History 542, Fall 2003

The Practice of Public History

Mondays, 5:45-8:25, Cavanaugh Hall 537, Four Credits

 

Professor:         Philip Scarpino                        

Office:              Cavanaugh 503R

Phone:              274-5983/5840

Email:               pscarpin@iupui.edu

Office Hours:    Mon. and Wed. 1:15-2:15; Mon., 4:00-5:00; Tues. 12:45-2:00; & by appt.

 

Links:

Land Use Local History Project

Exhibit Review

Participation exercise related to readings

Grant Project

Participation Exercise on Material Culture

Final Paper and Project

 

History 542, which is the foundation course for the department's graduate program in public history, offers an intro­duction to the theory and practice of making history in and for the public.  This class will provide a graduate-level introduction to the literature of the field, as well as key theoretical and practical issues and concepts that are associated with public scholarship.  Several guest speakers will give you with an opportunity to meet, listen to, and ask questions of practicing public historians.

 

Objectives and Outcomes:

 

Each group of assigned readings and each project, has related, but somewhat different, pedagogical objectives and expected learning outcomes.  Even so, there are underlying objectives and learning outcomes that form a foundation for the whole class and for the interrelated, theoretical and practical training in public history provided by the entire public history program. 

 

Class assignments and expected outcomes rest on my bedrock belief that a good public historian must first be a good his­torian.     Five class objectives build on that belief.   Assignments and projects should: (1) Augment the research, analyti­cal, and communica­tion skills that each student brings to this class; (2) provide an introduction to the relevant professional literature; (3) encourage critical examination of literature of the field and of concepts that are key to making history in the public arena, including audience, delivery, limits, and ethics;  (4) develop an appreciation for the larger cultural and political context within which public historians practice; and (5) introduce the various areas of public history and provide an opportu­nity for limited experi­ence.

 

A combination of group and “solo” projects should assist in the implementation of the class objectives and facilitate a number of common learning outcomes.    Problem solving and collaboration are corner stones of public history in the real-world.  In many cases, the problems or projects presented to public historians originate with someone else or grow out of interdisciplinary or collaborative discussion.   Public history puts a premium on quickly and effectively developing a research or project design, and then conducting research, analyzing the findings, drawing conclusions, and targeting the communication of those conclusions to the intended audience(s).  A good public historian has the ability to focus his or her research on the project design, to assess the veracity of a variety of sources, and to accurately and professionally conduct research using the “least best rule.”   Increasingly, communication means not only the ability to write clearly and speak effectively but also to make appropriate use of technology.  Historical perspective, with its emphasis on time and context, are key to the work of public historians, but so, too, is the ability to represent your discipline while working cooperatively within an interdisciplinary environment.     A public historian should understand the value of networking and of on-going professional development.

Grading:

 

Local sources/ land-use project October           6          20%

Review of museum exhibit                     October           20        15%

Grant Project                                        November        10        20%

Review of Kammen book                     November        17        15%

Final project/paper                               December        1          20%

Class participation                                                                    15%

 

Local sources/land-use project:   (Team project) Public historians use local sources for a variety of purposes, including research on land use associated with past toxic contamination.  This exercise will introduce you to local sources that can be used for land-use research, as well as the many other types of work regularly performed by public historians.  It will also provide you with practice in analyzing and interpreting your findings and communicating your results.  You will be producing a report of eight to twelve pages, plus citations, bibliography, and appendices, which will summarize your research, develop a use profile of a parcel of property in Indianapolis, and draw conclusions based on your research.  I will provide a list of properties and a scenario.  Teams must consult with me as they develop their research designs.

 

Review of museum exhibit ("Mihtohseenionki:  The People's Place" at the Eiteljorg:) [Individual project] Peer review is an important part of the on-going professional "conversation" among historians, and despite its shortcomings, is the single best tool for assessing the quality of historians' work.  In recent years, the public history movement has encouraged professional journals to expand their review sections to include exhibits, films, oral histories, and "gray literature."  This assignment will introduce you to the peer review process; provide you a chance to analyze an exhibit, which is an important means for delivering history to the public; and give you the opportunity to interact with museum professionals in the community.  You will be using the guidelines for exhibit review developed by Thomas Schlereth, in "Museum Exhibition Review," Journal of American History 76 (June 1989): 192-95.  There are examples of exhibit reviews using these guidelines in nearly every issue of the JAH since June 1989.  The Public Historian also routinely reviews exhibits.  See class handout before you begin.  The class will meet at the Eiteljorg on October 20 (date needs to be confirmed) to discuss reviews with staff involved in developing the exhibit.  More to follow on that part of the project.

