• Features
  • Reviews
  • Teaching
  • Watch & Listen
  • About

The past is never dead. It's not even past

Not Even Past

Digital Tools for the Classroom: A Guide to Using Hypothes.is in History Courses

Banner for Digital Tools for the Classroom: A Guide to Using Hypothes.is in History Courses

Historical research often feels like a solitary process. Students pore over readings, visit archives, and write papers alone. There are limited opportunities to collaborate on group projects or engage in peer review. New technologies can shift this dynamic. Digital tools can help transform the traditionally lonely aspects of historical study into a more collaborative process. Social annotation platforms like Hypothes.is create new possibilities for engagement with historical texts that allow students to build community and develop critical reading skills. This guide to using Hypothes.is explores how such platforms can enhance the learning experience in humanities courses.

Getting Started with Hypothes.is

Hypothes.is allows users to highlight, comment, and annotate documents. This is a relatively straightforward platform that integrates with most learning management systems and works with PDFs, web pages, and other digital media. To get started, instructors and students must register for a free account on Hypothes.is. Registration allows users to annotate and respond to others within a shared document. Professors can invite collaborators, create student groups, upload readings, and assign projects with specific annotation tasks.

Screenshot of hypothes.is to set free account.

Hypothes.is provides several resources for getting started on their website. Some general recommendations are to establish clear expectations about the quality of annotations. While instructors may assign a certain number of comments, they should also encourage students to pose analytical questions, make connections across texts, or identify historiographical arguments. Additionally, professors should consider requiring students to respond to at least one annotation by a classmate rather than only generating individual comments. These practices help avoid superficial engagement and promote more meaningful dialogue.

Timing is also particularly important when incorporating social annotation assignments into courses. Having students finish annotations 24 to 48 hours before class gives everyone a chance to review their peers’ comments. It also allows instructors to identify themes for discussion based on student interests and questions. This process creates a bridge between individual preparation and classroom dialogue.

Reimagining Historical Reading as a Collective Enterprise

Hypothes.is’ collaborative approach is especially valuable for history courses that rely on careful reading and analysis of texts, ranging from primary sources to academic monographs. Traditionally, students read these materials alone and develop their own interpretations. Their only opportunity for additional perspectives comes from class discussion, which often has uneven participation due to class sizes and time constraints. Social annotation platforms change this dynamic by creating a digital space where multiple readers can engage with a text simultaneously.

Image of annotated text on a screen.
Text on Tablet Screen. Source: Tima Miroshnichenko

When students collaborate on annotations, they engage in asynchronous dialogue that enriches the reading experience. Hypothes.is allows students to see how their peers approach historical analysis—what questions they ask, what connections they make, and what aspects of the text they find significant. This visibility of analytical processes helps students develop their own historical thinking skills.

Moreover, collaborative annotation transforms the margins of texts into spaces for dialogue where students can pose questions about difficult passages and gain insights from classmates or instructors. This process fosters a more dynamic reading experience, blending individual analysis with group discussion. Shy students who might hesitate to speak in class often feel more comfortable sharing their thoughts through written annotations.

Likewise, the collective approach helps students recognize that confusion is a natural part of engaging with new material. The questions and dialogue that emerge show students that their classmates are also wrestling with difficult passages or challenging concepts. This shared vulnerability frequently leads to more authentic engagement with both the material and their peers.

Screenshot of hypothes.is featuring a globe and their logo

Limitations and Challenges

Social annotation platforms offer compelling benefits for history courses, but they are not without limitations. Timing and participation patterns present challenges. For example, students who complete their assigned readings at the last minute might submit annotations close to, or after, deadlines. This limits the opportunity for meaningful dialogue with their classmates, who will have fewer comments and questions to comment on while reading. Last-minute participation can prevent organic and ongoing conversation and lead to a set of disconnected observations. Moreover, early participants may feel discouraged if their thoughtful annotations receive no response from classmates.

Technical barriers can also impede effective implementation. Some students may struggle with accessing or navigating the platform, particularly if they are using older devices or have limited internet access. These accessibility issues could create or exacerbate inequitable learning experiences. Some historical documents, particularly those with complex formatting or poor digitization, may not display properly on the annotation platform. This technical issue may limit the professor’s ability to assign primary source materials.

Despite these challenges, platforms like Hypothes.is offer exciting possibilities for shaping how students engage with historical texts. By making reading a collaborative activity, these tools can deepen analysis, build community, and better prepare students for meaningful classroom discussions. However, educators should consider potential challenges when incorporating these platforms into their course. Regular feedback from students about their annotation experience can help instructors adjust their approach based on specific course objectives and student needs. With careful implementation, social annotation platforms can be a highly valuable addition to the historian’s pedagogical toolkit.

Gabrielle Esparza is a Ph.D. candidate in Latin American history, with a focus on twentieth-century Argentina. Her dissertation examines the evolution of President Raúl Alfonsín’s human rights policies from his candidacy to his presidency in post-dictatorship Argentina. At the University of Texas at Austin, Gabrielle has served as a graduate research assistant at the Texas State Historical Association and as co-coordinator of the Symposium on Gender, History, and Sexuality in 2020-2021. Gabrielle was also Associate Editor and Communications Director of Not Even Past from 2021-2022. Currently, Gabrielle works as a graduate research assistant in the Institute for Historical Studies and as an Editorial Assistant for The Americas: A Quarterly Review of Latin American History.

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.


From the Syllabus: Teaching the Practice of Early Modern Censorship in the Classroom

Banner image for From the Syllabus: Teaching the Practice of Early Modern Censorship in the Classroom

Introduction

From the editors: From the Syllabus is a new series from Not Even Past designed to spotlight thought-provoking essays, texts, and other teaching resources that generate great classroom discussions. Each installment features an introduction by a leading educator explaining on what we can learn from each featured resource. From the Syllabus will serve as a useful guide to students and teachers alike. It will also introduce readers to some of the vital, exciting work historians do in the classroom.

In this first installment of From the Syllabus, Madeline McMahon, an Assistant Professor in the University of Texas at Austin’s Department of History, shares and reflects on a 2017 essay by historian Hannah Marcus, which McMahon has used to teach students about censorship–both contemporary and as practiced by agents of the early modern Catholic Church. Marcus’ essay and McMahon’s introduction reveal that this always-controversial phenomenon has a long and fascinating history.

Faces and names inked out, letters reshaped into seemingly meaningless forms, blank paper glued over chunks of text, pages cut off: the early modern books that Hannah Marcus examines are in bad shape. In her essay, “Expurgated Books as an Archive of Practice,” Marcus looks at efforts to expurgate prohibited books – to purge them of the offensive material and make them readable for early modern Catholics. The Catholic Church issued the first Index Librorum Prohibitorum (list of prohibited books) in 1559. But many of the prohibited works could, in fact, be read by pious Catholics, “so long as they are expurgated.” Expurgation left behind material traces. Marcus reframes this destruction as evidence for how people read with pen in hand. Much like the annotations and underlining commonly found in early modern books, expurgation, too, was a way of highlighting, except in this case, what not to read instead of what should be read.

This past year, I’ve taught Marcus’s essay in two different history classes at UT Austin: my early modern global Catholicism lecture course and my book history capstone seminar.

In my Catholicism class, we had already been to the Benson, where we’d seen broadsides listing prohibited books and books to be expurgated put out by inquisitors in colonial Mexico, like this one. Our discussion centered around making sense of expurgation practices in the broader context of Catholic censorship, but the students were also quick to connect, thoughtfully, early modern practices to contemporary issues, including TikTok’s algospeak and more.

An early 19th-century list of prohibited and to-be-expurgated books published by Catholic inquisitors in colonial Mexico.
An early 19th-century list of prohibited and to-be-expurgated books published by Catholic inquisitors in colonial Mexico. Source: Benson Latin American Collection, LLILAS Benson Latin American Studies and Collections, The University of Texas at Austin.

In the history of the book class, we practiced expurgation. Students read an early modern text with a pen in hand—one student going so far as to rip a page into pieces. The students read and censored with different early modern identities, as lawyers and theologians, Jesuit mathematics professors, and hard-up booksellers. Their circumstances shaped how they responded to a fictitious request from the Congregation of the Index to expurgate the work. The students found that, to expurgate the work, they had to engage with the text’s arguments and subtle undertones, and their own expertise or needs in their fictional early modern role deeply affected their censorial suggestions.

In both classroom contexts, Marcus’s piece surprises the students. Censorship, it shows, was not a zero-sum game: access was provided and denied on a sliding scale. Early modern Catholic censorship mediated access, and understanding that helps us think about the motivations behind censorship, and the rational of those who, variably, defied the system, tried to work through it, or worked around it. And one paradox of censorship—that sometimes, the more you ban something, the more you draw attention to it—is shown on a material level, as crossing out text also highlights it. Precisely because censorship requires close reading a text, as the students found, the myth of the mindless censor fades away to reveal a different (perhaps more insidious) reality, that censoring something is an intellectual exercise as much as a political one.

If after reading this piece, you want to know more: check out Marcus’s recent, award-winning book, Forbidden Knowledge: Medicine, Science, and Censorship in Early Modern Italy (2020).

Expurgated Books as an Archive of Practice

By Hannah Marcus

Note: This essay was originally published by Archive Journal in August 2017 and is reproduced here under the terms of Creative Commons License CC BY 4.0. Some additional illustrations have been added by Not Even Past.

