Parliamentary history in the Pyrenees

71st ICHRPI conference, Andorra, July 2019

By Martin O’Donoghue

2019 marks the 600th anniversary of the convocation of the Consell de la Terra, the first parliamentary assembly in Andorra – a picturesque country of 78,000 inhabitants nestled in the Pyrenees mountain range straddling Spain and France. A co-principality which boasts both the Bishop of Urgell and the President of France as its two princes, it has a rich parliamentary history with the Consell de la Terra first given privilege in 1419.

It was thus fitting that the International Commission for the History of Representative Parliaments and Institutions came to this idyllic location for its 71st conference. Founded in 1936, the Commission is dedicated to the dissemination and publication of research on the history of representative and parliamentary institutions. As a global scholarly body, its conferences feature papers delivered in English, French, and German or in the language of the country where the conference is held.

This year’s conference was hosted by the Consell General, Andorra’s parliament, and discussions reflected key themes including the evolution of representative assemblies to democratic parliaments, parliaments of small states/microstates, forms of representation, and the internal organization of representative assemblies. Over three days, the conference featured papers from eighteen countries in Europe, Asia, and North America with a special reception hosted by the parliament and a cultural tour of sites of historical and architectural interest. Happily, in an academic environment of often ever-increasing fees, the conference was free to attend, and the schedule was excellently organised with the reception offered by the parliament allowing delegates the chance to visit the old parliament building and meet some current Andorran politicians.

The Commission’s events are a great opportunity to highlight the opportunities offered by international conferences where particular themes and phenomena explored in a local or national context can be compared and interpreted in the context of emerging research on parliaments and assemblies. The Andorran setting provided an ideal environment for discussion of micro-states and smaller states and the evolution of their legislatures. The numerous anniversaries marked in 2019 (not least those of states emerging after the First World War) provided intriguing departure points for detailed analyses of a range of case studies. Other noteworthy themes emerged from discussions such as the influence of certain constitutional or parliamentary models on neighbouring states and the comparison of the behaviour of chambers, clerks, and parliamentarians in different geographical and temporal contexts.

Both the content of papers themselves and the opportunities to meet and discuss research with a diverse range of scholars helps to reflect not only the importance of themes in parliamentary history like localism and the use of parliamentary questions but also more practical issues such as how funding proposals and projects based around studies of parliamentary history can be constructed. From my perspective, it was an opportunity to reflect on the centenary of the Dáil – the lower house of the Irish parliament which first met a century ago this year. My paper dwelt on the role of Dáil representatives who had previously served as Irish nationalist MPs at the London parliament in Westminster. The post-war election in December 1918 saw a changing of the political guard in Ireland as Sinn Féin defeated the Irish Parliamentary Party, meaning that those who served in both the British parliament pre-1918 and the native parliament afterwards were rare, but were often distinctive parliamentarians and served as reminders of the older political tradition in the new state. This paper drew on my forthcoming book, The Legacy of the Irish Parliamentary Party in Independent Ireland, 1922-1949 and it was a pleasure to present this work on a panel with fascinating papers on the use of parliamentary motions in the early years of Finnish independence and the construction of the post-war Italian constitution.

The generous timetabling of the session also allowed ample time for enjoying the wonderful town of Andorra la Vella and the breath-taking scenery of the surrounding areas. In addition to meeting members of parliament and enjoying the Consell General’s hospitality, other delegates even managed to fit in work at the state’s national archives! The Commission offers generous scholarships for early career scholars to attend its conferences though its Helen Maud Cam bursary each year. As can be seen from the ICHRPI’s website, conferences are hosted by impressive institutions in beautiful locations and as a member of the International Committee of Historical Sciences (CIHS), the Commission’s next congress will meet in Poznan, Poland in 2020.


Martin O’Donoghue is a lecturer in Irish and British History at Northumbria University and a member of the ICHRPI. His upcoming book is The Legacy of the Irish Parliamentary Party in Independent Ireland, 1922-1949 and will be published by Liverpool University Press later this year. For more information or to contact him see his contact details at Northumbria or on twitter: @ODonoghueMartin

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An Experience to Remember: CMU’s History Department

By Analiese Guettler

Central Michigan University’s history department has filled my college experience with a wide range of opportunities of which, the opportunity to both learn from and learn with professors, graduate assistants, and my fellow students has been very rewarding. Though I may have my favorite professors, each and every one of them are excited and passionate about the topics and areas of history that they are teaching. All the professors have unique viewpoints and want to share as much of their knowledge as they can with their students. Though each student’s experience is different, my time in the history department was memorable.

One of my favorite classes was History 323: History of Native Americans taught by Dr. Cassidy. The class is a writing intensive and fills a requirement for my degree. Dr. Cassidy herself is an asset to the department. She is so knowledgeable and always willing to help with resources for class projects or final essays. I am always recommending her class to other students, both in and out of the history department, whether they need a Writing Intensive class or not because of how much I enjoyed my experience. The class focuses on the Native American Experience, the Native Ground, and the American Indian Movement.

One of the best assets that the history department has to offer students are their Graduate Assistants. It has been my experience that getting to know one of the GAs in a class and asking them for help is one of the best ways to achieve success—and the grade you want—particularly, when working through material or a class format that is not suited to your particular learning style. On more than on occasion I have walked into one of my Graduate Assistants’ offices and gone over material and difficult concepts in order to make me feel more comfortable. Our conversations have made lecture and doing assignments so much easier; it’s okay to ask for help if you need it! During my experience with History 112 The Struggle for Equality: The United States 1865-Present, interactions with my TA Gillian helped me make sense of the Reacting to the Past pedagogy. She helped me with my reflections and assignments so that the concepts like Marxism and Socialism were more approachable and understandable and for gaining points (PIPs) during the game.