   

Grant Project: (Team project) Using the standard application materials provided by the Indiana Humanities Council and the Historic Landmarks Foundation of Indiana, you will be preparing an application for a Historic Preservation Grant.  The specific proposed project will be a walking tour of the architecturally and historically significant buildings on the IUPUI Medical Campus.  Guidelines and sample applica­tions will be provided later in the semester.  Grading will be based upon the degree to which the applications meet the guidelines; the feasi­bility of the project considering time frame, volume of work, and human and financial resources; the clarity of purpose and signifi­cance; and the appropriate­ness of the budget.  You will be preparing a resume as part of this assignment.    Each member of the team must append a resume to the final report.

 

Book Review of Carol Kammen, On Doing Local History: (Individual project)  Professional journals regularly review new books in most fields of history.  You should read several reviews in The Public Historian and The Journal of American History.  Read their review policies as well.  (Check out their web sites.)  Write a review of Kammen’s On Doing Local History, using the same format as the most recent editions of The Public Historian.  You have no more than 750 words, which is about three and one-half double-spaced pages.  Your review should summarize what the book is about and assess its contribution to the literature of public history.  (By December you should be in good shape to do that.)  Reviews offer praise where that is due and criticism where it fits.

 

Final Paper: (Combination of individual and team project) This is a two-part project, which involves an individually written paper of 7-10 double-spaced, typed pages, plus end notes and a bibliography of readings used; and (2), a group, Power Point-illustrated presentation, ten to fifteen minutes in length, to my special section of H106, US Survey II, which is limited to students enrolled in the School of Education in either Social Studies Education or Elementary Education.  The general subject of your individual papers will be your evolving under­standing of public history and a public historical perspective, based upon the assigned readings, class dis­cussions, remarks of guest speakers, and projects.  Your team’s charge in the oral presentation will be to explain to these teachers in training how public history and a public historical perspective can enrich and enliven their teaching of history and social studies.  I will evaluate the organization, clarity, and persua­siveness of your argument; the degree to which you draw upon key themes; and evidence that you have an evolving under­standing that is informed by the readings, discussions, guest presentations, and projects.  Please keep in mind that this is a semester-long project.  I suggest that you keep an "idea journal" and that you talk to me about your paper well before you begin to write.  Images from class projects this semester should serve as useful illustrations for the oral presentations.  Further important information on this assignment may be found on a forthcoming handout.

 

Class Participation:  After the first week, most of the class periods will be devoted to discussion.  Effective oral communication is an important part of graduate education.  I will look for evidence that indi­vidual students have done the required readings, that they have thought about the issues raised by the authors, and that they have established connections among the various readings.  I will consider the ways in which students advance the discussion by asking and answering questions; by commenting on, evaluating, and analyzing the readings; by linking the readings to broader issues and concepts related to public history; and by engaging in dialogue with guest speakers.

 

Please Note:  During the course of the semester, I will have two assignments that are part of class participation:  a written assignment related to bibliography and a class exercise on interpreting material culture.  I will distribute scenarios in class.

 

 

Course Policies

 

Grades of Incomplete:                                                                                  

 

I will be very reluctant to give a grade of Incom­plete (I).  I assign Incompletes only to students who have successfully completed most of the course work and who have been prevent­ed by signifi­cant and unanti­cipated circumstances from finishing all of their assign­ments.

 

Cheating and Plagiarism:

 

My policy on cheating and plagiarism is to assign a zero to the work in question.  Plagiarism is the act of stealing the ideas or writings of someone else and using them as your own.  You plagiarize if you copy directly what someone else has written without quotations and proper citations.  You also plagiarize if you paraphrase someone else's writings to avoid using quotations and citations or if you use someone else's ideas or factual information without attribu­tion.  For further information on cheating and plagiarism, consult the Campus Bulletin, 2002-2004, School of Liberal Arts, Indianapolis Campus, pp. 37-38; also pp. 18-22.  If you do not know when and how to cite your sources, I strongly recommend that you buy a copy of Kate L. Turabian, A Manual for Writers, 6th ed., (1996).  A very good discussion of plagiarism, with examples, may be found in Neil R. Stout, Getting the Most out of Your U.S. History Course:  The History Student's Vade Mecum (1990), pp., 65-66.  If you cannot find a copy, you are welcome to look at mine.