Censored pages from Conrad Gesner’s History of Animals (Zurich, 1551) and Leonhart Fuchs’s commentary on Galen (Tubingen, 1541).
Censored pages from two expurgated books. At left: a censored page from volume 1 of Conrad Gesner’s History of Animals (Zurich, 1551) with the author’s name transformed. Image courtesy of the Department of Special Collections, Stanford University Libraries. At right: An expurgated copy of Leonhart Fuchs’s commentary on Galen (Tubingen, 1541) with Fuchs’s name transformed. Image courtesy of The New York Academy of Medicine Library.

The above images are taken from copies of sixteenth-century books of natural history and medicine. However, at a glance, it is difficult to identify who wrote these texts. The letters of the authors’ names have been transformed with pen and ink into a jumble of nonsense characters. From Conrad Gesner’s name above the image of the moose to Leonhart Fuchs’s name above his commentary on Galen, these books bear witness to the practice of ecclesiastical censorship in sixteenth- and seventeenth-century Italy. By juxtaposing individual, censored objects from different library collections, we can analyze expurgated books as an archive of practice that documents and reveals the historical practices and material processes of censorship.

Following the Reformation, Catholic authorities in Paris, Louvain, Portugal, Spain, and a number of Italian cities published Indexes of Prohibited Books, lists of texts that Catholics could not read. These prohibitions established that while the works of some authors, like Martin Luther or John Calvin, needed to be burned, other works, including Gesner’s History of Animals, were instead deemed worthy of expurgation, a practice that Catholic authorities regularly referred to as “correction.” Instead of destroying the whole book, some parts of the text were removed, and the rest was allowed to remain.1 Expurgation was a form of Catholic compromise, allowing prohibited books to continue to exist in an altered form. This compromise created enormous intellectual, legal, and logistical hurdles for local inquisitions and, in Rome, for the Congregation of the Index of Prohibited Books. Expurgation also created a project for book owners, book sellers, bishops, and local inquisitors who were responsible for physically altering books to comply with the ever-shifting rules about which parts of them were allowed. These readers and churchmen took on the project of expurgation with pens, blades, paper, and glue. The corrected, expurgated books, like the examples shown above, are repositories of information about how they were used and altered to comply with ecclesiastical decrees. These two examples are striking in the similarity of their approaches, but books were expurgated in a variety of ways that have left a range of physical evidence within their pages.

In 1991, John Tedeschi published an article describing the history of the archives of the Roman Inquisition, detailing their destruction, movement, and eventual scattering among collections in Rome, Paris, and Dublin. He concluded that the records of the Holy Office were a dispersed archive.2 While the remaining administrative records of the Roman Inquisition housed in the Vatican have been opened to scholars since 1998, expurgated books also document Catholic efforts to control intellectual life in early modern Europe.3 I approach these expurgated books as another archive of the Roman Inquisition, an archive that has always been dispersed.4

Scholars of the inquisitions in Italy have used a combination of official rules and decrees, and actual trial records to explain the history of these institutions in Italian communities.5 The combination of legalistic and normative sources allows us to consider both how the prosecution and persecution of heresy operated in theory and in practice. Examining expurgated books as normative sources about the practice of censorship, in essence, opens a new archive for the study of the control of books as intellectual and material objects. Each censored book is an artifact with the power to reveal clues about its own history. Furthermore, there are many thousands of expurgated books in libraries around the world. My research brings together these artifacts from different periods and different libraries.6

The image shown above of the moose is one of many illustrations of quadrupeds in the first volume of Conrad Gesner’s History of Animals (1551). Before the manuscript addition, the headline of the page originally read “Conradi Gesneri Tigurini.” Yet, the inked addition to the text was actually a deletion in this case. By obscuring the printed name it effectively removed the author’s name from the work, a practice required across the Italian peninsula after the Pauline Index of Prohibited Books banned Gesner’s books in 1559.7 Books written or edited by Leonhart Fuchs were also banned in 1559, including the copy shown here of Fuchs’s commentaries on the ancient physician Galen of Pergamon’s On Maintaining Health. A reader censored Fuchs’s name, transforming the letters so that “Leonharti Fuchsii” was no longer legible.

A 1525 self-portrait of Leonhart Fuchs.
A 1525 self-portrait of Leonhart Fuchs. Source: Art Institute of Chicago.

While the Fuchs edition contains the transformations of his name without further comment, the copy of Gesner’s History of Animals reveals additional clues about how and why it was censored. On the flyleaf, an inscription details the owner’s justification for keeping the prohibited book.8 In a small, neat script that matches the hand and ink of the expurgations and the marginalia throughout the volume, the owner explains, “Without danger of anathema this book on the history of animals … can be read. According to the mandate of the Reverend Inquisitor of Pisa, Magister Lelio de’ Medici…” The mention of Lelio de’ Medici, the Franciscan Inquisitor of Pisa from 1586-1603, allows us to date and contextualize the expurgations enacted on this volume. The period of de’ Medici’s appointment in Pisa coincided with the Roman Congregation of the Index’s edict that local experts in Pisa take the lead in correcting books of medicine and philosophy written by heretics.9 Gesner’s name was not the only part of the text that the dutiful Catholic reader altered. Names of other heretics, like Desiderius Erasmus and Martin Luther, have been “expunged and erased” from the pages. The owner of this book also indicated differences between Biblical quotations provided by the Zwinglian Gesner and the Catholic Vulgate edition of the Bible. By changing the characters in Gesner’s name and obscuring other names and passages throughout the book, the parts of the text that Catholic readers should not see were deleted.

An 18th-century mezzotint portrait of Conrad Fuchs by J. J. Haid.
An 18th-century mezzotint portrait of Conrad Fuchs by J. J. Haid. Source: Wikimedia Commons.

There is no evidence that the same person who expurgated Gesner’s book under the direction of Lelio de’ Medici also expurgated Fuchs’s text, and while the practice of transforming letters in the names of heretics was unusual, these two examples are not unique. I have identified additional copies expurgated in this method that are currently held in libraries in Genoa, Padua, Rome, and the Vatican.10 While each expurgated book contains particular information about how it was used and handled, examining multiple copies can help to establish what kinds of practices were commonplace and which examples are historically surprising. As scholars, we must take the opportunity both to read deeply into individual copies and to bring together many examples of expurgated texts to constitute an archive of practice.

Looking at multiple copies of the same book is hardly a new research methodology; descriptive bibliographies and censuses of books have done this work for many years. In the most innovative of examples, scholars treat all of the copies of an edition as a starting point not for establishing an ur-text, but as an opportunity to trace interrelated readers’ marks, wandering provenances, and the people that shaped the objects before us today.11 My research takes this approach a step further by bringing together expurgated books as an archive of practice, alongside the better-known archives of inquisition trial documents, official edicts, and even parish-level records. If we treat the interventions into books themselves as a unifying and organizing characteristic that constitutes an archive, we can consider the ways that archives both exist within and might also transcend time and space.

Book cover for Hannah Marcus' Forbidden Knowledge: Medicine, Science, and Censorship in Early Modern Italy.

When censorship did not eliminate or completely destroy a text, we are left with thousands upon thousands of objects that can constitute an archive of practice.12 We can look across copies to understand that the transformed letters above the image of the moose and the altered letters in Leonhart Fuchs’s name are not entirely exceptional practices, but are illustrative of the ways that early modern readers interacted with their books amidst a culture of censorship.13 We can expand this archive still further to put these objects into conversation with mutilated portraits of Erasmus or copies of Petrarch’s Canzoniere, from which the Babylonian sonnets have been sliced with a razor.14 Examining expurgated copies of books further complicates the traditional distinction between archives and records, revealing how these censored objects straddle the worlds of legal, material, social, cultural, and intellectual history.15

Bringing together the history of material objects and the analytic category of the archive has led Virginia Reinburg to explore French Books of Hours as “archives of prayer,” and Mary Laven to recently describe ex-votos as “archives of miracles.”16 Identifying expurgated books as an archive of practice, rather than a particular archive of a particular practice, has the advantage of transcending the specific case of censored books to open up a broader analytical category. This move, from archive as single repository to archive as witness to historical practices, allows scholars to work across traditional collections to address broader questions of historical use. As researchers, we can identify a practice of interest, like expurgation, and then assemble an archive from which to study the phenomenon, embedding our understanding of the practice within the rich texture of historical context. This methodology fuses the role of the archivist and historian, situating the researcher explicitly as the “co-creator” of the assembled archive.17

However, in the case of expurgated books, assembling the archive is not a straightforward process. Tracing provenance can provide some clues for identifying expurgated books. Books that spent the sixteenth and seventeenth centuries in Northern Europe are rarely expurgated, since Northern Europe was predominantly Protestant and there was, therefore, no need to comply with the laws of Catholic censorship. On the other hand, copies of books written by Protestant authors with provenances traceable to early modern Italian libraries are much more likely to bear the signs of censorship. Important collections, like those in the Vatican Library, present something of a quandary. While many of the owners of the book collections there were Catholic, Popes and Cardinals had reading privileges beyond those available to most readers in Italy; the books in these collections may or may not be expurgated.18 Libraries in the United States are a step further removed from the confessional geography of early modern Europe, and finding censored books based on provenance is exponentially complicated by the fact that many of these texts circulated for many years before arriving in their institutional homes. To take the copy of Gesner’s book shown above as an example, we know that it has traveled from where it was printed in Zurich, across the Alps to the home of an early owner in Pisa, and then across the world to the collection of Steven J. Gould, and finally to the library at Stanford. Reassembling these widely dispersed books to create an archive of practice requires digging deeply into the histories and provenances of local collections.

The Sistine Hall of the Vatican Library
A contemporary photograph of the Sistine Hall of the Vatican Library. Source: Flickr/Michal Osmenda. This image has been reproduced under the terms of Creative Commons License CC BY-SA 2.0.