Extract from HST201 Syllabus

Extract from HST201 Syllabus

Because of the nature of my degree, I have tried to take as many different classes with different professors as possible. Since I want to be an educator, I felt that it was important to see all the different ways to set-up classes and then explore what I thought were the strengths and weaknesses of each format. The game-based learning structure in History 201: World History to 1500—taught by Dr. Truitt—was probably my favorite format to learn in. Dr. Truitt allows students to explore different ways of learning and to pick and choose the type of assignments that they want to complete, making it an extremely inclusive class for all different types of learners. Furthermore, it accommodates students’ crazy schedules by giving them a small amount of flexibility when assignments are due. For example, the final in Dr Truitt’s class was game based, which meant that we created a game as a group about our chosen topic of interest and ran it as a class final which was a really cool way of being examined rather than the traditional written exam at the end.

Each and every one of the professors that I have taken classes with focus on getting students involved with not only the material but also each other. We discuss ideas in both group projects and discussion where different views and ideas and how best to approach different topics. Alongside this, we discuss what each student finds particularly interesting about the class. I have found this aspect of classes to be extremely helpful with finding new information, new interpretations, and continuing to expand my knowledge beyond what I have read to also include what my fellow students have to say as well. Overall, I have had a very positive experience and I will continue to encourage other students to take history classes for not only their interest but also to experience different teaching styles.


Analiese Guettler is a final year undergraduate student who is studying secondary social studies with a concentration in political science and a history minor. She is also part of the Central Michigan University Band. For more information or to contact her:

Email: guett1am@cmich.edu or on twitter: @AGuettler

Discovering Love in a Smallpox Hospital

By Dr. Andrew Wehrman

When I was working on my dissertation, I remember talking to my advisor T.H. Breen about digital cameras in archives and online databases changing the way people research and write about history. Breen quipped, “With all that technology, you should be able to research and write your dissertation in six months, right?” He liked to go to archives with a stack of index cards and write individual quotations and references on each one. The research trips ended with hundreds of cards and he would lay them out as he began writing, which has led to a profoundly productive career. My methods have changed rapidly with technology, and while my research has not churned out faster, it has made my work richer (richer in detail, not money, folks). I will give you an example of how archival photography, online databases, and savvy keyword searching breathed new life into documents that an index card system would likely never have caught.

On one of my first archival research trips in graduate school, I visited the Phillips Library, in Salem, Massachusetts, which has since moved Rowley, Massachusetts. I took photos of the collection labeled “Salem Hospital Records, 1777.” These were detailed medical records of patients in Salem’s smallpox inoculation hospital. While doing my research, I focused on earlier years not expecting these records to become part of my dissertation but photographed them anyway thinking they might prove useful later. I have since found that records like these are exceedingly rare. Most hospital records, especially from smallpox hospitals, did not survive. These were particularly detailed, consisting of 577 patient records spread across two dozen little notebooks and remarkably difficult to read. If you think your doctor’s handwriting is bad, try one from the eighteenth century. The doctor, Edward Augustus Holyoke, listed each patient, their age, and a record of symptoms and treatments given. To make sense of his notes, I created an Excel spreadsheet, to keep track of and draw conclusions about his group of patients.

Among the most interesting details, Holyoke almost always included the number of pocks that appeared on each patient’s body after inoculation. Inoculation—the purposeful insertion of smallpox matter via an incision usually on a patient’s arm—most often resulted in a mild case of smallpox and grant lifelong immunity. This was before the discovery of vaccination, which uses cowpox matter and would confer immunity without the infection (humans cannot spread cowpox). Anecdotally, I knew some patients would get a few pocks, usually on their faces and hands, and in rare cases patients would get hundreds all over their bodies. Under ideal conditions fewer than one percent died from the procedure. Using my spreadsheet, I tracked the number of pocks to look for any obvious patterns. Out of 577 patients, about half received fifty or fewer. Thirty lucky patients received zero, one, or two. However, there were also thirty patients with over a thousand. Only one patient, a baby girl just a few months old, died from the procedure, but other babies went through it fine. There did not seem to be any real pattern for who fared better or worse based on age, sex, race, or family.  

As I was finishing my book manuscript, I came back to these photos and my spreadsheet and began to wonder about those patients with thousands of pocks. Surviving but scarred, did they live long after their inoculations? Were they able to get married or have children? Questions I could not easily answer when I started the project. After an afternoon of internet searching, I uncovered what I think is a love story. I focused my attention on one name in the records: Judith Herbert. Judith was 21 years old when she entered Salem Hospital in spring of 1777 to be inoculated. Hers was a tough case. Although she survived, she broke out with “4 or 5 thousand pustules.” To find out more, I googled “Judith Herbert” in Salem, MA, and found her in several genealogical records available through Google Books and Internet Archive. I even found in Dr. Holyoke’s diary that he attended the wedding of Judith Herbert of Wenham, Massachusetts and Dr. Edward Barnard in 1781. Judith’s marriage was significant since young women and their parents worried that smallpox scars would prevent them finding a husband.  

After finding the marriage record, I found out more about Dr. Edward Barnard. It turns out that he was a Harvard graduate. I knew to search Sibley’s Harvard Graduates, which contains biographical sketches of every student who attended Harvard College from its first class in 1642 through 1774. Fortunately, I did not even have to leave my desk. Volume 18 of Sibley’s is available online via HathiTrust Digital Library. Where I learned that Barnard graduated from Harvard in spring of 1774, helped organize his hometown of Haverhill’s militia company in September, and in October 1775 began studying medicine with Dr. Edward Augustus Holyoke in Salem. Barnard was Holyoke’s assistant when his future wife broke out with 5000 pocks in Salem Hospital.

Now, I cannot say for sure that this is when they first met or where they fell in love. But it makes sense that Barnard attended Herbert closely as she battled one of the most severe cases of inoculated smallpox. In my historical imagination, five thousand little cartoon hearts swirled around them—one for each bloody pustule, of course. The scars did not affect a long marriage or a long life but may have affected her fertility. Judith and Edward had just one child together, a son also named Edward. They were married for forty years until Dr. Edward Barnard died in 1822. Remarkably, Judith Herbert Barnard died in 1845 at age 90.

