," Cambridge-News, August 22, 2011

. . . Sounds from the 16th and 17th century will come alive in the beautiful setting of Sidney Sussex Chapel for a concert by early music experts, Passamezzo. In Peascod Time will be performed on period instruments and include ballads, lutesongs, consort music and more. September 5, 7.30pm, Sidney Sussex Chapel. Tickets are £12 (£8 concessions). Contact 07980 516054 / www.passamezzo.co.uk.>>>

Monday, August 29, 2011

Notes from Grad School: Teaching Writing

Dan Allosso

As I prepared this summer to resume my role as a teaching assistant at a large, public, East-Coast research university, I’ve been reflecting on the responsibility that goes with that assignment. Most of the lower level courses offered to undergraduates by my department fill the university’s “general education” requirement, which means that in addition to the historical or diversity outcomes these classes are designed to achieve, many of them also satisfy the university’s writing requirement. So as well as leading discussions on the readings and answering questions arising from lectures, I am a writing teacher.

I happen to like writing, and I’ve had some experience with writing and teaching prior to becoming a grad student. This experience isn’t completely unique (the grad student in the next office was a journalist), but for those of us who didn’t come with these skills, the university doesn’t really do much to prepare us as writing teachers.

I don’t say this to criticize my particular school. Twenty years ago, when my father was earning his PhD in Comparative Literature at a major West-Coast university, the situation was similar. My Dad, whose main interest was teaching literature to young people, made a career there (following his earlier career as a high school English teacher) and wrote A Short Handbook for Writing Essays about Literature, which has been in constant use there ever since.

Looking at the resources available for people like me, who teach writing outside of English departments, it was clear to me that a concise, practical, nuts-and-bolts writing handbook was as needed today in History as it had been twenty years ago in Comp. Lit. So I started with my father’s manuscript, and tried to expand it for use by social science as well as humanities students. It was a fun opportunity to reflect on the thought process he had gone through in writing his handbook, and then to engage in a sort-of dialog across the years. The advantage for me was, I was also able to email my revisions and expansions to my dad in California and get his reactions.

The result of this summer project is A Short Handbook for Writing Essays in the Humanities and Social Sciences. At 80 pages, it’s about twice as long as the earlier handbook, and it includes topics and examples geared for history students as well as readers of literature (although I’m hoping that exposure to examples from outside their specific fields will help make some of these ideas clearer for readers). I hope to use this in the fall, if I can convince the professor and the other TAs I’m working with to let me test it on our students. I’m also thinking of posting some short YouTube videos covering the main ideas of each chapter. One of my Dad’s original motivations was to get all the basics down, so that he wouldn’t have to repeat himself every time a student came to his office with questions. As I’ve mentioned once or twice before, I think the web offers us an incredible opportunity to reach out to people both inside and outside our classrooms with material they can use in whatever field they pursue.

Monday, August 22, 2011

Brief Hiatus for the Blog

Randall Stephens

As the semester gets underway--and as we furiously put the finishing touches on syllabi and get other ducks in a row--the blog is taking a brief break.

We'll be back up and running soon with more posts on teaching history, writing, the state of the field, new books in history, and more.

In the meantime, check out our many posts on the following subjects:

Friday, August 19, 2011

Some Teaching Resources for Your American or European Survey

Randall Stephens

Once again it's that time of year. About a decade ago when I first started teaching, I spent quite a few late nights blasting my way through lecture prep and scouring the web for resources and information. (The interweb was still steam powered then).

So, for those of you in the middle of it now, I post here some helpful sites that might give you a leg up. Of course, this only represents of fraction of what's out there.

The Library of Congress Prints and Photographs Division
Contains thousands of images dating back hundreds of years. Many are high resolution.

The Beinecke Rare Book and Map Collection, Yale University
Do a keyword search of "photographs, textual documents, illuminated manuscripts, maps, works of art, and books from the Beinecke's collections."

Internet Archive
Browse for original documents, audio, and movies. The collection of films on here is amazing.

Map Central, Bedford/St Martins
This site is a little dated, but the maps for teaching are quite good.

Harvard Digital Maps Collection
". . . one of the oldest and largest collections of cartographic materials in the United States with over 500,000 items. Resources range from 16th century globes to modern maps and geographic information systems (GIS) layers. A selection of our materials has been digitally imaged and is offered both as true picture images and georeferenced copies."

Norman B. Leventhal Map Center at the Boston Public Library
Like the above, "dedicated to the creative educational use of its cartographic holdings, which extend from the 15th century to the present."

W. W. Norton's Make History Site
Some publishers lock there on-line content. Not so with Norton. Access loads of maps, images, websites, and original documents.

Gilder Lehrman Institute of American History
This is "a nonprofit organization supporting the study and love of American history through a wide range of programs and resources for students, teachers, scholars, and history enthusiasts throughout the nation." Access material for teachers and students. The site contains wonderfully useful teaching tools.

American Experience on-line
If you have a high-speed connection in your classroom, you can view full episodes of American Experience.

Historical Society's Resources for Teachers
We created this a few years back. It includes links for environmental history, American, and world history.

Chronicling America: Historic American Newspapers, Library of Congress
"Search America's historic newspapers pages from 1836-1922 or use the U.S. Newspaper Directory to find information about American newspapers published between 1690-present."