After identifying a collection likely to hold multiple examples of expurgated books, the next challenge is searching the catalogs. Catalog entries, both online and in card catalogs, only occasionally mention when a book is censored. Without further specification about the type of censorship, the record might indicate that a copy is a reprint of a work that was targeted for correction by Catholic authorities, rather than a book that shows physical signs of expurgation.19 In this case, the work had been censored, rewritten, and reprinted, but the object that has arrived on the library desk is not physically expurgated.

Since catalogs rarely mention works as “expurgated,” I have been rethinking the ways that censorship has altered texts. The images from works by Gesner and Fuchs might be plausibly listed as “altered in pen” or even more vaguely as containing manuscript additions. To take another example, if large portions of text in a book are blacked out, and if the cataloger does not recognize the intervention as censorship, it might be noted instead as containing “ink damage.” Another way of expurgating a book was to glue blank paper over portions that needed to be hidden from orthodox Catholic eyes. When these books were later sold on the antiquarian book market, dealers would often try to remove the pasted-on pieces of paper, leaving once-expurgated books instead with “water stains” from trying to melt the glue, and more generally causing “damage to title page.” Both phrases occasionally turn up expurgated copies of books in American catalogs. Italian catalogers are especially aware of the long shadow of ecclesiastical censorship in their country, and “frontispizio mutilo,” the Italian equivalent to “damaged title page,” vividly captures the cultural perception of censorship as a defacing, mutilating, or maiming of the page, not just happenstance harm that the object incurred.

Focusing on the effects of censorship on books also reveals that expurgation causes some pages to go “missing.” In libraries with catalog entries that include collocation formulas for the books in their collections, a note that folios a1-a2 or a2-a3 are missing regularly signals that a book is expurgated. One of the common changes to volumes required by Catholic law was the removal of dedicatory epistles written by Protestant authors or dedications praising Protestant dedicatees. Indeed, the copy of Fuchs’s commentary on Galen at the New York Academy of Medicine is missing *2-*6, the pages that contained the dedication from Fuchs to the abbot of the Zwiefalten Abbey. In books like Cardano’s commentary on Ptolomey’s Quadripartito, a collocation formula missing a folio or two in the middle reveals that the highly problematic horoscope of Jesus Christ was removed from the book.20 Cross referencing expurgatory indexes alongside collocation formulas can reveal why certain pages in particular tend to go missing from books that were prohibited but could be corrected. While early modern censors regularly described removing passages from books as “canceling” them, searching for “canceled” copies in library catalogs returns the bibliographical use of “cancel” that catalogers are familiar with: a leaf removed in the course of printing a book (and often replaced), not a censorial intervention after publication.

In addition to ink damage, papering over passages, and removing whole pages, parts of books could be covered with gesso, pasted together, and transformed into a jumble of random characters. By looking across this archive of practice we can acknowledge both the individuality of each censor’s interaction with a text and generalize about the common approaches used across many texts. One goal of my research is to establish a typology of the forms of book expurgation by attending to the interventions censors made in hundreds of early modern medical books.21 This work is more than a cataloging intervention: the material practices of early modern censorship reveal the ways that censors and scholars engaged with prohibited books. Expurgation was both a process that required substantial work to determine what material should be expurgated, and a physical task to be executed upon many thousands of prohibited books circulating in Italy. Attention to how prohibited books were physically altered treats these books as an archive that provides insight into the practice of expurgation and the actors involved in book censorship. Additionally, stabilizing the language of expurgation will influence descriptions in catalog records and make these fascinating objects easier to find. Clearer catalog entries would open the door for future research on the material instantiations of censorship and facilitate better communication between scholars and librarians about the physical attributes of these texts.

Using expurgated books as an archive of practice requires consulting many distinct and dispersed copies of books, a process that is becoming easier thanks to massive digitization projects based at major libraries around the world. Digitization has made it possible for scholars to consult multiple copies of the same early modern book without travel. Searching Google Books for Conrad Gesner’s De historia animalium yields expurgated examples from libraries in Spain and Italy, alongside a pristine copy from the National Library in Austria. Searches for other prohibited authors from Fuchs to Petrarch to Erasmus turn up similar results: a mix of copies that appear in clean condition and others with indications that names and passages have been blacked out or pasted over in compliance with the Index of Prohibited Books. With more copies of early modern books readily available, it becomes increasingly clear that books with signs of censorship are a common condition for early modern imprints, not a bibliographical anomaly.22

I want to invite scholars to use the example of expurgated books to reconsider what it means to be part of an archive or a collection. Expurgated books are not united by their content or provenance, but by their shared, physical experience of censorship. The dispersed archive of expurgated books is an archive of the Catholic inquisitions that was never intended to exist. But bringing these books together has the potential to do more than identify copies of books that sat side by side in libraries 400 years ago.23 More radically, this methodology creates a new archive of texts and objects that share intellectual proximity because of their physical states. These books are by-products of the early modern disputes over religious and intellectual authority, vestiges of the power of early states.24 However, the dispersed archive of expurgated books is a collection that we are convening outside of the exigencies of the early modern era. In contrast to national archives, institutional archives, or even the proliferation of personal archives, expurgated books can be studied together as a material archive, an archive of practice.25 Learning to interact with books in ways that complied with a culture of censorship was a skill that early modern scholars mastered, and one we are only now beginning to recover.


Acknowledgments

I am grateful to Ryan Kashanipour, Nicole Ferraiolo, and two anonymous readers for their insightful comments that substantially sharpened this essay. I would also like to thank Richard Calis, Caroline Duroselle-Melish, and Roger Gaskell for inspiring conversations and for sharing citations.

Hannah Marcus is the John and Ruth Hazel Associate Professor of the Social Sciences in the Department of the History of Science and the Associate Faculty Director of the Collection of Historical Scientific Instruments at Harvard University. Her research focuses on the scientific culture of early modern Europe between 1400 and 1700.