Even though Breen was right that taking digital photos in the archive and searching them against digitized materials online has not made research and writing any faster, I do think it has made it better.


Dr. Andrew Wehrman is a historian of early American history and the history of American medicine at Central Michigan University. His current book project The Contagion of Liberty argues that popular demand for public inoculations during smallpox epidemics in the 1760s and 1770s infected Revolutionary politics and changed the way Americans understood their health and government’s responsibility to protect it.

Twitter: @ProfWehrman

Finding "Place" in the Past

By Camden Burd

M-20 is a not a particularly unique highway. It’s just one of many that crisscross the Michigan landscape. Yet the highway does carry some special significance to me. I drove it often when commuting between my family’s small cabin near Remus (pictured above) and Mt. Pleasant while studying at Central Michigan University. I can still visualize many of the sites along the route. Whether it was the humble façade of the Remus Tavern or the grandiose “Welcome to Mt. Pleasant” painted across the Ann Arbor Railroad Bridge on western edge of town, the familiar landmarks connected me to specific place, time, and experience.

We all have these places: a childhood home, a familiar walk, an iconic tree—even a favorite coffee shop can stir feelings of familiarity, and comfort. Most significantly, though, they create meaning. John Brinckerhoff Jackson, scholar of landscape studies, describes this type of attachment as a “sense of place.” People often transform mundane locations, nameless vistas, and sprawling landscapes into places because of “a lively awareness of the familiar environment, a ritual repetition, [and] a sense of fellowship based on shared experience.” Understanding the significance of a place tells us about the values of people who find meaning in the landscapes, monuments, and activities associated with those particular places.  

Historicizing a “sense place” has been the constant thread of my academic work since I began my MA in History at Central Michigan University in 2012. I first became interested with the study of place when I examined the historical roots of Michigan’s tourism industry in Northern Michigan. I was enamored with the perennial tradition of tourists and cottage-goers that traveled “Up North” for recreation and respite. With guidance from Jay Martin and Brittany Bayless Fremion, I dedicated my MA thesis to the cultural and environmental roots of the still-modern tradition. The core material of that research would later become the basis for my first peer-reviewed article, “Imagining a Pure Michigan Landscape: Advertisers, Tourists, and the Making of Michigan’s Northern Vacationlands,” published in the Michigan Historical Review. Since then I have written on various topics related to “sense of place.” Whether it was an essay describing how Henry Wadsworth Longfellow’s Song of Hiawatha served as a shared language for progressive-era conservationists to find new meaning in the cutover districts of the Upper Midwest or another article that illustrates how diminished economic activity on the Erie Canal motivated state and national politicians to create a new heritage-tourism industry along the artificial river. I have always started my research with a particular place and study the people who found meaning in it. Like a mirror, the study of the sense of place can reveal cultural assumptions, environmental values, and community values. 

Of course, a place’s meaning can change over time. Economic forces often disrupt livelihoods and community networks. New technologies shift the nature of work and how individuals interact with each other as well as local geography. Environmental changes can also shift the meaning of a place. Forests fall, rivers become dammed, and the behemoth influence of industrialization commodifies, extracts, and alters landscapes beyond recognition. Therefore, a sense of place can be a valuable lens to study past cultures. How historic groups value, interpret, and use landscape offers historians a unique lens to track environmental, economic, political, and cultural shifts over time. After all, these are the places where people make a home, find work, form identity, and create meaning.

 

Some suggested/favorite readings on Place:

Kate Brown, Dispatches from Dystopia: Histories of Places Not Yet Forgotten (Chicago: University of Chicago Press, 2014).

Jared Famer, On Zion’s Mount: Mormons, Indians, and the American Landscape (Cambridge: Harvard University Press, 2008).

John Brinckerhoff Jackson, A Sense of Place, A Sense of Time (New Haven: Yale University Press, 1996).


Camden Burd received his PhD in History from the University of Rochester in 2019. Before his time in Western New York, he spent two years completing his MA in History from Central Michigan University. During the 2019-2020 academic year Camden will be an Andrew W. Mellon Postdoctoral Fellow at the New York Botanical Garden.

www.camdenburd.com

Is Anyone Really Writing? Everyone is Writing, and No one is Writing.

By Dave Papendorf

There is a strange phenomenon that exists in academia and within the Humanities in particular.  Apparently, every PhD student is writing their dissertation. How industrious of them! They retreat to an airy salon and knock away at their typewriters while feeling the thrill of progress. These students are consistently fueled by the swelling approval of their ever-vigilant supervisors and the pleasant typewriter ding of every line completed on their ground-breaking project.

However, upon closer examination, this proves to be false. In fact, as it turns out, no one is writing their dissertation. Instead they write emails, book reviews, journal submissions, funding proposals, fellowship applications, course syllabi, comment on students’ work, teaching philosophies, job applications, letters of recommendation, conference papers, bibliographies, and exam prompts. After all of this, they are left dejected, despaired, and despondent. To get a job, PhD students need to be doing all of these things. “A dissertation is not enough” the market tells us. Good thing too, after keeping so many plates spinning, who has time for a dissertation anyways!

Perhaps this is too melancholiac of an assessment. After all, people are constantly finishing and defending their dissertations. But surely the sentiments shared above resonate with my colleagues. At least I hope they do, because in my experience pressures mount not only to finish the dissertation but also develop professionally with some ontological crises along the way. In the remainder of this post, I will share a little of my experience as a dissertation-writing, plate-spinning, job-hunting ABD student. Hopefully, we can commiserate together, and my honest reflections can help spur on my current and future colleagues to keep writing. Friends, please receive my unsolicited advice kindly. Most importantly, I hope this post gives non-students a view into the psyche of a late-stage PhD student.

Some of you might recognize me as a previous editor when I had just started “writing” my dissertation. While I have made progress since editing the blog, it has not been as swift as I hoped. C’est la vie. Nevertheless, I have noticed three things about myself as a “writer” that are worth sharing.