American Religion and Culture On-line Resources
I created this site for a course I teach on the topic.

Thursday, August 18, 2011

Eric Hobsbawm and History in the States and Over the Water

Randall Stephens

I've been reading Tony Judt's collection of essays, Reappraisals: Reflections on the Forgotten Twentieth Century. One chapter in particular, "Eric Hobsbawm and the Romance of Communism," struck me. (That piece originally appeared in the New York Review of Books in 2003.)

Judt covers Hobsbawm's incredibly long, productive career:

At the age of eighty-six, Eric Hobsbawm is the best-known historian in the world. His most recent book, The Age of Extremes, was translated into dozens of languages, from Chinese to Czech. His memoirs, first published last year, were a best seller in New Delhi; in parts of South America—Brazil especially—he is a cultural folk hero. His fame is well deserved. He controls vast continents of information with confident ease—his Cambridge college supervisor, after telling me once that Eric Hobsbawm was the cleverest undergraduate he had ever taught, added: “Of course, you couldn’t say I taught him—he was unteachable. Eric already knew everything.”

It all got me thinking about the influence of historians on the continent, the UK, and this side of the Atlantic. I do recall reading Hobsbawm in graduate school, but, I believe, only in a seminar on Modern Europe. Does that towering historian--born in 1917 and still kicking--still rank as one of the most influential historians in the United States? Does his work on 19th-century history, social banditry, and liberal capitalism still drive historical debates?

Judt's essay also made me wonder about the canon of history books in the US and in Europe. What are the key differences in method, style, and interests in the Old and New Worlds? What have been the most critical 10 works of history published since 1970 in the states and in Europe? Have American historians and their European counterparts reflected on the differences that still shape the field?

Wednesday, August 17, 2011

Historians in the News Roundup

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Ta-Nehisi Coates, "The Civil War Isn't Tragic Cont.," The Atlantic, August 16, 2011

Anyone who's going to deal in Civil War studies really needs to take a moment to grapple with James McPherson's This Mighty Scourge. I doubt that this was McPherson's intent, but the first essay in the book is really what set me on the path of questioning the "Civil War as American Tragedy" narrative on to the "Civil War as American Revolution" line of thinking.

I suspect McPherson might not agree with my reframing--I'm probably being a bit too pat. Nevertheless, his essay demonstrates that the idea of the Civil War as avoidable tragedy didn't materialize out of thin air; it comes not just out of American popular memory, but right out of American historiography.>>>

Charlotte Higgins, "Historians say Michael Gove risks turning history lessons into propaganda classes," Guardian, August 17, 2011

Leading historians are to hit out against Michael Gove's plans for history teaching, saying they risk "going down the route of propaganda".

Gove has said history in schools ought to "celebrate the distinguished role of these islands in the history of the world" and portray Britain as "a beacon of liberty for others to emulate".

But Tom Devine, professor of history at the University of Edinburgh, said: "I am root and branch opposed to Gove's approach. It smells of whiggery; of history as chauvinism. You cannot pick out aspects of the past that may be pleasing to people.">>>

Karen Valby, "Black Women Historians come out against 'The Help,'" Entertainment Weekly, August 11, 2011

The Association of Black Women Historians released a statement today, urging fans of both the best-selling novel and the new movie The Help to reconsider the popular tale of African American maids in 1960s Jackson, Miss., who risk sharing their experiences with a young white journalist. “Despite efforts to market the book and the film as a progressive story of triumph over racial injustice, The Help distorts, ignores, and trivializes the experiences of black domestic workers,” the statement read.>>>

David Barrett, "Historian Starkey in 'racism' row over riot comments," Telegraph, August 14, 2011

Dr Starkey cited Enoch Powell’s infamous “Rivers of Blood” speech from 1968, which criticised Commonwealth immigration, and suggested it had been “absolutely right in one sense”.

He was described as a “racist” and accused of “tribal bigotry” for his provocative comments.

Referring to last week’s riots, Dr Starkey told BBC2’s Newsnight: “But it was not inter-community violence, this is where he (Powell) was completely wrong.>>>

Richard Florida, "The inchoate rage beneath our global cities," Financial Times, August 16, 2011

. . . . Then there is this: our greatest cities are not bland monocultures but the very features that make them dynamic also contribute to their instability. Eric Hobsbawm, the Marxist historian, long ago noted that a combination of density and the poor being close to centres of political power transformed old-style cities into centres of insurrection. It is no accident that the most innovative US cities also have the highest levels of protest and among the lowest levels of social capital and cohesion. Much the same is true of London.>>>

Tuesday, August 16, 2011

School’s Back From Summer: Blogging about Teaching

Edward J. Blum

[This is a crosspost from Religion in American History]

Well, it’s about that time, that delightful and dreadful moment when classes begin again. Unless you are privileged to have a sabbatical or be on fellowship (cough, cough, Matt Sutton you lucky duck, cough, cough), the end of August is when the kids come back and time flies away. Alas, school’s back from summer!