  1. The classic study in English of ecclesiastical censorship in early modern Italy has long been Paul F. Grendler’s The Roman Inquisition and the Venetian Press, 1540-1605 (Princeton, NJ: Princeton University Press, 1977). There has been extensive scholarly attention to the Catholic Church’s role in censorship, especially since the 1998 opening of the Archive of the Congregation for the Doctrine of the Faith. The literature is vast, but the most influential publications in English have been Ugo Baldini and Leen Spruit, Catholic Church and Modern Science: Documents from the Archives of the Roman Congregations of the Holy Office and the Index (Roma: Libreria editrice vaticana, 2009); Gigliola Fragnito, Church, Censorship, and Culture in Early Modern Italy (Cambridge, UK: Cambridge University Press, 2001); Peter Godman, The Saint as Censor: Robert Bellarmine between Inquisition and Index (Leiden: Brill, 2000). [↩]
  2. John Tedeschi, “The Dispersed Archives of the Roman Inquisition,” in The Prosecution of Heresy: Collected Studies on the Inquisition in Early Modern Italy (Binghamton, NY: Medieval and Renaissance Texts and Studies, 1991), 23-45. [↩]
  3. On the opening of the ACDF, see Accademia nazionale dei Lincei and Congregazione per la dottrina della fede, L’Apertura degli archivi del Sant’Uffizio romano: Roma, 22 Gennaio 1998 (Rome: Accademia nazionale dei Lincei, 1998); Anne Jacobson Schutte, “Palazzo del Sant’Uffizio: The Opening of the Roman Inquisition’s Central Archive,” Perspectives on History, May 1999. [↩]
  4. Historians of early modern Europe have recently considered the concept of practice in relation to both the material history of books and textual production and early modern political economies. On scholarly practices see, for example, Anthony Grafton, Commerce with the Classics: Ancient Books and Renaissance Readers (Ann Arbor: University of Michigan Press, 1997); William Sherman, Used Books: Marking Readers in Renaissance England (Philadelphia: University of Pennsylvania Press, 2009); and Ann Blair, Too Much to Know: Managing Scholarly Information before the Modern Age (New Haven, CT: Yale University Press, 2010). On practice and political economies, see Noah Millstone, Manuscript Circulation and the Invention of Politics in Early Stuart England (Cambridge, UK: Cambridge University Press, 2016), 13-17; Corey Tazzara, “Managing Free Trade in Early Modern Europe: Institutions, Information, and the Free Port of Livorno,” The Journal of Modern History 86 (September 2014): 493-529; Corey Tazzara, The Free Port of Livorno and the Transformation of the Mediterranean World (Oxford: Oxford University Press, forthcoming); Jacob Soll, The Information Master: Jean-Baptiste Colbert’s Secret State Intelligence System (Ann Arbor: University of Michigan Press, 2009). [↩]
  5. On a legal approach to inquisition see Edward Peters, Inquisition (New York: Free Press, 1988) and, more recently, Thomas F. Mayer, The Roman Inquisition: A Papal Bureaucracy and Its Laws in the Age of Galileo (Philadelphia: University of Pennsylvania Press, 2013); Thomas F. Mayer, The Roman Inquisition on the Stage of Italy, 1590-1640 (Philadelphia: University of Pennsylvania Press, 2014). For an approach to these materials from trial records see, for example, Carlo Ginzburg, The Cheese and the Worms: The Cosmos of a Sixteenth-Century Miller (Baltimore: Johns Hopkins University Press, 1992). Christopher F. Black’s recent synthesis combines a legal account with details from studies of trials. See The Italian Inquisition (New Haven, CT: Yale University Press, 2009). [↩]
  6. On opportunities for bringing together fragmented and allied collections, see Michael J. Paulus, Jr., “The Converging Histories and Futures of Libraries, Archives, and Museums as Seen through the Case of the Curious Collector Myron Eells,” Libraries & the Cultural Record 46, no. 2 (2011): 185-205. [↩]
  7. For what was prohibited on the Index of Prohibited Books and when, the standard source is Jesús Martínez de Bujanda, Francis M. Higman, and James K. Farge, Index des livres interdits (Sherbrooke, Québec: Centre d’études de la Renaissance, Editions de l’Université de Sherbrooke, 1984-1999). [↩]
  8. As found in Stanford’s copy of Conrad Gesner, Conradi Gesneri medici Tigurini Historiæ animalium lib. I.[-V.] (Tiguri: Apud Christ. Froschoverum, 1551), call number: RBC QL41 .G37 1551 F V.1, copy 1. The Latin inscription reads: Sine Anathematis periculo liber iste del historia animalium quadrupedum viviparorum legi potest Nam ex mandato D R I Inquisitionis Pisane duxcasis Magisteri Lelii medices expunsta ac obliterata sunt ex albo. que[m] delenda visa sunt. [↩]
  9. On the assignment of expurgation to communities around Italy see Gigliola Fragnito, ed. Church, Censorship, and Culture in Early Modern Italy (Cambridge, UK: Cambridge University Press, 2001). On the censorship of books of medicine, see Hannah Marcus, Banned Books: Medicine, Readers, and Censors in Early Modern Italy, 1559-1664 (PhD diss., Stanford University, 2016); Ugo Baldini and Leen Spruit, eds., Catholic Church and Modern Science, v. I, t. 1, 603-64. [↩]
  10. Marcus, Banned Books, 213-14. [↩]
  11. Perhaps the best census of an individual book is Owen Gingerich, An annotated census of Copernicus’ De revolutionibus (Nuremberg, 1543 and Basel, 1566) (Leiden; Boston: Brill, 2002). Daniel Margocsy, Mark Somos, and Stephen Joffe are currently conducting a similarly thorough census of copies of Andreas Vesalius’s De humani corporis fabrica. On bibliography as the social history of texts, see the classic study by D. F. McKenzie, Bibliography and the Sociology of Texts (Cambridge, UK: Cambridge University Press, 1999). For how scholars are currently rethinking the field of bibliography, see, for example, Michael F. Suarez, S.J., “Hard Cases: Confronting Bibliographical Difficulty in Eighteenth-Century Texts,” The Papers of the Bibliographical Society of America 111, no. 1 (March 2017): 1-30. [↩]
  12. Krzysztof Pomian has described an archive as emerging from people or institutions who understood the preservation of documents as more problematic than maintaining them. This is an intriguing suggestion in the context of expurgated books because works that were expurgated were deemed worthy of preservation despite the need to destroy parts of them. Krzysztof Pomian, “The Archives: From the Trésor des Chartes to the CARAN,” in Rethinking France: Les Lieux de Mèmoire, ed. Pierre Nora, vol. 4, Histories and Memories (Chicago: University of Chicago Press, 2010), 27–99. [↩]
  13. On the expression “culture of censorship” see Cyndia Susan Clegg, Press Censorship in Caroline England (Cambridge, UK: Cambridge University Press, 2008), 232. [↩]
  14. For censored Erasmus see Silvana Seidel Menchi, Erasmo in Italia, 1520-1580 (Torino: Bollati Boringhieri, 1987). On censored copies of Petrarch see, Peter Stallybrass, “Petrarch and Babylon: Censoring and Uncensoring the Rime, 1559-1651,” in For the Sake of Learning: Essays in honor of Anthony Grafton, eds. Ann Blair and Anja-Silvia Goeing, vol. 2, (Leiden; Boston: Brill, 2015), 581-601. [↩]
  15. On the complicated definitions of archives and records in early modern Europe see Alexandra Walsham, “The Social History of the Archive: Record-Keeping in Early Modern Europe,” Past and Present 230, no. 11 (November 2016): 13-18. [↩]
  16. Virginia Reinburg, French Books of Hours: Making and Archive of Prayer, c. 1400-1600 (Cambridge, UK: Cambridge University Press, 2012); Mary Laven, “Recording Miracles in Renaissance Italy,” Past and Present 230, no. 11 (November 2016): 191-212. [↩]
  17. Focusing on evidence of expurgation as an archive of use and practice goes some way toward achieving Terry Cook’s goal of archives that document “function, activity, and ideas, rather than primarily reflecting the structures, offices, and persons of origin.” Terry Cook, “The Archive(s) Is a Foreign Country: Historians, Archivists, and the Changing Archival Landscape,” The American Archivist 74, no. 2 (Fall/Winter 2011): 629-31. [↩]
  18. There are also collections in the Vatican Library with non-Catholic provenances, most notably the Palatine collection seized from Heidelberg as booty in the Thirty Years War. Jill Bepler, “Vicissitudo Temporum: Some Sidelights on Book Collecting in the Thirty Years’ War,” The Sixteenth Century Journal 32, no. 4 (Winter, 2001): 955-57. [↩]
  19. The Congregation of the Index originally intended for corrected books to be reprinted as clean, Catholic copies of previously prohibited texts; in reality, this rarely occurred. [↩]
  20. On Cardano’s geniture of Jesus see Anthony Grafton, Cardano’s Cosmos: The Worlds and Works of a Renaissance Astrologer (Cambridge, MA: Harvard University Press, 1999), 150-55. [↩]
  21. Marcus, Banned Books, chapter 5. [↩]
  22. Roger Stoddard helpfully placed censored books alongside books with other signs of use and provenance in his exhibition catalog Marks in Books, Illustrated and Explained (Cambridge, MA: Houghton Library, Harvard University, 1985). [↩]
  23. On learning from provenance and changing collections see Robin Myers, Michael Harris, and Giles Mandelbrote, eds., Books on the Move: Tracking Copies Through Collections and the Book Trade (New Castle, Delaware, and London: Oak Knoll Press and The British Library, 2007). [↩]
  24. There is a lot of excellent recent research on the relationship between archives and sources of power and authority in early modern Europe. See, for example, Filippo de Vivo, Andrea Guidi, and Alessandro Silvestri, eds., “Archival Transformations in Early Modern European History,” European History Quarterly 46, no. 3 (2016); Elizabeth Yale, “The History of Archives: The State of the Discipline,” Book History 18 (2015): 332-59; Laurie Nussdorfer, Brokers of Public Trust: Notaries in Early Modern Rome (Baltimore, MD: Johns Hopkins University Press, 2009); Ann Blair and Jennifer Milligan’s “Introduction” to their special issue of Archival Science 7, no. 4 (2007): 289-96. [↩]
  25. On the formation and proliferation of personal archives in the early modern period see Elizabeth Yale, “With Slips and Scraps: How Early Modern Naturalists Invented the Archive,” Book History 12 (2009): 1-36, and her recent book Sociable Knowledge: Natural History and the Nation in Early Modern Britain (Philadelphia: University of Pennsylvania Press, 2016). See also Walsham, “The Social History of the Archive,” 18-23. [↩]

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.

Breaking ChatGPT: Good Teaching Still Beats the Best AI

banner image for Breaking ChatGPT: Good Teaching Still Beats the Best AI

At this point, everyone seems to have heard of ChatGPT 3, the breakthrough artificial intelligence engine released in November 2022. A product of the OpenAI consortium, this online tool can generate long-form prose from simple prompts, with results often indistinguishable from human efforts. A New York Times column reported that ChatGPT “creates new content, tailored to your request, often with a startling degree of nuance, humor and creativity.”[1] The bot thus commonly passes the Turing Test: it can convince users that it is human.

Many observers greeted ChatGPT with something close to terror. Our dystopian future, they declared, will be the inverse of that foretold by The Jetsons. Instead of cheerful robot servants freeing us from manual drudgery, robots will replace us as writers, artists, and thinkers. Domestic labor and farm work will become the last arenas where humans surpass our robot creations. Our niche will shrink to that of Romba assistants, tidying up the spots missed by robot vacuums. While some of these commentaries were arch, many were earnest. Writing in the MIT Technology Review, Melissa Heikkilä explicitly posed the question “Could ChatGPT do my job?”[2] In the New York Times, Frank Bruni wondered “Will Chat GPT Make Me Irrelevant?”[3]

Screenshot from "Could ChatGPT do my job?"
Screenshot from “Could ChatGPT do my job?”, https://www.technologyreview.com/2023/01/31/1067436/could-chatgpt-do-my-job/

Many academics echoed these alarms. “You can no longer give take-home exams,” wrote Kevin Bryan, a professor of management based at the University of Toronto. Samuel Bagg, a University of South Carolina political scientist, suggested that ChatGPT3 “may actually spell the end of writing assignments.”

I dissent.

At its core, ChatGPT is just a predictive text algorithm. Simple predictive text engines are ubiquitous. In the common email client Microsoft Outlook, for example, if I write several lines of text (an indication that it might be time for a conclusion), and then type “please get”, the software immediately suggests “back to me.” If I accept that suggestion, it offers “as soon as possible.” This is not scary or surprising. The algorithm is simply relying on predictable prose patterns. The best predictive text algorithms are adaptive. You have likely experienced how your phone’s texting feature improves with time. That is simply a product of the software incorporating the probabilities of your writing habits. If I routinely write, “Please get me a taco and change the oil on my car,” a good algorithm will accordingly change the autocomplete suggestions for “Please get.”

ChatGPT3 is nothing more than those familiar text algorithms but at a massive scale. It seems different because size matters. The textbase is roughly 300 billion words, and the computational costs to train the engine (essentially the electric bill) ran into millions of dollars. Unlike familiar predictive text methods, which look at a few words (e.g., “please get” prompts “back to me”), ChatGPT3 accepts, and returns prompt with thousands of words.