An Airy Salon for the Industrious PhD Student

An Airy Salon for the Industrious PhD Student

Despaired, Despondent, and Dejected (ish)

Despaired, Despondent, and Dejected (ish)

1. I am what you might call a “long runway” type of writer. In other words, it takes me a long time to get “off the ground” writing productively (please indulge my aerial metaphor). I need a plan, an outline, a developed structure, and goals to check off and mark my daily progress. This helps me feel as if I am doing something and forces me to come to grips with the reality of my current situation to complete my dissertation tasks (see checklist below). If you cannot simply sit down and write, this might help you. However, it is not a failsafe for all students. I find that when I do get to writing, I write in chunks. Recently, I wrote 13,000 words in nine days, but keep in mind this took two weeks of “runway” time. Alternatives would be short bursts of writing (write all you can over a weekend) or slow-and-steady (write for 50 minutes a day, regardless of quality).

Papendorf Checklist.jpg

2. I am always more successful when I measure my progress in terms of word count rather than number of pages. I write using Scrivener software which measures word count and not page numbers and stores footnotes outside of the text. I find these elements helpful because I think less about overall length and more about paragraphs. Doing so helps me focus on the cohesiveness and effectiveness of my writing rather than numerical values. Overall, this benefits my argumentation and writing quality. On a more metaphysical level, focusing on word count helps me think less about “space” on a page and more about argument.

3. I have developed a schedule-oriented plan to finish my dissertation all the way to my dissertation defense date. I have two plans: one labeled “ambitious” and the other labeled “realistic.” This two-pronged schedule gives me the impetus to be ambitious while not condemning me for being realistic. Ideally, I would finish somewhere between the two. I find that having a large-scale idea of where I am headed in advance to be consoling. Such a plan also helps give me the right “push” when I need it and comforts me when I feel like I should be doing more. Finally, sharing this with my supervisor has been helpful so that we are on the same page and the ever-frightening gap between actual progress and supervisor-expected progress is mitigated.

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I titled this post sardonically. However, cynicism is often revealing even if just revealing to its source. I suspect that many feel the same way as I do. The industry seems to be heaping more pressures on students so that our focus is diverted from dissertation writing even while, at the same time, doing more tasks overall. So, to restate the titular question, who is writing after all? Answer: everyone is writing, and no one is writing. PhD students, soldier on. Non-PhD students give a dissertation writer a hug. All of us need one.


Dave Papendorf is a late-stage History PhD Student at Central Michigan University and a Special Instructor of Historical Theology at Moody Bible Institute. His research examines the early Reformation in France (1520s-1540s) and the connections between the French and German Reformations during this period.

For more information or to contact him visit his graduate profile.

Celebrating the Summer of ’69 at the CMU Museum

By Caity Burnell

Besides the drilling and hammering sounds from the multiple construction projects, most of campus is quiet in the summer. One exception is CMU’s Museum of Cultural and Natural History in Rowe Hall. School field trips finished up for the year in mid-June, and while museum staff miss seeing school groups, the summer months are filled with various exciting activities. Many visitors come to enjoy the new “Kozmic Clash: Peace, Love, and Outer Space” exhibit, which opened in April 2019. As a collaboration between Museum Studies faculty and staff and Museum Studies/Cultural Resource Management/Public History students, the exhibit celebrates the groundbreaking innovation and creativity of 1969, such as the Apollo 11 moon landing and Woodstock festival. An accompanying hands-on gallery “Feel the Music” is a great space to experiment with music in a fun environment. Visitors can express their creativity by drawing with chalk on “Honey Bear” the VW minibus that is in the museum lobby. This is an exhibit for people of all ages because for some, it is a brand-new topic, and for others it sparks nostalgia and memories from their personal history, such as the record album artwork displayed in the hallway. The research and a personal object from one of the History Department’s faculty members are even on display in the exhibit. Come visit the museum and see if you can spot the object!

Since the museum is a laboratory for students to gain hands-on experience, this was a great learning opportunity for many who work and volunteer at the museum. One, Brad Davis, created an interactive exhibit on the Main Gallery ceiling about the moon landing for the fulfilment of his CRM creative endeavor. He designed a comic book about the Apollo 11 astronauts’ journey with missing pieces of information that visitors fill in by shining a backlight flashlight up to the ceiling to expose the missing words. While this was experimental in nature—to see if an interactive ceiling exhibit worked—Brad found that it is a success after surveying school groups and the public.

PictureD: Brad Davis demonstrating the Interactive Ceiling

PictureD: Brad Davis demonstrating the Interactive Ceiling

This summer the museum is hosting its annual Tour Tuesday series, offering free public programs on Tuesdays in July. The first was on July 9 at the Bohannon Schoolhouse and the beautiful weather allowed visitors to not only spend time inside experiencing a typical 1901-era school day but also go outside and play vintage games. The next three programs are at the museum, held in the galleries and lobby on July 16 (Moon Landing), July 23 (Feelin’ the Music), and July 30 (Habitats and Homes). More information is available on the museum’s Facebook page: https://www.facebook.com/CMUMuseum/.

Also happening in July is Curious Curators. One of the museum staff’s favorite programs, this special one-day program lets six students entering either fourth or fifth grade experience a day as a museum professional. Their day starts with a behind-the-scenes tour of the museum, they then each work closely with a staff member to create a new exhibit. This year’s participants will each be researching and writing a label about a museum object related to the events and culture of 1969. Other activities include visiting the Bohannon Schoolhouse, touring parts of campus, and then showing their families around the museum at the end of the day.

In between these various programs, staff are busy solving collections conundrums, developing new educational programs, brainstorming future exhibits, and more. Local summer camp groups are visiting the museum including the City of Mount Pleasant Parks and Recreation’s PEAK program and Renaissance Public Academy, whose students are creating their own mini museums using school resource kits borrowed from the CMU Museum. The groups visited the museum and enjoyed discussing how changes in technology have affected peoples’ lives throughout history and looked at old cameras and phones as examples.