This marks the beginning of my second decade of teaching, and I wanted to try something new not just within my classes, but about my classes. So, I’ve decided to start an interactive blog about teaching the United States history survey. I wanted to work through the changes that I’ve made, give my fellow teachers a platform to post and to discuss their teaching strategies, and to give students an opportunity to see behind the process of teaching and to participate in what is taught. I grabbed one of my favorite colleagues and teachers, Kevin Schultz from the University of Illinois, Chicago, author of a great survey textbook, Hist, and author of the tremendous new monograph Tri-Faith America, to help with the endeavor, and away we go. I invite you to join us over there with your own posts, reflections, thoughts, and considerations.

Religious history has been one of the ways my classes have transformed dramatically – not just the religious content of the course, but also the religious composition of the classroom. When I first taught in Kentucky, it seemed everyone knew what the Bible was. I don’t think that’s the case of my San Diego students. All of our classrooms and contents will be distinct, and I hope you’ll make your way to the blog to help me and others to teach better (or at the very least have some zany fun in the process). Like it or not, school’s back from summer.

teachingunitedstateshistory.blogspot.com

Monday, August 15, 2011

The Berlin Wall 50 Years On: Symbol of Division, and of Hope

Philip White

This past weekend, German citizens turned out en masse to recognize the 50th anniversary of East German authorities putting up the Berlin Wall. Coming 15 years after Winston Churchill’s Sinews of Peace speech, this barrier was the embodiment of the Iron Curtain that the British Prime Minister (ex-PM at the time) had spoken of in March 1946. The Wall not only carved Berlin in twain, but also the political and philosophical world–with liberal democracies with capitalist economic models on the western side and the totalitarian Communist regimes on the eastern.

Many desperate souls from the east (at least 136 reported, with many other likely not counted) died trying to get over the wall and with each failed attempt, the dreams of families hoping for a different life in the west perished, too. The commemoration in Berlin was no celebration, but rather a somber affair marked by church bells pealing out and flags billowing in the breeze at half-mast on the Reichstag. In the spot where the wall stood is now a chapel, which held a memorial service for those who lost their lives during the Wall’s 28-year history.

Before the concrete monstrosity went up, more than 2.5 million Germans had gone to the Allied occupation zones in the west of the city, according to The Daily Telegraph. One of the reasons for constructing the wall was the fear that this flight would leave the eastern part of the city economically destitute. Yet it was also, in many ways, a barrier to keep things out, not least “dangerous” Western ideas about freedom of the ballot box, speech and expression. The 96 miles of guard-patrolled, barbed wire-topped fortification also served the purpose of keeping Western officials and journalists out of Communist Eastern Germany and the nations beyond, preventing them from exposing the continued abuses of power and suppression of individual rights there.

Though it seemed so intimidating and so permanent for so long, the Berlin Wall was only as strong as the Soviet Union and its puppet regimes that had conceived it. By the time Ronald Reagan famously issued his June 1987 plea at the Brandenburg to Soviet General Secretary Mikhail Gorbachev, “Mr. Gorbachev, tear down this wall!”, the bedrock of the U.S.S.R. was already cracking under the pressure of freedom movements in Eastern Europe, an unsustainable military budget, and a flagging economy, not to mention the flourishing of new political ideas within Moscow’s halls of power.

The fall of the Wall two and a half years later, on November 9, 1989, did not solve Germany’s problems, and, in fact, the convergence of two radically different populations presented many new challenges. However, its demise was the symbolic nail in the coffin of the U.S.S.R. and thus, half a century after its creation, the Berlin Wall invokes thoughts of hope, as much as sorrow.

Friday, August 12, 2011

Women's Suffrage at 100

Randall Stephens

San Diegans will mark the centennial of women's right to vote in their state with a "Suffrage Parade" on August 28. (On October 10, 1911, an amendment on Rights of Suffrage passed by a popular vote of 125,037 in favor and 121,450 opposed.) Beautiful Balboa Park will set the scene for the gathering, which marks a major milestone for democracy. The march is sponsored by the Women's Museum of California. Organizers encourage participants to don "Suffrage outfits to march across the Laurel Street Bridge in celebration of 100 years of voting rights for California women." I hope it's not too hot for that, but knowing San Diego's predictable weather, I'm pretty sure it will be a great day.

California granted voting rights to women nine years before the nation did with the 19th Amendment, which guaranteed that the "right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex." But even in the West, a region that was far ahead on social issues like this, there was considerable debate. It gives us some much needed perspective to consider how fiercely many Americans fought against suffrage. Both sides thought the stakes were extremely high. Why did opponents think women's suffrage was such a bad idea? What was the nature of the debate?

I paste here a selection from Dora Oliphant Coe's September 5, 1911 Los Angeles Times editorial. (The Times was an outspoken conservative paper in the early 20th century.) Notice the arguments against enfranchisement, especially the typical remark about "enslavement." Here Coe is summarizing the arguments of a prominent anti-suffragist:


Thursday, August 11, 2011

Democracy on Trial: The Differences Between Protest and Mob Criminality

Philip White

In the past year, we have seen protests lead to the fall of autocrats in Yemen and Egypt, and incur the full wrath of dictators in Iran, Libya and Syria—where President Bashar al-Assad has used the army to crush resistance in the cities of Hama and Deil-al-Zor. With the use of jerry-rigged web connections in Egypt that overcame the government’s internet shutdown, and social networking tools such as Twitter in Iran, Libya and Syria, we in the West have had real-time insight into these demands for democracy and the repression they have prompted. From the living room to the highest office in the land, this coverage has prompted outrage over the denial of the right to protest that we take for granted. Indeed, Britain and America have led an international task force to prevent the slaughter of civilians and to remove the odious Colonel Gaddafi in Libya.