 

Late work:

 

Employers expect work to be done on time, and so do I.  Unless I have approved your excuse, I will subtract two (2) points from your grade for each day that an assignment is late.

 

Attendance:

 

While I understand that everyone will face unexpected or unusual circumstances, ordinarily I expect graduate students to show up for class.  IUPUI requires that professors report on attendance.  While I don’t “count” attendance directly in grades, part of your grade is based on class participation and it is difficult to participate if you are not here.  I especially frown on the practice of skipping class on the evening that an assignment is due in order to finish it up.  If you need an extra day, arrange that with me in advance and then come to class.

 

Email and voice mail:

 

I have email and voice mail that is on twenty-four hours a day.  If you need to contact me, you are welcome to use either.

 

Please note:  Ordinarily, I will not play "phone tag."  If you leave a phone message, speak slowly, provide a number where you can be reached, state when you will be at that number, and I will try twice to return your call.

 

Office Hours:

 

If you have questions or if things are not clear or if you just want to discuss the class materials, I invite you to take advantage of my office hours or to make an appointment.  Generally speaking, if my door is open, and I am not otherwise busy, I will be happy to talk to you. 


Readings for H452

 

 

Readings on reserve:

 

Most of the readings for this class will be available in Cavanaugh Hall 537.  Please sign them out and consider them to be on two-day reserve.  If your schedule makes it hard to return readings after two days or so, please make arrangements with me in advance.

 

Readings in the Bookstore:

 

Willa K. Baum, Oral History for the Local Historical Society, Third Edition, Revised (1995).

Carol Kammen, On Doing Local History, second edition (2003).

Thomas F. King, Cultural Resources: Laws and Practice (1998).

David Kyvig and Myron Marty, Nearby History, 2nd Edition, (2000).

Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed., (1996).

 

References for land use/local history project:

 

Craig E. Colten and Diane Mulville-Friel, Guidelines and Methods for Conducting Property Transfer Site Histories (Springfield, IL:  Illinois State Museum, 1990, reprinted 1991).

 

               , "Preparing Adequate Site Histories:  Qualifica­tions, Sources, and Products."

 

Shelley Bookspan, "Potentially Responsible Party Searches:  Finding the Cause of Urban Grime," TPH 13(Spring 1991):  25-34.

 

Dale Stirling, "A Historian's Views on Environmental Assessments." Environmental Liability Report (June/July, 1991).

               , Dale Stirling and Yee Cho, “Critical Importance of History in Phase I Environmental Site Assessments,” Proceedings of HMC/Superfund ‘92: Hazardous Materials Control Resources Institute, 13 Annual Conference (December 1-3, 1992).

               , “Incorporating History into Environmental Site Assessments,” EMW World 6(July/August 1992).

               , "Sanborn Fire Insurance Maps in Environmental Site Assessments."

Environmental & Waste Management World, 7(1): 8-12, January/February, 1993.

               , "Site Assessors Warned not to Rely on 'Standard' Database Searches

Alone." HAZMAT World, 7(4): 54-56, April 1994.

               , "A Checklist of Evolving Environmental Site Assessment Standards."

Environmental Impact Assessment Review, 15(5): 465-474, September, 1995.

 

 

Kate L. Turabian, A Manual For Writers.

 

Class Topics, Readings Schedule, Guest Speakers:

 

August 25         INTRODUCTION TO HISTORY 542

INTRODUCE LOCAL SOURCES/LAND-USE PROJECT

LECTURE:  "HISTORY, HISTORIANS, AND THE PUBLIC"

 

September 1                 Labor Day

 

September 8                HISTORY AND HISTORIANS; A Historical Perspective

 

Carl N. Degler, "Remaking American History," Journal of American History 67(June

 1980): 7-25.

Michael Howard, "The Lessons of History," The History Teacher 15(August 4, 1982):

 489-501.

Peter N. Stearns, "The New Social History:  An Overview," in Gardner and Adams,

 Ordinary People:  Perspectives on the New  Social History (AASLH: 1983), pp.3-21.