While any day of the year is a great time to visit the CMU Museum, summertime is especially wonderful as there are fewer groups and it offers a nice break from the outside heat. The museum is free and open to the public weekdays 8-5 and Saturdays 1-5. CMU requires weekday guests to have a parking pass, which are available at the museum’s main office in Rowe 103 or online at https://apps.cmich.edu/vehicleregistration/guest/default.aspx. To reserve a program for a group, call 989-774-3829 or visit www.museum.cmich.edu.


Caity Burnell is the Museum Educator and Research Collections Coordinator at the CMU Museum of Cultural and Natural History and a CMU Museum Studies Alum. Caity teaches in the Museum Studies program at CMU, including the classes MST 325: Public Programming in Museums and MST 310: Introduction to Museums. For more information on the museum visit the staff page on the CMU website and follow them on twitter or instagram!

  1. Twitter handle: @CMU_Museum

  2. Instagram: @cmumuseum

New Season, New Editor

Author Visiting the Murals in the Detroit Institute of Arts

Author Visiting the Murals in the Detroit Institute of Arts

Just as the seasons change, so must the tenure of editors of the blog. We bid farewell to one editor-in-chief and welcome another. As summer gets under way in 2019 (last of the teens…) I hope that everyone is enjoying some well-earned time off and the glorious weather. While you are taking it easy and hopefully writing, I will be meticulously looking after [Re]collection until the New Year. As such, I am excited to bring you some new content, organize, assemble, and most importantly, showcase these wonderful posts for the remainder of the year.

I would like to thank my most recent predecessor Marcel Haas for his help and navigational guidance. Moreover, I would like to thank his predecessors for maintaining such excellent work, their work ethic and contributions make this a hard standard to live up to, but I shall endeavour to maintain the excellence you are used to.

Let me introduce myself, my name is Gillian Macdonald and coming in the Fall I will be a fourth year PhD candidate in the Transnational and Comparative History PhD program at CMU. Since it is my fourth year, I am hoping to complete a good chunk—if not all—of my research and writing in the coming year. Before coming to CMU, I was a student at the University of Strathclyde in Glasgow that is one of the history department’s partner institutions. I completed both my Bachelors Honors Degree and my Master in Research at Strathclyde there. During my MRes year I was approached about attending CMU through the partnership exchange and four years later here I am completing my PhD.

After a year of completing requirements, my historical interests primarily lie in Early Modern Europe, the Medieval World, and the History of the United States with a sprinkling of inter-war Europe. Having read at least a few books in each field I can honestly say I am fascinated. However, my primary area of research lies in seventeenth-century Great Britain. The seventeenth-century is when all the fun stuff happens, there’s two revolutions, they lob off some king’s heads, start an empire, go to war with the Netherlands, France, and countless other places, the fallout from the Reformation takes hold, you name it and it’s happening. My personal interests and research lie in the tail end of the century during the so-called Glorious Revolution of 1688-90—very contested name in the historiography—particularly in Scotland. This includes spies, refugees, pirates, and parliamentary legislation dealing with it all.

Over the course of the next few months I am looking forward to sharing experiences and updates as I travel to my archives and burrow into my sources. Hopefully I’ll be able to share some of my exciting finds and struggles along the way as I travel around the little British island that I call home and maybe to some more exotic places. As well as reviewing, sharing, and publishing any and all relevant contributions by our readers! I welcome and encourage all submissions please do not hesitate to drop an email at cmichhistoryblog@gmail.com.

Happy Holidays!

A Dispatch from Bochum

The author on the steps of the Münster.

The author on the steps of the Münster.

As the academic year in the US draws to a close, uncertainty, stress, and fatigue are each a familiar presence. However, here in Germany – where the semester has just begun, and where the workload is arguably less intense – I too am faced with certain perils. What exactly is this food that I have ordered? Why am I being reprimanded by this old woman in the street? (Apparently, it is not socially acceptable to cross the street before the light turns green – lesson learned.) How much bread is too much bread? (German bread – and German beer, for that matter – is truly marvelous. Another lesson learned.)

I am currently on exchange at the Ruhr-Universität (RUB) in Bochum. This is my second time studying abroad, and the third country that I have been fortunate enough to study in. From January until mid-March I took part in an intensive language class, wherein I developed basic language skills and worked closely with other incoming students who faced the same challenges I did. The class was often difficult though enjoyable, and friendships were forged over our mutual struggle to comprehend the mysteries of German grammar. Much of my first months here were also spent making use of my Semesterticket, a train pass that allows students to travel throughout the region for a very affordable one-off fee. My state – Nordrhein-Westfalen – is the largest in Germany, and with my Semesterticket I have been fortunate to explore the cities of Köln, Dortmund, Bonn, Düsseldorf, and more. This ticket has offered plenty of extra-curricular opportunities to develop my language skills and gain some understanding of everyday life in Germany. The benefits of this pass are many; in fact, one can probably learn as much from traveling around the state than from work in the classroom.

That being said, all of the homework in the world could not have prepared me for Karneval, a time during which the citizens of Düsseldorf, Köln, and more take to the streets and are gripped by a sort of collective insanity, souped up on copious amounts of alcohol and high-quality German sausages. I’m told that the festivities have a connection to the Catholic celebration of Lent, though it is unclear exactly where Jägermeister fits within the liturgical calendar. Garish costumes are worn as the revelers celebrate their civic pride; the cities resemble a Game of Thrones battlefield, soundtracked by Kölsch lager and pounding techno music from the 1990s. It is an incredible amount of fun. Of course, this being Germany, all festive debris is cleaned away in an orderly fashion, and everyone returns to work on Monday morning as if nothing happened.