The common theme in each of these protests has been twofold: an indictment of the ruling regime’s abuses and control, and a call for elected, representative government through open and free elections. Have some of the protesters resorted to violence in the face of troops and tanks? Most certainly, but on the whole, these demonstrations have been peaceful. Perhaps this is because the protesters realize they cannot decry regime violence if they use violence in return, or maybe they know the world is watching. Whatever their motivation, they have not used their leaders’ harsh tactics as an excuse for widespread looting, vandalism, and brutality toward ethnic minorities.

Meanwhile, in my native England, one of the world’s oldest democracies and a supposedly “civilized” nation, armed mobs stalk the streets, burning cars, assaulting police officers and looting shops. As with the riots in Los Angeles in 1992, this was not a pre-meditated campaign of violence at its inception, but rather a spontaneous response to the death of a young man at the hands of the police. It should be noted that the mob did not wait for the results of the inquest before reacting in the worst possible way. Now, with five days of rioting passed, the disturbances are indeed coordinated, with the ringleaders using the same tools—texting, tweeting et al—as protesters in the Middle East and North Africa to spread their call for anarchy.

Here, we come to the need for clear delineation. The tech tools of the desired “revolution” may be similar, but the motives, methods and mentality are not the comparable. Participators in the “Arab Spring” are rebelling against regimes that deny them freedom of speech, expression, worship and the ballot box. Every aspect of their lives—from what they’re allowed to read in a newspaper to what they can view on a throttled internet—is controlled by the state.

In contrast, the criminals, and criminals they are, who are smashing up London, Birmingham, Manchester and other English cities live in a tolerant, open society that, despite its flaws, provides all citizens with the right to vote, to speak their minds, and to express themselves. Their recent acts are like the tantrums of a toddler who is trying to intimidate his parents into getting his way. Yet a toddler is more sophisticated, for he knows that he has a defined goal—to tip a bag of flour over his head or steal a toy from his baby sister, for example. These rioters, hooded and baseball bat-wielding—have no such clear aim. Instead, they rage against “the system,” and the politicians who are supposedly keeping them “down.” To punish the rich who they despise for their monetary success, they’re robbing diners at posh Notting Hill restaurants, trying to rip wedding rings off their fingers and demanding phones and cash. They’re also breaking into and stripping clean the businesses that they think represent the “evils” of capitalism. And it’s not just electronics and luxury goods chains that are under attack, but also those run by individuals who work as hard to eke out a living as the people who built up the nationwide businesses. Gangs of armed youths killed three innocent men, and others beat up journalists and those trying to stop the looting. These are not the actions of a group that deserves the “respect” they demand for their gangs, nor the right to indict anyone for their actions.

Democracy guarantees the right to protest, and in Egypt and Yemen we have seen that this can bring about change. Hark back to the March on Washington and we see that peaceful protests led by Martin Luther King, Jr. achieved their goals. Some of the rioters in England are from ethnic minorities (although just as many, or more, are white), and live in areas blighted by drugs, crime and absent fathers. There are doubtless problems spanning several generations that could be better addressed by Cameron’s coalition government. Yet these minorities are not denied places at lunch counters, made to use separate toilets or forced to sit at the back of buses, like King and those who stood alongside him.

The fundamental, liberating thing that they’re denying themselves is personal accountability. They are just a small, unrepresentative portion of the populaces they come from—99 percent of their neighbors watch in horror as their homes, businesses and cars burn. Many have joined mass cleanup operations, have decried the rioters’ actions and have protected their homes, businesses and places of worship from the mob. Those who are not on the streets indulging in mindless violence understand that you must take responsibility for yourself, and only you can make sure you stay out of a gang, stay in school, and obtain the job that your skills merit. The government is not forcing anyone to make poor choices, nor is it preventing economic, social or geographic mobility. Yet, regardless of whether they are Caucasian or another ethnicity, the rioters are making the all-too-common mistake of blaming others for their position, while abdicating responsibility.

The only way to bring about change in poor urban neighborhoods is for each person to be accountable for their thoughts and deeds, and to work to better themselves. Government programs can help, but handouts merely perpetuate the cycle, creating fiscal reliance on the state, removing the incentive to work and further encouraging the individual to avoid looking into the mirror of accountability.

If they want to truly protest, the English people who are raging on the streets should instead exercise their democratic right to demonstrate peacefully, and be thankful that they have the chance. In other parts of the world, people who are truly oppressed risk their lives for such rights. And they’re not beating cops, stealing TVs or burning down buildings with children inside to achieve them. Those English citizens who are doing such things should also recognize that democracy is not an a la carte menu from which you can pick certain bits while leaving others on the table. Thus, the rule of law in England must be upheld, and those guilty of vandalism, murder and arson will be rightly punished in the court of law, while they set themselves and their “cause” back even further in the court of public opinion.

Wednesday, August 10, 2011

London’s Burning! (And History’s Repeating Itself)

Dana Goblaskas

When I first heard about the riots that broke out in London’s Tottenham neighborhood on Saturday, I couldn’t help thinking that the situation sounded a little familiar. It all began peacefully as people protested the death of a young man at the hands of local police, and allegedly the chaos erupted after a 16-year-old girl threw a rock at police officers. That proved to be the spark that lit three days’ worth (so far) of riots all over London, as well as in Birmingham, Bristol, Liverpool, and Manchester.

