Tag Archive


I, Too, Sing America: Integrating the voices of all Americans in historic preservation

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Editor’s note: This post concludes a series commemorating the anniversary of the National Historic Preservation Act by examining a part article published in The Public Historian, describing its significance and relating it to contemporary conversations in historic preservation. 

Harbor of Town of St. George, Bermuda, 2006. Photo by Aodhdubh at English Wikipedia. CC BY 2.5, https://creativecommons.org/licenses/by/2.5/.

Harbor of Town of St.

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Public history and the campus anti-racism protests

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"Created Equal" dialogue program, Cooperstown Graduate Program (SUNY Oneonta, May 2015. Photo credit: Cooperstown Graduate Program.

“Created Equal” dialogue program, Cooperstown Graduate Program (SUNY Oneonta), May 2015. Photo credit: Cooperstown Graduate Program

As I’ve read obsessively the news of campus protests these past few weeks and shared support for protesters both publicly on social media and privately in email conversations with college administrators, I’ve been challenged to think deeply about my position as both a public historian and a faculty member at a state university. Read More

"APUSH" re-revised

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College Board logo. Image courtesy Wikimedia commons.

College Board logo. Image courtesy Wikimedia commons

In a surprising turn of events, the College Board re-revised the Advanced Placement United States History curriculum framework, releasing its newest version at the end of July. While the move by the Board, which had instituted a public comment period seeking feedback on the framework back in February, is not overly surprising, the reaction among many historians and among the opponents of the original revised framework is. Read More

Investing in public history students

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Students in Dr. Black’s seminar learning collections management software in May 2015.  Image courtesy of Ron Faraday, Greater Pittston Historical Society.

Students in Black’s seminar learning collections management software in May 2015.  Photo credit:  Ron Faraday, Greater Pittston Historical Society

Last September, an undergraduate approached me to inquire about potential internship opportunities.  As a new faculty member in a department with no formal public history program, there were few established connections with local community partners that I could tap.  Read More

Project Showcase: College Women

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college-women-betaWith the support of a one-year Foundations planning grant from the National Endowment for the Humanities, the seven women’s colleges once known as the “Seven Sisters” recently launched College Women: Documenting the History of Women in Higher Education. College Women brings together digitized letters, diaries, scrapbooks, and photographs of women who attended Barnard, Bryn Mawr, Mount Holyoke, Smith, Vassar, Wellesley, and Radcliffe (now the Schlesinger Library, Radcliffe Institute for Advanced Study, Harvard University). Read More

Best practices for establishing and developing a public history program

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The Library at the University of South Carolina, on a campus that has had a long-time and active public history program. Photo credit: USC

The Curriculum and Training Committee of the National Council on Public History has prepared a draft best practices document, “Best Practices for Establishing and Developing a Public History Program.” This document is intended to supplement the existing best practices documents on MA programs in public history, public history for undergraduate students, and certificate programs in public history. Read More

Hardball history: Choosing sides

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brick building

Banners telling the stories of particular El Paso buildings were the first iteration of the Museo Urbano project. Photo credit: Bruce Berman

Hardball history that places historians at the center of politics, advocacy, and activism can be a difficult journey, but it can also be inspiring. Read More