Thankfully, Karneval comes but once a year, and, after all, there is serious work to be done. My academic experiences so far have admittedly been very challenging. Class discussion is held in German, and though there is not much expected of me in terms of contribution, even trying to keep up is very difficult. Class formats are also different than in the US, and great importance is placed on your ability to independently conduct and present original research. The campus at RUB is labyrinthine, and with its brutalist architecture from the 1960s and dour winter weather, even finding your way around can initially be intimidating. However, rising to these challenges is a privilege, not to mention a great opportunity. Living and working abroad forces you out of comfort zones and demands that you adapt to new experiences; moreover, the opportunity to cultivate connections and network with like-minded academics is also a bonus. The faculty here have been welcoming and are extremely helpful in providing guidance and advice.

I have been fortunate enough to study abroad before and believe that being able to study in an atmosphere which demands hard work truly offers an opportunity to thrive. And if it all becomes too much, there is always the option to chill out and eat a pretzel. Lesson learned.

New to being a TA: Where to start?

by Sam Malby

You’ve just got the news. You’ve been given funding by the History department at CMU, and you’re going to be a Graduate Teaching Assistant. For fifteen seconds you’re ecstatic. Then you come to the realization… you’re going to be a Teaching Assistant. And you have no idea how to teach, how to talk to students, or how to grade. You suddenly realize that you know nothing about anything, and that they will immediately realize that you must be an impostor and will hunt you down with torches, pitchforks, and (this being America) probably some guns. 

But fear not! There is no need to panic, simply take a deep breath and try to calm down.

Let me suggest a few places you can start.

First of all, there are some things to remember before you even enter the classroom.

1.     Don’t try to be someone you’re not. If you’re a cheerful, joke-laden person who always has a smile on his or her face, don’t put on a stern, scary face because you think it’ll give you more authority in the classroom. It won’t. (Don’t be the Grinch, unless you’re naturally a mean, green, grumpy machine). Be natural and do your best to make others feel comfortable around you.

2.     Remember that the aim of a discussion section is getting the students to talk. You are there to guide the discussion; you certainly shouldn’t be talking for 50 minutes straight. You will most likely end up putting yourself and your students to sleep.

3.     It’s perfectly fine to say, “I don’t know.” Just follow it up with “I’ll look that up for our next class” or “can someone check that on their phone or laptop?”

4.     At first, it is better to be overprepared than underprepared. Eventually, you’ll know how much preparation an hour of discussion section requires.

 

Now a few tips on how to improve your teaching skills.

1.     You might think that the go-to person is the professor you are teaching for, but while the professor is high up on the list, the first people most of us turn to are other TAs. These could be those you are working with as well as other TAs in the History Department. A quick discussion with one of them will often help you find a solution to your problem, an idea for your next class, and suggestions on finding resources.

2.     You can of course also discuss your dreams, doubts, and questions with the professor you work for, and usually they are also a great resource for dealing with any difficulties you may have.

3.     If by chance you are an International student arriving during the summer, there is an International Teaching Assistant Workshop. This is a nice place to start and will help you become aware of some of the cultural differences between your country and the United States.

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4.     During the fall semester, the Center for Excellence in Teaching and Learning (CETL) provide bi-weekly GTA workshops where they discuss topics such as ‘Starting on the Right Foot,’ ‘Dealing with Issues in the Classroom,’ and ‘Tackling the Demands of Professional and Personal Responsibilities’. Many of these sessions have been a great resource this semester and provide feedback and discussion points throughout the year that will help you reassess your own teaching.

5.     The HST 700 Practicum in College Teaching is a great place to discuss classroom issues and might make you re-consider many of the pre-conceived ideas you may have about teaching.

6.     The professor for the Teaching Practicum in the Fall 2018 semester, Dr. Brittany Fremion, introduced us to a number of books on teaching. For example, Ken Bain’s What the Best College Teachers Do can be a great place to start if you’re in need for some ideas.

7.     If you need a quick refresher on a topic or need some information on something you haven’t studied yet, a great place to start is the Crash Course YouTube channel. Their videos on World History and US History are full of information, presented in a fun and easy to understand way.

 

Ultimately, experience is the best teacher. All you need to do is walk into the classroom, stand in front of the class and begin to talk. Not everything will always go to plan, but that is absolutely fine. Over time you will learn to adapt, improvise, and survive. Just remember what Winnie the Pooh says: “You’re braver than you believe and stronger and smarter than you think.”

A New Year – A New Editor

The new editor somewhere beautiful in Mexico (and definitely working!)

The new editor somewhere beautiful in Mexico (and definitely working!)

While the new year 2019 promises to be an eventful ride – academically, politically, and socially – it is also the begin of my tenure as the new editor of [Re]collection. I am equally humbled and excited to start working on our great blog and online presence, giving you all the amazing content you are used to from my predecessors. Before I introduce myself further, however, I would like to take this moment to thank Dave Papendorf, Jen Vannette, and Chiara Ziletti for their help and guidance, since their respective tenures as editors have put the bar very high for me. I promise to give my best not to disappoint them.

Before landing this job, I was (and still am) a PhD candidate and teaching assistant in the History Department for the better part of the last four years, culminating in a great last semester (at least for myself, the evaluations aren’t in yet, of course) in which I taught my own course on modern American history. My teaching interests have taken me back and forth between Michigan, Indigenous, and US history, while my research focuses on Global Indigenous and African History – with a special emphasis on the colonial experience. All of these fields have instilled in me a keen interest in the political and social development of America and Africa. I think that future blog entries by yours truly will reflect that emphasis. This semester in particular, I am looking forward to several trips to the colonial and state archives in Germany and Great Britain. Watch this space for updates on how to navigate foreign archives, find material in languages I don’t even speak, and manage to book the cheapest (and worst) hostels in Europe.

The Anna Amalia Library in Weimar - Too pretty to be real (I wish the actual German archives would all look like this one…)

The Anna Amalia Library in Weimar - Too pretty to be real (I wish the actual German archives would all look like this one…)

Beyond the archive and classroom, I am a traditional geek (before it all became chic, I’m afraid), and I might delve into some game-based learning ideas and experiences later in this semester. Especially Reacting to the Past has developed into a staple of teaching in our department, and provides us with a fascinating window into teaching and learning methods, student-led classroom interactions and historical imagination. Besides historical role-playing games I also love movies and TV shows, especially those that have influenced how people think about the world. Who didn’t get their ideas of politics from West Wing and House of Cards, their imagination of the Wild West from John Wayne classics such as The Searchers and Stagecoach, and their perception of the Mafia in America from Goodfellas and The Godfather? Consequently, we will have some experts talk about exactly these influences on popular culture and historical thinking.