 

 

September 15               HISTORY, HISTORIANS, AND MEMORY

 

David Glassberg, “Public History and the Study of Memory,” The Public Historian 18(Spring

 1996): 7-23.

“ Round table: Responses to David Glassberg’s ‘Public History and the Study of Memory,’”

 The Public Historian (Spring 1997): 30-67.

Journal of American History (March 1989), Special issue on Memory and American

 Michael  Frisch, "American History and the Structures of Collective Memory," pp. 1130-55.

Nigel Worden, "Unwrapping History at the Cape Town Waterfront," The Public

 Historian, 16(Spring 1994): 33-50.  Winner of the G. Wesley Johnson Prize for the best

 article in TPH in 1994.

David Neufeld, “Public Memory and Public Holidays: The Goldpanner, Corporate Capital, Tourism and Yukon’s Discovery Day Holiday,” Paper delivered at National Council on Public History, Spring 1998.

 

[Charles Burnett, Nat Turner: A Troublesome Property (2003).  Film maker, Charles Burnett.  Will be added and available for the next time I offer this class.]

 

 

September 22               DOING HISTORY

 

Rebecca Conard, “Facepaint History in the Season of Introspection,” revised version of Presidential Address, National Council on Public History, Houston, TX, April 2003 (forthcoming in The Public Historian).

Daniel Boorstin, "The Historian:  'A Wrestler With the Angel,'" The New York Times

 Book Review (20 September 1987): 1, 28-29.

Stephen Cox, "How to Write History," The Annals of Iowa (1988): 261-67. State

 Historical Society of Iowa.

David M. Oshinsky, "Oral History:  Playing by the Rules,"  Journal of American History

 77(September 1990):  609-614.

“History, Historians, and Visual Entertainment Media,” Special issue of The Public Historian (Summer

 2003): articles by Bookspan, Schama, Davis, Toplin, and Herman, pp. 9-26, 45-48, 79-102.

 

 

September 29               DOING HISTORY IN PUBLIC:  REFLECTIONS ON

                                    CONTROVERSIAL ISSUES

 

 

NOTE:  THIS WEEK WE WILL BE DOING THE FIRST PARTICIPATION EXERCISE.    YOU WILL BE ASKED TO WRITE A SHORT LETTER RECOMMENDING A FEW OF THE READINGS (INCLUDING THIS WEEK’S READINGS) TO A SOON-TO-BE PUBLIC HISTORIAN.

 

"Symposium: Disney and the Historians -- Where Do We Go From Here?" TPH 17(Fall

 1995): 41-89.  Articles by:  Marcia G. Synnott, Cary Carson, Richard Frankaviglia,

 Patricia Mooney-Melvin, and Michael Wallace.

William Tramposch, “Mickey and the Muses,” History News 53(Winter 1998): 10-13, 15-16.

Douglas Greenberg, “‘History is a Luxury’: Mrs Thatcher, Mr. Disney, and (Public)

 History,” Reviews in American History Special issue on “The Challenge of American

 History” 26(March 1998): 294-311.

Dwight Pitcaithley, “The American Civil War and the Preservation of Memory,” CRM 4(2002): 5-9.

Edward T. Linenthal, “Violence and the American Landscape: The Challenge of Public History,” OAH

 Magazine of History 16(Winter 2002): 10-13.

James H. Madison, “Civil War Memories and ‘Pardnership Forgittin,’ 1865-1913, Indiana Magazine of History (September 2003): 198-230.

Robert R. Archibald, “The Significance of the National Lewis and Clark Commemoration,” Indiana Magazine of History (September 2003): 254-63.

 

 

October 6                    PUBLIC HISTORY:  AN OVERVIEW

 

David Kyvig and Myron Marty, Nearby History (2000), Preface, Chapters 1-5.

 

George D. Smith and Laurence Steadman, "Present Value of Corporate History," Harvard

 Bus. Rev. 59(Nov./Dec.1981): 164-73.

Paul Soifer, "The Litigation Historian:  Objectivity, Responsibility, and Source­s," The

 Public Historian 5(Spring 1983): 47-62.

Barbara Howe and Emory Kemp, Public History (Krieger, 1986)

-Gerald George, "The Perils of Public History:  An Imaginary Excursion into the Real World,"  pp. 20-28.

-Scott L. Bills, "Historians in Publishing:  A Career as Editor," pp. 95-104.