That difference in scale obscures key similarities. After all, although both are primates, a 400 lb. mountain gorilla is threatening in ways that a 5 lb. ring-tailed lemur is not. But the fact that ChatGPT3 is just a predictive text algorithm is essential to appreciating its limits. Gorillas, however large and scary, are primates and share the core limits of that order: they cannot fly, live underwater, or turn sunlight into starch. In the same way, ChatGPT does not “think.”

A 2013 photograph of The Thinker, a sculpture by Auguste Rodin on display at the Musée Rodin in Paris
A 2013 photograph of The Thinker, a sculpture by Auguste Rodin on display at the Musée Rodin in Paris. Source: Wikimedia Commons/Tammy Lo. Image reproduced under the terms of Creative Commons License 2.0.

No predictive text algorithm, no matter its scale, can write anything new. The scope of ChatGPT3 conceals that it is just a massive “cut and paste” engine, auto-completing our text prompts based on billions of pages scraped from the internet. That is both its great power and its core limitation. ChatGPT3 is devastatingly “human” at the most mundane “cut and paste” aspects of writing. It will likely automate many forms of “compliance writing” (certifications that a person or organization conforms to rules and regulations), as well as customer service letters, legal forms, insurance reports, etc. Of course, many of those tasks were already partly automated, but ChatGPT3 has radically streamlined the interface. By extension, ChatGPT can resemble a human student and earn a solid B+ when responding to any question that has an established answer. If there are thousands of examples on the internet, ChatGPT will convincingly reassemble those into seemingly human prose. 

ChatGPT thus poses a real but energizing question for teachers. If ChatGPT is most human-like when answering “cut and paste” questions, why are we posing such questions? Adapting to ChatGPT requires not a ban on the software, much less a retreat into an imaginary past before computers, but merely some healthy self-reflection. If we are genuinely teaching our students to think and write critically, then we have nothing to fear from ChatGPT. If our test questions can be answered by ChatGPT, then we aren’t requiring critical reading or thinking.

We can break ChatGPT simply by demanding that students directly engage historical sources. Consider the prompt, “Relate the Gettysburg Address to the Declaration of Independence. Is Lincoln expanding on an older vision of the Republic or creating a new one?” ChatGPT generates a compelling simulacrum of a cautious B-student: “the Gettysburg Address can be seen as both an expansion of the principles outlined in the Declaration of Independence and the creation of a new vision for the nation.” But essay never quotes either document and ChatGPT gets confused as soon we push for specifics. Thus, the prompt “When Lincoln declared that ‘all men are created equal’ was he creating a new vision of liberty?” generates the response “Abraham Lincoln did not declare that ‘all men are created equal’; rather, this phrase comes from the United States Declaration of Independence, which was written by Thomas Jefferson in 1776.” This answer is incoherent because ChatGPT3 does not “understand” the meaning of “declare.” It was likely tripped up by a probabilistic association of “declare” with “declaration.”

This early 20th century poster reproduces the text of the Gettysburg Address.
This early 20th century poster reproduces the text of the Gettysburg Address. Note that the very first sentence contains the phrase “all men are created equal”—something ChatGPT missed. Source: Wikimedia Commons/Library of Congress.

ChatGPT3 collapses completely when we move beyond canonical sources and press further on specifics. Consider the prompt “Washington’s famous ‘Letter to a Hebrew Congregation in Newport’ is a response to an invitation from that congregation. Using your close reading skills, which aspects of that invitation does Washington engage and which does he ignore?” Here, GPT becomes an expert fabulist. There is no massive internet corpus on the original invitation, so it infers grievances: “For example, the Jewish community in Newport had expressed concerns about their status as a minority group, as well as their economic and social opportunities.” In other iterations, it asserts that Washington ignored a plea to “help secure the rights of all citizens, including those who are marginalized or oppressed.” Those answers have little to do with the primary sources, although they are compelling imitations of a poorly prepared student.

ChatGPT misses core elements of the exchange. For example, the invitation calls for the divine protection of Washington and for his ascent to heaven, but Washington responds modestly and with a broadly ecumenical vision of the afterlife. Even when I pasted the original Newport letter to Washington into ChatGPT, it responded with a boilerplate summary of Washington’s response. It can only write what’s already been written.

I have focused here on American history because in my specialty of Japanese history, where there are comparatively few English-language examples to repurpose, ChatGPT breaks down both rapidly and thoroughly. I asked it about Edogawa Ranpō’s 1925 short story “The Human Chair.” It is a haunting, gothic work about an obsessed, self-loathing craftsman who builds a massive chair for a luxury hotel, conceals himself in it, and then thrills as he becomes living furniture for a cosmopolitan elite. ChatGPT insisted that it was about a man who tried to turn his wife into a chair. ChatGPT didn’t do the assigned reading because it can’t read. That insight applies across fields and disciplines: the algorithm can only write modified versions of what’s already on the web.

Perhaps, in some distant future, ChatGPT 500 (the descendant of ChatGPT 3) will have absorbed everything that has been written or said. Until then, we need merely inflect our questions to move beyond predictable answers. Open ended questions about Rousseau’s Social Contract or Kant’s What is Enlightenment? need to slip into oblivion. But relating any of those canonical texts to non-canonical sources, and insisting on quotes, is a vibrant alternative. How, for example, does this Boston newspaper editorial on the Haitian Revolution relate to Rousseau? Or “Here’s an neglected passage of Spinoza. Relate to it to this well-known passage from Kant.” Such questions stymie ChatGPT3. They can also give our students a better education that is also more true to the objectives of the humanities—teaching students to think for themselves. And they will make teaching more rewarding. At first glance, ChatGPT3 is genuinely scary. But even the scariest gorillas cannot fly or turn sunlight into starch. And, “please get back to me as soon as possible.”


Mark Ravina is the Mitsubishi Heavy Industries Chair in Japanese Studies at the University of Texas at Austin.

[1] https://www.nytimes.com/interactive/2022/12/26/upshot/chatgpt-child-essays.html?searchResultPosition=1

[2] https://www.technologyreview.com/2023/01/31/1067436/could-chatgpt-do-my-job/

[3] https://www.nytimes.com/2022/12/15/opinion/chatgpt-artificial-intelligence.html?searchResultPosition=5

The views and opinions expressed in this article or video are those of the individual author(s) or presenter(s) and do not necessarily reflect the policy or views of the editors at Not Even Past, the UT Department of History, the University of Texas at Austin, or the UT System Board of Regents. Not Even Past is an online public history magazine rather than a peer-reviewed academic journal. While we make efforts to ensure that factual information in articles was obtained from reliable sources, Not Even Past is not responsible for any errors or omissions.

15 Minute History – Climate and Environmental History in Context

Guests: Megan Raby, Associate Professor of History at the University of Texas at Austin & Erika Bsumek, Associate Professor of History at the University of Texas at Austin

Host: Alina Scott, PhD Student in the Department of History at the University of Texas at Austin

How do historians teach Environmental History in an age where stories of climate change and catastrophe fill the headlines? Megan Raby and Erika Bsumek, both History Professors and Environmental Historians discuss what drew them to the field, how they talk about environmental history with their students, and the 2021 Institute for Historical Studies Conference, “Climate in Context: Historical Precedents and the Unprecedented” (April 22-23). “Among many other questions, the conference will ask: Can history offer an alternative to visions of the future that appear to be determined by prevailing climate models, and help provide us with new ways of understanding human agency?”

Episode 131: Climate and Environmental History in Context
Continue Listening

Mentioned in today’s episode:

  • Institute for Historical Studies (https://liberalarts.utexas.edu/historicalstudies/)
  • “Annual Conference examines climate crisis through lens of historical scholarship, culminates year-long discussion on “Climate in Context” theme” (https://liberalarts.utexas.edu/historicalstudies/news/annual-conference-examines-climate-crisis-through-lens-of-historical-scholarship-culminates-year-long-discussion-on-climate-in-context-theme)
  • Radical Hope Syllabus (http://radicalhopesyllabus.com/)

A Primer for Teaching Environmental History: Ten Design Principles. By Emily Wakild and Michelle K. Berry (2018)

by Bryan Sitzes

Environmental history is an approach that broadens our historical scope by acknowledging how the human and non-human worlds have interacted and shaped each other’s fates over time. Emily Wakild and Michelle K. Berry have produced a guide that teachers with diverse historical interests can apply in high school, undergraduate, or graduate classrooms. The authors envision teachers using A Primer for Teaching Environmental History in two ways: creating an entirely new course on environmental history or integrating environmental history into a more general history course. Despite their environmental focus, the disciplinary skills and pedagogical techniques they share are applicable in any history classroom. Whether you are looking to update your high school US history survey or conduct a graduate seminar on colonial histories of water, Wakild and Berry offer relevant advice on identifying course objectives, course structure preparation, communicating and engaging with students, developing disciplinary skills through activities and projects, assessment, and a great deal more. They pair these general concepts with examples from their own classrooms and suggest how other teachers might tweak the techniques to fit their own class.

A particular strength of Teaching Environmental History is that the authors repeatedly show teachers how to structure activities, units, and an entire course so that earlier lessons provide foundations for later, more complex ideas. The first tip in the book suggests asking students to think about their lunch – a tangible and personal object – and consider what processes were necessary for this sandwich or energy bar to arrive in their possession (farmers growing grains, rainfall watering agricultural fields, extracted oil powering global trade networks, etc.). Once students familiarize themselves with the various processes and relationships that make their lunch possible, Wakild and Berry show how teachers can historicize this concept by having students consider the history of bananas. Students listen to a 1922 song about a banana shortage in NYC and wonder, why was there a banana shortage? Students learn about globalization and teachers might choose to explore US foreign policy in Latin America, integrate economics by considering consumerism or labor, discuss the meanings of nature and natural, or begin interdisciplinary approaches by sharing papers on genetic engineering. A multitude of possibilities allow teachers to tailor the banana to the needs of their own classroom. Along the way, students learn to find sources, connect discrete information, and communicate what they found through writing assignments with topics they had a hand in choosing.