Of course, I am more than happy to review and publish any and all relevant contributions by our readers, a.k.a. you! Be it your experiences as students, teachers, parents, or avid consumers of knowledge, don’t hesitate to write a piece and send it to our email address (cmichhistoryblog@gmail.com). Serious pieces on work in the archive, fluff pieces on academic holidays (yes, they do exist!), as well as reflections on your research interests are welcome.

In addition to the blog, I am also excited to bring you all the usual department-related news and updates via some of your favorite social media platforms: Gesichtsbuch (https://www.facebook.com/CmichHistory/) and Zwitscherer (https://twitter.com/cmuhistory)! After all, what is the use of a German editor if he can’t have some fun with ridiculous English company names.

I am looking forward to a surely great semester in the world of academia and university education. Together, I am certain that we will keep this blog amazing!

What is in a Syllabus?

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by Julie Haefner

As someone who has been a Teaching Assistant for a while, and a student for even longer, syllabi are nothing new to me. Almost every semester I would look forward to getting the syllabi in the first week of class (and color-code everything – much to the ridicule of some of my fellow students who attributed this to my German organization). To my delight, this past semester I took a graduate course called teaching practicum in which one of our final assignments was to design a syllabus for a class that we would hopefully teach one day. I choose to write a syllabus for the 1865 to modern day U.S. history survey course offered here at Central Michigan University. Throughout this assignment I learned a great deal about how to put together a syllabus – a challenge that was much more difficult than anticipated. 

The first task in the process was to come up with learning objectives. What was the purpose of this class? What did I want my students to learn? What kind of skills would they acquire? One of my learning objectives, for example, was for students to develop public speaking and presentation skills. I still had to learn how to present effectively myself (something that I still sometimes struggle with), and it is my belief that universities need to do more in this regard to prepare students. Presenting is a skill, just like writing. With this in mind, one of the assignments that I come up for my students was to in groups prepare presentations on the changing landscape of New York City in the early 20th century. 

Aside from the topics covered in the class, any good syllabus also must include thoughtful course policies. Some of my polices are pretty standard and required by the university. Others I could customize: the use of electronics (absolutely not), the policy for late assignments (loss of 1/3 of a letter grade for each day late), or proper e-mail proceedures. What helped me most in coming up with course policies was my extensive experience as a teaching assistant. Over the years I have seen a variety of course policies, and I selected my favorite policies from all the professors with whom I have worked.

In addition, I had to come up with means to evaluate students; I chose a variety of different means to accommodate different student learners: participation, written papers, journaling, and class presentations. In doing so I had to ask myself questions like: Does this assignment make sense for my learning objectives and the content of the course? Does the assignment work? (something that most likely I will figure out once, and when, I teach this particular class) Am I including a diversity of methods to accommodate different learning types? 

Teaching survey courses is by no means an easy endeavor. Depending on the scope of the course, the professor must cover a wide range of topics.  This is especially true for world history courses, for example, since they cover a large geographical area and time span. Thankfully the post-1865 U.S. history survey course “only” needs to cover about 126 years. It was, however, not easy for me to pack everything into around 15 weeks of actual class time. Modern United States history has, after all, seen quite a bit of turmoil: from Reconstruction to two world wars, isolationism in the 1920s and 1930s, the New Deal, the Cold War, and the Civil Rights Movements. My own research interests lie in diplomatic history, and in particular the Gerald Ford Presidency. In a perfect world I would have told my students everything about my dissertation. But when teaching a survey course that is simply not possible. While obviously students should know about Gerald Ford (he was a Michigander after all), the main reason for taking this survey course is not to learn everything about my particular research topic. Balancing my own interests and passions while keeping in mind what students needed from that particular course was sometimes challenging.  I was able to use some diplomatic history in designing their final paper though – the so-called cable assignment. 

Overall designing a syllabus has been interesting and worthwhile. There is much more that goes into it than students usually think: What kind of material do I as a teacher want to cover? What should my students learn? What kind of previous knowledge can I assume they have? And finally the most important question (at least in my opinion): What kind of teacher do I want to be? Hopefully one day I get to teach the course that I designed, and maybe I can even inspire my students to color-code their syllabus. 

Wrapping it up with Thomas Aquinas

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As the semester and year come to a close sadly so does my time as the editor of [Re]collection.  Though there are still a few weeks before the end of the year, this is the last time that I will write a personal post on this blog.  Therefore thought I ought to give a few words of salutations before passing the torch to the more-than-capable Marcel Haas.  I have learned a lot in my six months as editor and have greatly appreciated all of the authors and readers that make this blog a point of interest. I could spend the rest of this post describing the mechanics that go into editing and managing a blog:  copy editing, working with peers and senior colleagues, managing deadlines, keeping an eye out for tone of writing, scrambling to get the final touches on a post, and much more.  But I am sure that many of you are familiar with this process already; in fact, I can imagine a great deal of our readers are academics themselves and are therefore all too familiar with these processes (and more).  So rather than spend any more time on these matters, I have decided I am going to share a parting story from my own research and teaching interests.  My hope is that this story will be interesting and serve properly as parting words for my time as editor.

In May of 1244, Thomas Aquinas decided to leave his cushy life assured of future ecclesiastical appointments and to join the Dominican order.  Perhaps this change of heart is all too close to some of our own lives – leaving a life of potential financial and professional success for headier pursuits (i.e. signing up to spend half a decade of your life getting a PhD).  As he left, Thomas utterly stunned his family who worked so hard to set him off on the right track.  Regardless, Thomas followed his calling and trudged on.  In fact, he did not trudge at all – he became one of the most prolific writers in medieval European history.  Historians estimate that, during his prime, he was producing two to three novel-length volumes per month.  Most readers will likely recognize Thomas’s name from his life’s work, Summa theologiae– a tome that addresses over 4,500 theological questions and was meant to replace the outdated Sentencesof Peter Lombard. Curiously, though, Thomas never finished his magnum opus.  This fact is curious because Thomas simply decided to stop writing seemingly out of the blue.