The niggling thought that the riots reminded me of something bounced around in my brain for a few hours until it hit me—the Notting Hill Carnival riot of 1976. On August 30th of that year, the annual West Indian carnival descended into violence as youths threw bricks and rocks at police and set cars afire. I had heard about it from several interviews with The Clash’s front man Joe Strummer, who sang about the effect the riot had on him in the song, “White Riot.”

Strummer, along with Clash bassist Paul Simonon and manager Bernie Rhodes, was at the carnival when the riot broke out. As Strummer remembered in an interview in 1999, “Paul, Bernie and I [saw] this conga-line of policemen coming through the crowd. . . . Someone threw a brick at them, then another, [then] all hell broke loose.” (quote from The Complete Clash [2003] by Keith Topping) According to the BBC, the trouble started when police tried to arrest a pickpocket and “several black youths came to the pickpocket’s aid.” Relations between the police and London’s black community had been unstable all summer, and the Carnival ended up being the tipping point.

Fast-forward 35 years to the present. The Metropolitan Police, as part of Operation Trident—a unit dedicated to investigating gun crime in London’s black communities—have supposedly been increasing the number of stop-searches made on members of the community. As a result, suspicion of and resentment for police is bubbling under the surface. Unemployment rates in Tottenham are double the national average, and the neighborhood has one of the highest concentrations of poverty in the country. Then on August 4th, 29-year-old Mark Duggan was shot and killed by police during an attempted arrest. That lit the tinderbox.

Both the riots of 1976 and 2011 were prefaced by stark economic climates (as Strummer growled in “White Riot:” “All the power in the hands of the people rich enough to buy it”), high unemployment, and tense race relations. All it took each time was one moment of perceived injustice for the violence to erupt. Though it feels cliché to say it, these riots happening in London are a perfect example of history repeating itself. But whereas the Notting Hill riot lasted only one day, the current chaos in London has been going on for three, and has spread to other cities.

If people continue refusing to recognize what can happen if we don’t learn from history, how bad will the riots be a few decades down the road?

Tuesday, August 9, 2011

Historical Society Membership and Publications

Randall Stephens

If you are not already a member of the Historical Society, you are missing out! Members receive five issues of Historically Speaking and four issues of the Journal of the Historically Society. The latter "supports the Historical Society's mission to revitalize and reorient the study and teaching of history away from fragmentation and over-specialization toward a universally accessible, fully integrated approach. The Journal presents fresh historical research in a non-pedantic way and provides a genuine opening to worldwide trends in historical research. By publishing scholarly articles that are readily accessible, the Journal reaches out to a broad audience of specialists and non-specialists, professional historians and history enthusiasts alike."

Each issue of Historically Speaking is packed with lively forums, interviews, essays, and reviews. David Hackett Fischer calls it “The most interesting historical journal that is being published today.” Bruce Kuklick says “I read the whole issue cover to cover, as I do every one of them. In fact, it is the only professional publication I really read at all with any consistency.”

A variety of historians, representing a range of specialties, have appeared in the pages of HS, including: Danielle Allen, Mary Beard, David Cannadine, David Brion Davis, John Demos, Richard Evans, Niall Ferguson, David Hackett Fischer, Ellen Fitzpatrick, Rhys Isaac, Michael Kammen, Jill Lepore, John Lukacs, Pauline Maier, William McNeill, Joseph C. Miller, Robert Orsi, Geoffrey Parker, Theodore Rabb, Joyce Seltzer, Laurel Thatcher Ulrich, Gordon Wood, and Bertram Wyatt-Brown.

It's easy to subscribe to Historically Speaking by using the Johns Hopkins University Press website. The same is true of becoming a member of the Society. Just sign up here.

Finally, here's a look at what will be in the September 2011 issue of HS. In the coming weeks I'll post excerpts on the blog.

Historically Speaking (September 2011)

An Innocuous Yet Noxious Text: Tacitus’s Germania
Christopher B. Krebs

History over the Water: The King James Bible Turns 400
Derek Wilson

The Bible and the Victorians: An Interview with Timothy Larsen
Conducted by Donald A. Yerxa

Assessing Kenneth Pomeranz’s The Great Divergence:
A Forum

Ten Years After: Reflections on Kenneth Pomeranz’s The Great Divergence
Peter A. Coclanis

The Great Divergence after Ten Years: Justly Celebrated yet Hard to Believe
Jan de Vries

Comment on Ken Pomeranz’s The Great Divergence
Philip T. Hoffman

Economic History in the Decade after The Great Divergence
R. Bin Wong

Ten Years After: Responses and Reconsiderations
Kenneth Pomeranz

The Real Herbert Hoover
Glen Jeansonne

Whose Choir? Which Gospel?
Christopher Shannon

Erik Larson on Historical Non-Fiction and In the Garden of Beasts
Conducted by Philip White