A Selection of Environmental History Books (see our article on teaching Environmental History)

The initial section on connecting students to environmental history also relates to a concept Wakild and Berry introduce at the end of their book: environmental justice and marginalized communities. Although teachers may want to avoid such a complex idea at the outset of the semester, the extremely visible effects of nature on contemporary society can also help students connect with course material. Wild fires in California, undrinkable water in Michigan, and hurricanes on the coasts are all issues students may already be familiar with. Teachers could use Elizabeth Rush’s Rising: Dispatches from the American Shore (2018) since she considers the effects of sea level rise and transmits the voices of affected coastal communities in California, Louisiana, Florida, and New York.

The second part of Teaching Environmental History shows how teachers can connect the various units in their course together through field excursions, human connections to space, and centering a semester around energy. Wakild and Berry consider the unique benefits and challenges of field trips, whether taking students to Latin America for a month, walking along a river that cuts through your local community, or creating assignments for distance-education students to go explore the outdoors in their areas. Students of today connect to spaces far beyond their local community through technology, and so helping students develop a sense of place can utilize the skills they already have. Teachers can pair Instagram or YouTube with diaries of travelers of the Oregon Trail or Indian Ocean to help students develop deeper feelings for places than if they only read a text.

Wakild and Berry end their primer by considering issues relevant to nearly every classroom: integrating technology and conducting assessments. Accordingly, approaches to incorporating environmental history take a backseat to discussions of general teaching philosophy in these chapters. Both technology and assessment actually appear throughout the book but receive extra attention in conclusion. The relative absence of environmental history discussions in the final chapters is a clue to the relevance of technology and assessment in all classrooms. They acknowledge the challenges these issues present while focusing on the immense benefits for students. Technology and assessments do not necessarily form pedagogical speed bumps or road blocks. With creativity, we can integrate institutional demands while continuing to imbue students with the skills necessary to critically reflect on the past and become well-informed global citizens. That is the primary objective Wakild and Berry want to help other teachers achieve.

In their epilogue, Wakild and Berry anticipate criticisms that their examples might skew too heavily toward modern histories and that too many “extra-disciplinary” approaches like environmental justice or natural science research risks diluting the requirements of a history course. I do not find either of these potential criticisms very problematic. Examples from the 19th, 20th, and 21st centuries help demonstrate the relevance of environment history to students unfamiliar with the discipline, and the techniques the authors share can be translated to use with earlier histories if some teachers desire. As for diluting the historical discipline of the class, environment history thrives best when traditional skills of historians are combined with other approaches. Interdisciplinarity also allows teachers to engage more of their students, since some will surely be more interested in literature or the natural sciences. Any environmental historian who intends to teach should read A Primer for Teaching Environmental History, and teachers of all kinds will probably find it useful in preparing for their next semester.

Teaching with Wikipedia

When Public History is done so well, we want to celebrate it! In Fall 2018, our colleague in Art History, Dr. Stephennie Mulder,  had her students rewrite articles on Wikipedia to be more accurate and based on up-to-date scholarship. To be honest, I’ve thought about doing something like this in my classes, but I would never have done such a creative and thorough job. Now the instructors among us have a model and a roadmap we can all use. And the rest of us can sit back and watch some great teaching unfold because Dr. Mulder recently recounted the process on Twitter. Enjoy! ~ Joan Neuberger
by Dr. Stephennie Mulder

 Read on Twitter

      This semester in my Arts of Islam survey, I decided to scrap the research paper and have students collaborate to re-write @Wikipedia articles. It ended up better than I could have imagined & transformed how I think about teaching #StudentsOfIslamicArt #IslamicArt #MedievalTwitter

      I was hesitant about shaking up a popular class that had worked well for years, but one statistic finally convinced me: 90% of Wikipedia articles are written by men – and largely by men from Euro-American contexts.

Female scholars are marginalised on Wikipedia because it’s written by men | Victoria Leonard 

      The oft-maligned #Wikipedia is the now the world’s most frequently-consulted source of information & fifth-most visited website. Because anyone can be an editor, it’s on us to make it the best resource it can be. If you think Wikipedia is bad, look in the mirror. Wikipedia is us.
      So this assignment quickly took on a much deeper significance than a research paper. It required them to develop many of the same research and writing skills as a research paper, but it also came to have a strong #civics and #SocialJustice component, and the students responded.
     To emphasize the collaborative, real-world applicability of the assignment, I set it up as a partnership with a museum and another Islamic art class via my brilliant
colleagues  @lk_michelsen @hi_shangrila and @AlexDikaSegg @Rutgers_Newarkshangrilahawaii.org
      The assignment asks them to imagine they’re hired as consultants for a major museum to improve the public’s knowledge on Islamic Art, in advance of an exhibition. Their task? To assess an article for the quality of its sources and content and then research, write, and improve it.
      I have almost 50 students enrolled in the class, so I made the assignment collaborative and divided the class into 15 groups of 3-4 students. I then preselected #IslamicArt articles I knew were important but underdeveloped on #Wikipedia. They had 3 weeks to research & 3 to write.
      The assignment was set up on @WikiEducation‘s terrific website. Students had to complete a training module/week. Through this and discussion in class they learned how to determine quality of sources, the value of peer review, and improved research methods.

 

Wiki Education — Connecting Higher Ed and Wikipedia

      In addition to the online training modules, @WikiEducation mailed me hard-copy pamphlets to give the students: one general one on Editing Wikipedia and another new one on editing Art History topics. These were super helpful.

New Resource Helps Art History Students Improve Wikipedia

      I also drew on @artandfeminism‘s amazing quick guides which are brilliant for edit-a-thons.
      But on top of these crucial online resources, I wanted to highlight continuing value of analog sources so students could gain experiential knowledge of benefits of both types of sources. I pulled in our brilliant #librarians Becca Pad and Gina Bastone from the UT Fine Arts Library @UTFAL and UT Libraries @utlibraries 
      Becca and I created a research guide for the assignment that pointed students to both digital and hard-copy sources within @UTFAL and @utlibraries.
      I also spent a day in the library with students, walking them through basic research methods. I thought this might be too basic, but the day walking them through the physical library was inspired by a comment made by one of our brightest Honors Art History undergraduates in a meeting of the UT Provost’s Libraries Task force (on which I currently serve):
    “Many faculty and librarians don’t realize that it’s not that undergraduates don’t *want* to use the libraries, it’s that we are SCARED of the libraries.” She explained that many students no longer receive the basic training needed to know how to use the libraries. So they don’t.

View image on Twitter

Here’s Eleanor Garstein’s and Dea Sula’s revamp of the Pyxis of Zamora

      The UT Library system is one of the United States’ great research collections, but the vast majority of undergraduates test out of basic Intro to Rhetoric and Writing-type classes that used to train them in basic research methods. So the libraries just look intimidating and baffling.
      Just getting them physically in the library was revelatory. They were astonished at the range and quality of sources that did not turn up on a Google search. It really lit a fire under them, sparked their curiosity and made them want to dive in. This was revelatory for me too!
      We talked about what a privilege it is to have access to depth and reliable quality of knowledge in a top research library. We talked about how access to knowledge controls the way we see the world and our place in it. Again and again, students spoke about feeling empowered.

View image on Twitter

Zain Tejani and Tarik Islam improving the article on Islamic Gardens by replacing some of the more subjective aspects of the pages on the Islamic gardens with entries on the surviving gardens and sensorial experience. They later found their edits reverted by another editor – a valuable lesson about how to work within Wikipedia’s editor community (they’re still in negotiations on the Talk page!)

      Yesterday [December 12, 2018] we met for an upload party. I wasn’t sure how it would go, but it turned out to be one of my favorite days as a teacher EVER. I am so proud of my students and of their hard work. I am amazed at how seriously they took the assignment and what a terrific job they did.
      There were challenges: the sometimes-difficult collaborative aspect of a group assignment, the fact that some topics had few sources, the challenge of learning to write in a neutral, unbiased style. But they had something real on the line: an article out there in the world.
      And in the end, these smart students have now contributed 15 better-sourced, better-written articles to the most frequently-consulted body of knowledge in the world. And they’ve learned key research and writing skills that will be applicable in a range of fields.
      And of course, they’ve deepened their knowledge of #IslamicArt. Just listen to my student Gabrielle Walker speaking confidently about the complex history and historiography of Raqqa Ware, a type of medieval Islamic fineware pottery.
      There is room for improving even important and significant topics on Wikipedia. Carla Bay, Sukaina Aziz (@SukainaAziz), and Yasmeen Amro (@TheYasmeenAmro),  made major improvements to the article on Muqarnas, perhaps the most distinctive form of Islamic architectural ornament:

Embedded video

      In short, this assignment did all a traditional research paper does: deepening knowledge, research, and writing skills – but it also left them feeling empowered to be active contributors: shaping global knowledge and redressing imbalances that shape the way we see the world.
      So if you’ve ever wanted to have students do a Wikipedia article writing project, I would encourage you to jump in and follow Wikipedia’s motto: #BeBold. Your students will learn, and you will all feel like you made the world just a tiny bit better place to be.
      And super grateful to the fabulous @LaurenMacknight, our hardworking and incredibly on-it communications director @UT_AAH, for enthusiastically promoting our project on multiple platforms! You’re incredible. 🙂
More from @stephenniem on Twitter
Stephennie Mulder@stephenniem