On December 6, 1273 (not that long from today’s date, albeit 745 years later), Aquinas is reported to have said, “After what I have seen today, I can write no more, for all that I have written is straw”. Historians are not sure exactly what it was that Thomas saw and why exactly he had such a dramatic change in perspective.  Dying three short months later in March 1274, some speculate whether it was some sort of medical diagnosis.  Nevertheless, Thomas stepped away from his enormously productive career at the height of his powers.  More critically though, he did not finish what seemed to be his life’s work. Thomas’s halt in writing has fascinated historians and theologians for years, and it remains puzzling to this day.

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I share this story not to draw any parallels between the theological giant Thomas Aquinas and my own time at [Re]collection. Nor do I plan to offer any new answers as to Thomas’s sudden stoppage of writing.  What I find most fascinating about this whole story is how Thomas continually displays what he thinks is a realistic perspective on his own legacy.  He is reflective and even self-deprecating as he halts his projects to engage in more contemplative pursuits.  This is especially true if he did not know that he would soon pass away just a few months after ceasing writing.  A general point of application that I draw from this story, and, by extension, offer to you as readers is to have the proper perspective as you reach the end of the year.  Whether it is with professional goals, writing projects, grading, or end-of-year holiday hustle, be sure to not overestimate how critical every detail is. Remember that you will always experience a mix of failure and success – perfectly embodied, I believe, in my time here as the editor.  If even Thomas Aquinas gives himself a thoughtful critique and reflection, so can you too.  So, as I wrap things up in the next few weeks, I hope that the posts over the past few months have been a little more than “straw”.  At the same time, I know that it has been a productive season.  Thank you all for all of your support – especially former editor Chiara Ziletti and everyone in the History Department at Central Michigan University.  Finally, I wish my colleague and future editor Marcel Haas all the best in the coming year – viel Glück mein Freund!

Spooked by Comps?

By Chiara Ziletti

Boo! Is this a ghost? Nah…it is just a past editor paying a quick visit! Did I scare you? Halloween is around the corner, but one of the things that probably scares graduate students the most are their comprehensive examinations. And indeed, it is quite understandable: lists of books that seem never-ending for each minor/major fields, hours and hours of reading and studying, written and/or oral components to pass… probably even the most confident of us would have at least one or two moments of insecurity, hesitation, anxiety, or even just frustration. I know it is a truism, but if you get in a graduate program, it is because you really like what you study, and that is why you are so scared of failing. There is a huge emotional investment lying behind comps, and as a consequence, sometimes it is hard to think rationally and objectively about the whole picture.

I passed my comprehensive examinations last summer. I am really glad I did it, not just because it was an important milestone for my academic career, but also because it was a significant experience from which I learned a lot as a person. And now that I see some of my colleagues getting closer to the date of their exam, I would like to share a couple of thoughts and suggestions to encourage them:

1.    Do your best; in this way will have no regrets and you will feel less anxious. Your best changes from day to day. One day you will feel at 120%, the other you might be tired and maybe sick. I had a moment when I was preparing for my exam in which I was not feeling well at all, and this really concerned me at first: how am I supposed to pass the exam if I feel so sick that I have almost zero energy and can barely study? What I decided to do at that moment was to simply approach one day at a time, doing the best I could with the little energy I had. Would that be sufficient to pass the exam? I could not be 100% sure, but in this way, I was sure that I would not have any regrets. Every day I put forward my honest work.  This might have not been much sometimes, but it was reassuring, and it really helped me to have a calmer and more objective mindset when the day of the exam approached. In fact, I was able to think that no matter the situation, I had always been working hard. This really reduced my levels of anxiety. Since I am sure you are already doing your best, you just need to realize this and see it in a more objective light.

2.    You know more than what you think. One of the most common feelings right before taking an exam, written or oral, is that you do not remember anything. I know this feeling very well, but after taking so many exams, I learned that it is just an apparent sensation. Your knowledge is all there with you, lurking in a corner of your brain just waiting for you to summon it. As soon as you will hear or read a question, everything will come back to you and you will just need to organize it to give your best answer. 

3.    Experiment and find your own method to prepare for the exam. When I started preparing, I spoke with other graduate students that had already passed it to hear how they managed their long lists of books. It was interesting to learn how they did it, and I experimented for a while until I found the best way for me. All this involved a lot of compromising, which was a huge learning lesson for me, since I tend to be too much of a perfectionist. After trying to take notes on the computer, making notecards, getting stuck reading books for too long, and so on, I saw that the best thing for me was to take hand notes for each book. This forced me to summarize, and in general I remember better the things that I write by hand. Additionally, once the date of the exam drew closer, I did mind maps for each major topic I focused on. This truly helped me to further summarize and visualize what I absolutely needed to remember. We are all different, so keep trying until you find the best method for you.

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4.    Let’s be objective: your professors will not let you take the exam unless they think you are ready. Trust them; they might be intimidating sometimes, but they are not sadistic individuals throwing you into a kamikaze mission while secretly hoping that you will blow up. They care about you and have a lot of experience. This will help you reduce your anxiety and stress when thinking about the exam. In addition to this, each professor will privilege certain aspects over others; talk with them and see what they want you to focus on the most when preparing for your exam: this will significantly help you when going through your huge lists of books. 

I know it is not easy, but the more you try to think objectively about the exam, your knowledge, and the work you put forward to it, the less anxious you will be. This was a lifesaver for me. Probably the day of the exam you will still be a little bit scared, but do not let the anxiety freeze you. Take that jump, and as soon as you land, you will realize how dangerous it was to stay still.