Carthage: A Mediterranean Super-Power
Richard Miles

An Interview with Richard Miles
Conducted by Donald A. Yerxa

Monday, August 8, 2011

Historical Society Conference, 2012

Randall Stephens

December 1, 2011 seems far, far away. But, it will be upon us before we know it. That date marks the deadline for panel and individual paper submissions for the Historical Society's 2012 conference: "Popularizing Historical Knowledge: Practice, Prospects, and Perils," Columbia, SC, Thursday, May 31st - Saturday, June 2nd, 2012. Here's the CFP:

Professional historians in the United States are increasingly being called upon to produce more “popular,” more accessible history. How do and how should academic historians reach popular audiences? How and to what extent is “popular” history written around the world? Does the meaning of and audience for “popular history” vary from place to place? Along with professional historians, states, elites, and a variety of interest groups have long had an interest in sponsoring, supporting, and generating historical knowledge for popular and other audiences. We seek paper and panel proposals that will consider “popular” history in its various guises and locales. How and to what extent is the interest in “popular” history genuinely new? How do and how should historians interact with television and movie production or write op-ed pieces or blogs or serve as expert witnesses? Is there such a thing as a truly “popular” history? Do we need a distinctive “popular” history and are historians properly equipped to write it?

Please submit proposals (brief abstract and brief CV) by December 1, 2011 to Mark Smith and Dean Kinzley, 2012 Program Chairs, at jslucas@bu.edu

I was thinking about the main theme and wondering about some ideas for panels. . . .

"Writing Popular History for the General Public"; "Public History and the Public Historian"; "How Journalists Write History Bestsellers"; "Can Late Antique History Reach a Large Audience?"; "Popular History in the 1950s, Popular History in the 2000s"; "Howard Zinn and David McCullough: A Consideration of the Politics of Popular History"; "The Rise and Fall and Rise of Biographical History"; "Reenactors of the World Unite: What Professional Historians Can Learn from Living History Buffs"; "How Will Writing Popular History Shape Your Career?"; "The State of Popular Digital History"; "How Not to Write Popular History"; "PBS's American Experience and TV History"; "The Career of Ken Burns." The list could go on and on!

Friday, August 5, 2011

Building Bridges from "Muscular Christianity" to "The Tebow Thing"

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Art Remillard is an assistant professor of religious studies at St. Francis University in Loretto, PA. His book, Southern Civil Religions: Imagining the Good Society in the Post-Reconstruction Era will be out this December with the University of Georgia Press. His current research looks at religion and sports in the American South from the Civil War through World War II. In this his first post for the H.S. blog, Art explains how his course on religion and sports offers a "bridge" for students to better understand broader themes in American religious history and theories of religion.

Building Bridges from "Muscular Christianity" to "The Tebow Thing"
Art Remillard

Before teaching my first college course, a friend recommended that I read Marilla Svinicki and Wilbert J. McKeachie's Teaching Tips. I recall taking to heart the book's repeated emphasis on developing learning strategies, "that help students to build bridges between what they already know or have experienced and what they are trying to learn." Once I started teaching, I found sports to be an effective "bridge." Truth be told, I'm not much of a sports fan (except for college football—then I get weird). But I follow closely enough so that, for example, I can compare the Steelers and Browns rivalry to that of the Dominicans and Franciscans. Trust me, it makes sense.

In between my first teaching experience and now, I have taken a greater academic interest in sports, to the point where I have developed a course titled "Religion and Sports." Here, I use sports to investigate major trends in American religious history, while also touching on some theories of religion. I've taught it twice now, and student responses have been quite positive. Yet, many who enroll don't know what to expect. Some anticipate a course on what sportswriter Frank Deford has called "Sportianity," or when self-described Christian athletes, "endorse Jesus, much as they would a new sneaker or a graphite-shafted driver." Think: Kurt Warner. The course does mention the Sportians (via Deford's article), but I'm more interested in the creative ways that people have inscribed religious meaning on to athletic pursuits.

So on "opening day," I invite students to cross a bridge from their hometown YMCA to "muscular Christianity." I cite Luther Gulick, his efforts to institute athletics at the Y, and his lifelong quest to understand "the relation of good bodies and good morals." I then turn to his colleague, James Naismith. On January 20, 1892, the Presbyterian minister gathered eighteen young men at a YMCA gym in Springfield, Massachusetts, to play his newly invented game called "basketball." Practically, Naismith hoped that basketball would give restless young men a suitable indoor activity for the long winter months. More importantly, as theologian Michael Novak summarizes, "The idea behind the game was moral, Christian, and hygienic: active clean living through vigorous exercise." Right from the gun, then, students discover the religious roots of a familiar game. Later in the course, drawing mostly from Bill Baker's Playing With God, I locate Gulick, Naismith, and other "muscular Christians" within the social gospel tradition, and discuss how they sought to Christianize all corners of society, from the schoolhouse to the gymnasium.

Another bridge brings students to the land of religious pluralism. I reference Julie Byrne's O God of Players to show how the female Catholic cagers at Immaculata College invented religious practices to express their newfound role as athletes. Richard Ian Kimball's Sports in Zion helps me to define the contours of "muscular Mormonism." From Steven A. Riess's edited volume, Sports and the American Jew, I recall the fascinating careers of great Jewish athletes, from the championship boxer Benny Leonard, to the great slugger Hank Greenburg. To examine "seekers," I talk about Phil Jackson, whose Sacred Hoops adds to Naismith's game a spiritual soup complete with Buddhist and Native American flavors. As for American Muslims, I feature marathoner Khalid Khannouchi and his twin challenge of running 100 mile weeks while also observing the Ramadan fast.