And on Not Even Past, a feature on Dr. Mulder’s award-winning book: Carved in Stone: What Architecture Can Tell Us about the Sectarian History of Islam

From There to Here: Susan Deans-Smith

Map of England (via Wikimedia)

I came to Texas from England over thirty years ago, now. My prior experience of living in the U.S. had been during my year abroad as part of my undergraduate degree at the University of Warwick, embedded in the department of History at the University of Wisconsin-Madison. Although unbeknownst to me at the time my experience in Madison proved to be pivotal and part of the chain of events that would result in my coming to UT-Austin and Texas. Two things happened as a result of my time in Madison. The first was exposure to an absolutely brilliant political scientist of Latin American history– Peter H. Smith. The second was my first trip to Mexico. After completing my year at Madison and before returning to England to complete my senior year at Warwick, I embarked on my version of Jack Kerouac’s road trip – in my case a Greyhound bus and its Mexican counterpart (solo, no less) from Madison to Mexico City. Mesmerized by my experiences in Mexico, I knew that I wanted to specialize in its history. During the writing up of my dissertation at Cambridge University, I was lucky enough to be invited for one year as a visiting professor in the History department at UT-Austin. That year was particularly memorable and as I look back I’m still not quite sure how I did what I did: prep for four new courses in a university system very different from that of Cambridge where I was used to the tutorial system; complete my dissertation that involved some commuting between Austin and Cambridge; and, oh yes, fall in love with the Texan who I would marry. In fact, in March of that memorable year, I flew to Cambridge to defend my dissertation (successfully), and flew back to Austin the next week to get married. Not bad! But, things got even better. As it turned out, the professor for whom I substituted for a year, decided not to return. I applied for the tenure-track position that opened up and was fortunate to be selected for the position. And, here I am at home in Texas and privileged to be working with creative colleagues, stimulating students, and phenomenal research resources. Plus, I never did like the English climate……

Also in this series:

Tatjana Lichtenstein
Julie Hardwick
Toyin Falola
Yoac Di-Capua

You’re Teaching WHAT?

Cross-posted from Chris Rose’s blog, where he regularly tells us Important and Useful Things and makes us laugh along the way. In addition to his many other accomplishments, Chris is the brains and motor behind our podcast 15 Minute History.

by Christopher Rose

Ladies and Gentleman, I give you … Terrorism and Extremist Movements. Ta-Da!The reaction that this has caused in a few people has been … well, probably predictable.

“You’re teaching WHAT?”
“Oh, for God’s sake, Chris.”
“What does this have to do with your dissertation?” (I particularly like this question, as if any of the other courses I’ve ever taught have anything to do with my dissertation. In fact, I should like to meet anyone who teaches an undergraduate class on the topic of their dissertation.)

If there were one thing I would say that I didn’t think through on this one, it’s that maybe the semester I’m trying to finish writing and start revising my dissertation wasn’t the best time to also try and teach a brand-new class on material that I am not intimately familiar with.

I can do 20th century Middle East or the Rise of Islam in my sleep. However, that’s also the reason why I didn’t want to teach either of those courses again.

As an adjunct, I don’t get to innovate. I actually wouldn’t mind coming up with a class on The Middle Eastern Front in World War I, for example. There’s a lot of stuff to unpack there.

The issue is that I’m teaching a general education course under the topic “Challenges of Globalization.” For two semesters I taught a course on the 20th century Middle East in which I framed the topic question of whether it’s fair to blame the Skyes-Picot Treaty and European imperialism for the state of the region today (in two semesters, my students never quite figured out that this question…printed front, center, and top on the syllabus…would also be their final exam prompt).

Egypt had the strongest naval fleet in the Mediterranean at the time Spain discovered the New World, but most high school students don’t learn about that. To be fair, I didn’t really understand this until I was in grad school—and yet, I realized I was teaching undergraduates as if this were common knowledge.

A thoroughfare in the medieval quarter of Cairo. Egypt had the strongest naval fleet in the Mediterranean at the time Spain discovered the New World, but most high school students don’t learn about that. To be fair, I didn’t really understand this until I was in grad school—and yet, I realized I was teaching undergraduates as if this were common knowledge. (Photo: Chris Rose)

However, it was the aforementioned ability to recite this material in my sleep that, it turned out, was the problem. I realized about four weeks into my first semester of teaching that the problem wasn’t my students, it was me. I assumed a lot of background knowledge. Way too much background knowledge.

Here I was talking about the inner workings of the Ottoman Empire when I knew from years of experience that the Texas world history curriculum barely mentioned it. (Trust me, I know.) I was speaking in shorthand and my students didn’t have the answer key.

I quickly went into revision mode, changing my approach for the rest of the semester. The next semester, I revised the curriculum further, tightening the focus and narrowing the amount of material covered.

I also realized that it might be best to get away from the material for a bit. After two semesters of teaching it (and the extra hours both doing prep work as well as writing a dissertation), I was bored with the material and recognized the dangers of what this might mean in terms of my attention to the class and my propensity to shorthand.

What might help, I thought, would be a new subject entirely.

First, I dumped the long academic course name with the colon (yes, I did that).

Then, I decided to focus on student expectations. My university has a strong criminology program, as well as a strong political science program. How do I appeal to those majors?

So … the idea of doing a course on terrorism sprang to mind. (I honestly don’t remember why). It would be comparative; after all, despite popular memes to the contrary, terrorism is not just a Middle Eastern phenomenon. I wanted it to be global in focus. But, other than South Asia, in which I do (terrifyingly) have the requisite number of credit hours to pass myself off as an expert … was I qualified to teach a globally focused class?

The first modern terrorist groups formed in tsarist Russia in the nineteenth century. One group, The People's Will, assassinated Tsar Alexander II in hopes of sparking a popular revolution.

The first modern terrorist groups formed in tsarist Russia in the nineteenth century. One group, The People’s Will, assassinated Tsar Alexander II in hopes of sparking a popular revolution.

Then I had an idea: what if I didn’t teach the entire class? What if the class, working in groups, each took responsibility for a particular movement in a particular global region, and contributed to the learning environment? The more I thought about this, the more I liked it; and others that I shared the idea with were enthusiastic.

So, I put a proposal together and it went on the course schedule and I did what pretty much everyone does: I forgot about it until about two months beforehand when the campus bookstore started prodding me for my textbook choice.

Despite what seemed like insurmountable odds and a few nights of lost sleep, I produced a syllabus and guidelines for a class that I hope will be not only be successful but also interesting to my students.

I was honest with my students the first day: this is an experiment, and if this isn’t what you’re looking for in a course and you’re not on my roster at the end of the week, no hard feelings. I lost a couple, but the vast majority stayed put.

So, here’s to an experiment. I look forward to sharing how it goes.

More from Christopher Rose on Not Even Past:

Search for Armenian Children in Turkey

Mapping and Microbes

Exploring the Silk Route

The Public Archive: Frederic Allen Williams

Millions of tweets and millions of state documents. Intimate oral histories and international radio addresses. Ancient pottery and yesterday’s memes. Historians have access to this immense store of online material for doing research, but what else can we do with it? In Spring 2018, graduate students in the Public and Digital History Seminar at UT Austin experimented with ways to make interesting archival materials available and useful to the public; to anyone with access to a computer. Over the Summer, Not Even Past will feature each of these individual projects.

Frederic Allen Williams (1898-1955) was a prominent sculptor, lecturer, intellectual, and rodeo rider. Based in New York City, he became known for his talks on Native American art delivered in his midtown studio using magic lantern slides, an early type of image projector. By digitizing a sizable collection of Williams’ prints, negatives, lantern slides, and other ephemera held at the Harry Ransom Center, Jesse Ritner‘s digital project not only makes these materials accessible to wider audiences, but also reflects on using photography as historians and teachers.

More on Ritner’s project and the Public Archive here.

Also by Jesse Ritner on Not Even Past:

Death, Danger, and Identity at 12,000 Feet
The Curious History of Lincoln’s Birth Cabin
Paying for Peace: Reflections on “Lasting Peace” Monument
What Makes a Good History Blog?

You may also like:

The Public Archive: Woven Into History by Alina Scott
Who Put Native American Sign Language in the US Mail? by Jennifer Graber
A Graphic Revolution: The New Archive (No. 19) by Joseph Parrott

“Doing” History in the Modern U.S. Survey: Teaching with and Analyzing Academic Articles

Originally posted on Process History on September 5, 2017.

by Christopher Babits

Near the end of the spring semester, my department asked me to teach a summer session of U.S. History since 1865. I had a short time to think about what I’d teach and how I’d teach it. For me, it was important for students to “do” the work of historians. This meant more than reading primary sources, though. In addition to this, students would engage with “essential questions” that are key for understanding the United States’ recent past. Moreover, in lieu of assigning a traditional textbook, which might not fully align with these essential questions, I decided that my students would read, analyze, and critique articles from the Journal of American History.

My first preparatory task was to frame the course around the essential questions. I wanted to create questions around a broad range of potential student interests. I chose four topics: 1) America’s role in the world; 2) economics and labor; 3) women and gender; and 4) comparative civil rights. These topics covered some of the important themes of post-Civil War U.S. History.

The questions I crafted (see Figure #1: The Course’s Essential Questions) were beneficial on several levels. Initially, they helped me with one of the most daunting challenges of syllabus creation—picking and choosing content to cover. These essential questions narrowed what I would focus on; lectures and in-class activities would always have to answer (at least) one of these questions. On top of this, I used the four questions to pick articles from the Journal of American History. From a content standpoint, these articles would provide additional detail that my lectures and in-class activities might not be able to cover in depth.