Beverly Bastian and Randolph Bergstrom, "Reviewing Gray Literature:  Drawing Public  History's Most Applied Works Out of the Shadows, The Public Historian 15(Spring 1993): 63-77.

 

 

October 13      DOING HISTORY IN PUBLIC: ETHICS

 

 

GUEST SPEAKER: MELISSA BINGMANN, ASSISTANT PROFESSOR, PUBLIC HISTORY, IUPUI

“Writing an Effective Grant Proposal.”

 

 

Esther Katz, "The Editor as Public Authority:  Interpreting Margaret Sanger," TPH

 17(Winter 1995): 41-50.

 

Several articles from TPH 8(Winter 1986): Theodore Karamanski, "Ethics and Public

History:  An Introduction," pages 5-12.

Ronald C. Toby, "The Public Historian as Advocate: Is Special Attention to Professional

 Ethics Necessary?" pages 21-30.

Albert J. Hurtado, "Historians and Their Employers:  A Perspective on Professional

 Ethics," pages 47-51.

Stanley M. Hordes, "Does He Who Pays the Piper Call the Tune?...," pages 53-56.

"Principles and Standards for Federal Historical Programs," Society for History in the

 Federal Government, pages 60-63.

"Ethical Guidelines for the Historian," NCPH, page 64.

"Standards of Professional Conduct," California Comm. for the Promotion of History,

 pages 65-68.

 

"Statement on Standards of Professional Conduct," American Historical Association,

 (1997). 27 pages.

"Statement of Ethics," American Association for State and Local History, (1993). 2 pages.

"Code of Ethics for Museums," American Association of Museums (1994), 8 pages.

 

 

October 20                  MATERIAL CULTURE/HISTORIC PRESERVATION

 

CLASS MEETS AT THE EITELJORG MUSEUM AT THE REGULAR TIME.  WE WILL DISCUSS THE FINDINGS OF THE REVIEW OF “Mihtohseenionki,” with members of the staff.

 

Rebecca Conard, "'Once I Built a Railroad':  Viewing History From the Depot

 Platform," The Public Historian 14(Spring 1992): 31-48.

Edward T. Linenthal, “The Place of Historic and Commemorative Voices,” History News

 52(Winter 1997): 10-14.

Carolyn Strange and Tina Loo, “Holding the Rock: The ‘Indianaization’ of Alcatraz Island, 1969-1999,” TPH (Winter 2001): 55-74.

Ian M.G. Quimby, Material Culture and the Study of American Life (W.W. Norton,

 1978), article by Brooke Hindle.

Thomas J. Schlereth, "History Museums and Material Culture," in Warren Leon and Roy

 Rosenzweig, editors, History Museums in the United States:  A Critical Assessment (U.

 of IL Press, 1989), pp. 294-320.

 

 

Thomas F. King, Cultural Resources: Laws & Practice (1998), Introduction, Chapters 1-4.

 

 

 

October 27      HISTORIC PRESERVATION

 

GUEST SPEAKER:  Linda Weintraut, President, Weintraut and Associates, Historians, Inc.   Dr. Weintraut will talk about developing and running a public history consulting firm.

 

 

Thomas F. King, Cultural Resources: Laws & Practice (1998), Chapters 5-9.

 

 

 

November 3                 ARCHIVES AND ORAL HISTORY

 

GUEST SPEAKER: Marianne Wokeck, editor, Santayana Project, IUPUI.  Dr. Wokeck will talk about the historian as documentary editor.

 

“Code of Ethics for Archivists,” Society of American Archivists, 1992, 4pp.

Timothy J. Gilfoyle, “Prostitutes in the Archives: Problems and Possibilities in Documenting the History of Sexuality,” American Archivist 57(Summer 1994): 514-27.

Vernon R. Smith, "Pedagogy and Professionalism:  An Evaluation of Trends and Choices

 Confronting Educators in the Archival Community," TPH 16(Summer 1994): 23-43.

Charles T. Morrissey, "The Two-Sentence Format as an Interviewing Technique in Oral

 History Fieldwork," Oral History Review 15(Spring 1987): 43-53.

 

Willa Baum, Oral History, Forward, Preface, Pages 1-30.

 

 

November 10               ORAL HISTORY

 

Baum, Oral History, finish, pages 31-68.