Alongside the course's historical conversation, I build bridges to some basic theories of religion. This is actually easier than I had first anticipated. Most of my students are from western and central Pennsylvania. They have been in (or live in) houses with rooms devoted to the Steelers. They have seen (or own) trucks painted black and gold. And they have observed (or participated in) the curious tradition of wearing Steelers jerseys to church. So I try to make sense of these and other activities by using the intellectual resources developed by religious studies scholars. This semester, I might mention Tim Tebow—not as a Sportian—but rather, for his persona that one Denver Bronco recently labeled, "the Tebow thing." From what I can tell, Tebow's "thing-ness" matches with Max Weber's definition of charisma, "a certain quality of an individual personality by virtue of which he is set apart from ordinary men and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities."

The weeks always seem to pass too quickly and I never make it to every bridge that I had hoped to go over. Still, the bridges that we do cross transform students' understanding of how religion and sports fit within American history and culture. I hope that professor McKeachie would approve.

Thursday, August 4, 2011

History Documentaries Roundup

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Lisa de Moraes, "Summer TV Press Tour 2011: Ken Burns compares ‘Prohibition’ doc to present day," Washington Post, August 1, 2011
Ken Burns wants America to watch his new PBS documentary, “Prohibition,” and notice startling similarities to our current political maelstrom. At Summer TV Press Tour 2011, Burns led TV critics to that trough and suggested in the strongest possible terms that they drink deeply.>>>

Tim Younkman, "Bay City man who served as guard during Nazi Nuremberg trial featured in documentary," Bay City Times, July 28, 2011

BAY CITY — The courtroom is quiet as a corpulent figure on the witness stand — one of the highest-ranking German Nazis — proudly defends his actions during World War II. Standing next to him is a steely American guard, Bay City soldier Andrew Wendland. It’s just one of the scenes included in a newly restored 1947 documentary titled “Nuremberg: Its Lesson for Today,” which is being shown for the first time to North American audiences during a two-year tour of cities.>>>

Mike Boehm, "NEH gives $40 million in grants; $3.2 million to California," Los Angeles Times, August 2, 2011

. . . . L.A.’s Grammy Museum will get $550,000 to help produce “Rockin’ the Kremlin,” a film by director Jim Brown about the role American rock music played in weakening the Soviet empire. A UPI.com report last year on plans for the film said it includes an account of a 1977 Soviet tour by the Southern California-based Nitty Gritty Dirt Band that was said to play a part in capturing young Slavic imaginations, presumably helping to awaken them to the drawbacks of totalitarian rule. Brown’s past films include documentaries about Woody Guthrie, the Weavers, Peter Paul and Mary and a PBS series, “American Roots Music.”>>>

Rich McKay, "Post-slavery South chained to hard labor: Upcoming film shows how Atlanta relied on indentured servitude," Atlanta Journal Constitution, July 28, 2011

In the years after the Civil War, a black man could get arrested in Atlanta simply for being outside after sunset or talking loud or looking at a white woman in the “wrong way.” Those arrested could spend years in forced labor, auctioned off for pennies by the state for hard labor for the profit of big Atlantan industries. A $75 fine could take a decade of back-breaking work to pay off.>>>

Ceri Radford, "Timeshift: All the Fun of the Fair, BBC Four," Telegraph, August 3, 2011

Candyfloss bigger than your head, goldfish in plastic bags, nausea-inducing rides and inept efforts at the coconut shy: most of us have memories of the fairground, and last night’s Timeshift: All the Fun of the Fair (BBC Four) was a fond and informative trundle through its cultural history. The documentary also managed to effortlessly suggest both how different things used to be and, simultaneously, how similar.>>>

Wednesday, August 3, 2011

Larry McMurtry on Books and Collecting

Randall Stephens

Like many historians, I have spent hours upon hours in well-stocked bookstores. It always helps if the shopkeeper is friendly and if the prices are good. It helps even more if he or she allows me to bring Beatrice, my border collie, into the store. (Two bookstore owners in Maine recently invited me and the dog into their shops!)

I usually look for strong religious studies, history, local interest, music, and literature sections. But it's enjoyable enough just to browse around the labyrinth of shelves, heaving with books, ready to topple at any moment.

Western novelist and book dealer Larry McMurtry well captures the subtle joys of book collecting and the ambiance of book stores in his rambling memoir Books (Simon and Schuster, 2008). (I gather it would make a good companion to another one of his autobiographical volumes, Walter Benjamin at the Dairy Queen: Reflections at Sixty and Beyond.)

McMurtry describes some of the fussy, cantankerous, bizarre, brilliant characters he's met during his life in the trade. He makes the rumpled old codgers of the business sound like super heroes. That is a real feat in itself! He talks about his own interest--first editions, comics, literary fiction--and the big finds he has scored over the decades. As a bonus, the book combines two of my favorite things, the memoir and obsessive collecting.