Selecting academic articles for an introductory survey can be tricky. I had to think about whether students would have enough prior knowledge to truly engage with the secondary source. At the same time, I needed to be cognizant of whether the article covered a fair amount of time, which might then help students understand important historical concepts, like change over time and contingency. Moreover, if I could, I wanted the articles to be useful for answering more than one of the course’s essential questions.

The Journal of American History, March 2014

I ultimately chose fifteen articles from the Journal of American History to help students answer the course’s four essential questions. (See Figure #2: Academic Articles for a complete list.) Erika Lee’s “Enforcing the Borders,” for example, helped students compare and contrast a wide-range of racialized lived experiences from the Chinese Exclusion Act through the 1924 Immigration Act. Her article complemented lecture material on and primary sources about the history of white supremacy. Julia Mickenberg’s “Suffragettes and Soviets,” on the other hand, highlighted the interconnections between domestic and global events. Mickenberg’s article proved useful for students interested in women’s and gender history as well as those fascinated by the events of the First World War. Jacquelyn Dowd Hall’s classic, “The Long Civil Rights Movement,” was one of my students’ favorite articles. Hall famously critiqued the “classical” phase of the Civil Rights Movements in her article. Yet, for the purposes of my course, Hall’s article also helped students better understand the history of African Americans, the intersection of race and gender, and racialized economics. Hall’s seminal article, then, could assist students with three of the course’s four essential questions.

Students who are used to reading textbooks, however, can find reading academic articles challenging. To have them gain the skills necessary to successfully engage with these academic articles, I devoted a fair amount of in-class time to reading, interpreting, and analyzing these sources. I viewed my role as an encouraging coach who kept his approach to the analysis of academic articles straightforward and accessible. For the first three articles assigned in the class, I had students (re)read the introduction and the conclusion with a partner or in small groups. I asked students to underline and annotate where the historian(s) articulated their argument. Sometimes this meant that students had to mark several parts of the introduction and conclusion, trying to make sense of complex arguments which had multiple supporting parts. At first, this was a tough task for students, consuming upwards of 20 minutes of a 75-minute class. However, as we spent more time on this skill, students slowly gained more confidence. I was able to go around the room to work with small groups of students, focusing them on specific parts of introductions and conclusions. After a couple sessions, I asked students to paraphrase arguments in their own words. Students’ confidence grew the more they worked with one part of “doing” history—understanding historical arguments. Over time, what had taken 20 or 25 minutes soon dwindled to 12 or 15.

Students were required to write an analysis for two of the academic articles they read. To ensure further success, students were provided a fair amount of scaffolding on these assignments. To assist with article analyses, I created a reading grid that asked students to: research the historian/scholar; note and critique the sources used in the article; make historical connections to lectures and/or primary sources; and reflect on how the source could answer one of the course’s essential questions. I had detailed questions for each box of the reading grid, providing a fair amount of guidance for students to understand what they should be looking for when analyzing an article. Figure #3:The Reading Grid displays the course’s emphasis on scaffolding the analysis of academic articles.

By the end of the term, I could see that the focus on teaching with and analyzing academic articles worked on several levels. The most important, in my opinion, was how students improved from their first to their second article analysis. They had a much more nuanced understanding of historical argumentation in their second analyses. In addition, students wrote more critically about the historians’ source bases and felt more comfortable critiquing “master narratives” they had learned in high school. For those afraid of using academic articles in their surveys, I want to offer a simple reassurance: students never shied away from this hard work. My provisional course instructor survey scores indicate that students recognized article analyses as a core part of their learning. I already have a strong sense of which articles students enjoyed, but I hope my course instructor surveys include constructive criticism about the articles students viewed as least helpful for answering the course’s essential questions.

There were other outcomes to using academic articles. Many of the articles I selected emphasized U.S. History in a transnational perspective. As a result, students had to think about the United States as a place which influences—and is influenced by—others parts of the world. By carefully selecting articles, I also made it so I did not have to assign a traditional textbook. Lectures, primary sources, and the articles covered enough material for students to understand the American experience and to walk away with their own informed interpretation of the nation’s history.

As an educator now weeks removed from the course I taught, I see an even greater purpose to teaching with academic articles. As we navigate a period of deep political division, one that is fraught with fear for many, teaching with academic articles has the possibility to instill crucial civic skills in our students. By respectfully challenging those who came before them, each scholar I assigned demonstrated that disagreement is a core part of the democratic experience. Using academic articles instead of a textbook allowed my students to see that disagreement does not need to be hateful or vitriolic. Instead, it can be a productive way to move forward, pushing in the direction of the “more perfect Union” enshrined in the Constitution.

Figure 1: The Course’s Essential Questions

America’s role in the world Determine how the United States’ foreign policy changed and/or remained consistent from the Spanish-American War through the Cold War. How did the U.S. confront the challenges it faced around the globe? Are there core tenets (or beliefs) that have guided American foreign policy? If so, what are they? If not, how do foreign policy conflicts differ from each other?
Economics and labor Evaluate the ways the American economy has changed over the past 150 years. How did “big business” alter the landscape of U.S. industry? Why did Progressive Era and New Deal reformers pass the reforms they did? Have Americans found a way to balance economic growth and workers’ rights in the post-World War II period?
Women and gender Analyze the political and economic fight for women’s equality. To what extent has the role and status of women changed over the past 150 years? What have been landmark victories for women’s rights? Why have various political factions opposed women’s and feminist groups? Is there work left to be done?
Comparative civil rights The continued fight for equality has, in many ways, defined the American experience. Compare and contrast the struggle for civil rights that two of the following segments of the population experienced: 1) African Americans; 2) women; 3) Mexican Americans; 4) Asian Americans; and/or 5) LGBTQ individuals. Are there commonalities that you see in the political rhetoric and tactics of these two groups? How would you describe the unique challenges these segments of the population faced? What are the arguments, agendas, challenges, etc. that have made coalitions difficult to form, both within and between different rights movements?


Figure 2: Academic Articles

Author Article title Year of publication Essential question(s) answered
Erika Lee Enforcing the Borders: Chinese Exclusion along the U.S. Borders with Canada and Mexico, 1882-1924 2002 America’s role in the world & comparative civil rights
Richard White Information, Markets, and Corruption: Transcontinental Railroads in the Gilded Age 2003 Economics and labor
Jürgen Martschukat “The Art of Killing by Electricity”: The Sublime and the Electric Chair 2002 Economics and labor & comparative civil rights
Julia L. Mickenberg Suffragettes and Soviets: American Feminists and the Specter of Revolutionary Russia 2014 America’s role in the world; women and gender; & comparative civil rights
Lisa McGirr The Passion of Sacco and Vanzetti: A Global History 2007 America’s role in the world; economics and labor; & comparative civil rights
Julia C. Ott “The Free and Open People’s Market”: Political Ideology and Retail Brokerage at the New York Stock Exchange, 1913–1933 2009 Economics and labor
Rachel Louise Moran Consuming Relief: Food Stamps and the New Welfare of the New Deal 2011 Economics and labor & women and gender
James J. Weingartner Americans, Germans, and War Crimes: Converging Narratives from “the Good War” 2008 America’s role in the world & comparative civil rights
Thomas A. Guglielmo Fighting for Caucasian Rights: Mexicans, Mexican Americans, and the Transnational Struggle for Civil Rights in World War II Texas 2006 America’s role in the world; economics and labor; & comparative civil rights
Elaine Tyler May Security against Democracy: The Legacy of the Cold War at Home 2011 America’s role in the world; economics and labor; women and gender; & comparative civil rights
Nancy Bernkopf Tucker Taiwan Expendable? Nixon and Kissinger Go to China 2005 America’s role in the world & comparative civil rights
Jacquelyn Dowd Hall The Long Civil Rights Movement and the Political Uses of the Past 2005 Economics and labor; women and gender; & comparative civil rights
Michael B. Katz et al. The New African American Inequality 2005 Economics and labor & comparative civil rights
Kevin J. Mumford The Trouble with Gay Rights: Race and the Politics of Sexual Orientation in Philadelphia, 1969-1982 2011 Women and gender & comparative civil rights
Michael H. Hunt In the Wake of September 11: The Clash of What? 2002 America’s role in the world

Figure 3: The Reading Grid (PDF)

Also by Christopher Babits on Not Even Past:

Finding Hitler (in all the Wrong Places?)
The Rise of Liberal Religion by Matthew Hedstrom (2013)
Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self by Jessica Grogan (2012)
Another perspective on the Texas Textbook Controversy

You may also like:

A collection of articles by faculty and graduate students on teaching US survey courses
Teaching Assistants in the Department of History share stories on learning to teach
History Professor Jeremi Suri experiments with teaching US history survey courses digitally

Next Page »

Recent Posts

  • NEP’s Archive Chronicles: A Brief Guide Through Some Archives in Gaborone and Serowe, Botswana
  • Review of Hierarchies at Home: Domestic Service in Cuba from Abolition to Revolution (2022), by Anasa Hicks
  • Agency and Resistance: African and Indigenous Women’s Navigation of Economic, Legal, and Religious Structures in Colonial Spanish America
  • NEP’s Archive Chronicles: Unexpected Archives. Exploring Student Notebooks at the Institut Fondamental d’Afrique Noire (IFAN) in Senegal
  • Review of No Place Like Nome: The Bering Strait Seen Through Its Most Storied City
NOT EVEN PAST is produced by

The Department of History

The University of Texas at Austin

We are supported by the College of Liberal Arts
And our Readers

Donate
Contact

All content © 2010-present NOT EVEN PAST and the authors, unless otherwise noted

Sign up to receive our MONTHLY NEWSLETTER

  • Features
  • Reviews
  • Teaching
  • Watch & Listen
  • About