Here's a typical passage, written in McMurtry's keen, to-the-point style. He makes me appreciate the tactile qualities of book collecting all over again:

One might pose this question: If you don't enjoy the physical work of handling books, why be an antiquarian book seller at all? There are certainly better ways to make money than selling secondhand books. The pleasure of a hands-on approach to book selling is both intellectual and tactile. The best bookmen rarely lose or exhaust their curiosity about editions) variants, points, bindings, provenance, cost codes, and the like. The things there are to know about a given book-particularly if it's a complicated book, with a complicated text-absorb the attention of the best dealers for a lifetime. And certainly a normal lifetime is not long enough to enable one to learn even half of what there is to know about antiquarian books in general.

As we've discussed on this blog in the past, there's a strong case to be made for the physicality of old books and paper print sources. I love the easy access of reading on my iPad, but it doesn't beat the book as far as I'm concerned. And I can't imagine any virtual replacement for the charming, creaking old book shop!

Tuesday, August 2, 2011

2012 Southern Historical Association Meeting

Randall Stephens

The 78th Annual Meeting of the Southern Historical Association will be in Mobile, Alabama, November 1-4, 2012. The deadline for submitting a proposal for the 2012 meeting of the Southern Historical Association is about one month away. There's still plenty of time to submit a paper or a session. Program directors Marjorie Spruill and Don Doyle hope to "create a rich and broad program for 2012 by soliciting exciting proposals."

Here's the general note about the Mobile conference:

The Program Committee for 2012 invites proposals on all topics related to the history of the American South from its pre-colonial era to today. In addition, for the 2012 meeting in Mobile, it extends a special welcome to proposals relating to:

~ Mobile and the Gulf South

~ International, transnational, or comparative approaches

~ 2012 as an anniversary of major historical events, publications, etc.

The Program Committee accepts proposals for single papers but encourages session proposals that include two or three papers. Individuals interested in using the SHA website to organize a session with complementary papers may send an e-mail to Sheree Dendy with their name, e-mail address, and proposed paper topic. She will post this information on the SHA website, which others seeking compatible co-panelists may consult. Click to view current postings of those seeking related proposals.

According to SHA policy, no one who appeared on the previous two programs, those at Charlotte and Baltimore, can be part of the program in Mobile.

Note: A New Policy for the 2012 Program Committee: Those submitting proposals should include suggestions of people who would be appropriate as commentators/chairs but not issue invitations. The Program Committee will select and invite a chair and usually two commentators. No two people from the same institution can be on the same session.

All 2012 proposals must be submitted online.

If you are interested in submitting a session for the Latin American and Caribbean Section, please visit their web site.

Monday, August 1, 2011

Life and Debt in the US

Randall Stephens

Has the United States ever defaulted on its debt? Yes. It did so in 1790 and in 1933 as well. Both cases are quite different from the current situation in D.C. (More on that below.)

The second of those had to do with the repayment of gold obligations. When "President Roosevelt and the Congress decided that it was a good idea to depreciate the currency in the economic crisis of the time," writes Alex J. Pollock, "they also decided not to honor their unambiguous obligation to pay in gold."

Arthur Schlesinger dealt with the matter in his Coming of the New Deal, 1933-35. The administration, wrote Schlesinger, aimed to break loose from foreign economic entanglements. Here's Schlesinger:

From the viewpoint of classical theory, Roosevelt's decision to abandon the international gold standard was, indeed, a wanton step. When Britain had left gold in 19S1, it had at least done so because the pressure on its gold reserves left it no alternative. But, despite Roosevelt's professed fears about a raid on American gold by Dutch banking interests, United States gold stocks were, in fact, capable of meeting normal foreign demands. The presidential decision seemed therefore to have a more sinister implication. It meant that American monetary policy was no longer to be the quasi-automatic function of an international gold standard; that it was to become instead the instrument of conscious national purpose. More than that, the step involved the repudiation of obligations to pay in gold long written into the "gold clause" of public and private contracts--an act which damaged all creditors who had hoped to make a killing out of the increase in the value of the dollar (203).

Long before, in 1790, the United States defaulted on its international and domestic obligations. The first government of the new nation enacted the Funding Act of 1790, which allowed Alexander Hamilton, secretary of the treasury, to take on the war debts of individual states. It was intended, in part, to create confidence in the new government. Altogether it amounted to $21.5 million dollars of assumed debt. According to John Carney over at CNBC: "Prior to the passage of the Funding Act, much of the debt was expected to default. It traded at deep discounts to face value. Once the act was passed, the value of the debt skyrocketed—because bondholders were sure they would be repaid by the new federal government. In fact, quite a lot of money was made by people who bought the state debt in anticipation of the Funding Act or with early notice that it had passed. Even at the time of the Founding, traders were profiting from informational asymmetries." That positive outcome had to do with the fact that the federal government was not itself in debt, but was only assuming state debt. That's why, says Carney, "the bonds rallied after the passage of the act."

Some weeks ago historian Julian Zelizer reflected on the political troubles that make the current economic crisis different. "There was a time when Congress worked differently," he observes. "During the committee era, which lasted from the 1910s through 1970s, bipartisan dealmakers were the kings of Capitol Hill. Legislating was seen as an art, and producing policy was the objective." Zelizer, writing on July 5th, hoped for a return to the deal making of recent history. That didn't happen, but a deal has been struck, nonetheless. Zelizer fittingly concludes: "But the fact that we have another example of what should be a routine decision turning into high-stakes gamesmanship should be a stark reminder that we need Congress to work better than this."