 

Kyvig and Marty, Nearby History (2000), chapters 6-7.

 

THIS EVENING WE WILL DISCUSS THE "HOW TO'S" OF ORAL HISTORY.

November 17               BUSINESS, GOVERNMENT, AND PUBLIC POLICY

 

GUEST SPEAKERS:

 

Suzanne Stanis, Director of Heritage Education, Historic Landmarks Foundation of Indiana.   Ms. Stanis will talk about HLFI the largest statewide not-for-profit historic preservation organization in the nation.

 

Frank Hurdis, Chief of Survey and Registration, Indiana Division of Historic Preservation and Archaeology.  Mr. Hurdis will discuss the role of the DHPA in the state’s preservation picture.

 

 

Charles Dellheim, "Business in Time: The Historian and Corporate Culture," The Public

 Historian 8(Spring 1986): 9-22.

Barbara Howe and Emory Kemp, Public History (Krieger, 1986), Ruth Ann Overbeck, "History as a Business," pp. 440-52; Philip F. Mooney, "The Practice of History in Corporate America:  Business Archives in  the United States," pp. 427-39.

 

R. Thomas Dye, “The Rosewood Massacre: History and the Making of Public Policy,” TPH

 19(Summer 1997): 25-39.

 

 

November 24               MUSEUMS AND HISTORICAL SOCIETIES

 

Introduction," pp.xi-xxvi, and Gary Kulik, "Designing the Past: History-Museum

 Exhibitions from Peale to the Present," pp. 3-37, in Leon and Rosenzweig, History

 Museums in the United States (1989).

 

Thomas Schlereth, "Causing Conflict, Doing Violence," Museum News 63(October 1984):

 45-52.

David Peterson, "There Is No Living History, There Are No Time Machines," History

 News 43 (Sept./Oct. 1988): 28-29.

Thomas A. Woods, "Perspectivistic Interpretation," History News 44 (Jan./Feb. 1989): 14, 27-28.

Johanna Miller Lewis, “‘Build a Museum and They Will Come’: The Creation of Central High Museum and Visitor Center,” TPH (Fall 2000): 29-45.

David Thelen, “Learning from the Past”: Individual Experience and Re-enactment,” Indiana Magazine of History (June 2003): 155-64.

Timothy Crumrin, et al, “ David Thelen’s “Learning from the Past”: A Conversation with the IMH (June 2003): 165-71.

 

Kyvig and Marty, Nearby History, Chapters 8-10.

 

 

December 1                 MUSEUMS AND HISTORICAL SOCIETIES

 

PARTICIPATION EXERCISE:   THIS EVENING WE WILL USE THE ARTIFACTS AND THE SCENARIO THAT I PROVIDED LAST WEEK, IN CONJUNCTION WITH THE GUIDELINES FOR INTERPRETING MATERIAL CULTURE IN WOOD'S ARTICLE, "GETTING BEYOND THE CRITICISM OF HISTORY MUSEUMS."

 

Thomas A. Woods, "Getting Beyond the Criticism of History Museums:  A Model for

 Interpretation," The Public Historian 12(Summer 1990):  77-90.

 

Kenneth L. Ames, Ideas and Images:  Developing Interpretive History Exhibits, (AASLH,

 1992), as follows: Kenneth L. Ames, "Peering into the Process:  An Introduction,"

 pp. 1-8.

Cynthia Robinson and Warren Leon, "A Priority on Process: The Indianapolis Children's

 Museum and 'Mysteries in History,'" pp. 211-232.

Kenneth L. Ames, "Finding Common Threads:  An Afterward," pp. 313-324.

Amina J. Dickerson, "African American Museums and the New Century:  Challenges in

 Leadership," in Bryant F. Tolles, Jr., Changing Directorial Roles in American History

 Museums and Historical Societies:  Leadership for the Future (AASLH,

 1991), pp. 167-82.

 

 

December 8                 LIMITS AND ETHICS OF PUBLIC HISTORY

                                    WHO OWNS THE PAST?

 

I’LL PROVIDE PIZZA.  CLASS IS RESPONSIBLE FOR BRINGING DRINKS, PAPER PLATES, AND NAPKINS

 

PARTICIPATION EXERCISE:   DISCUSSION OF, Carol Kammen, On Doing Local History (2003).  You should be in a position to work in perspectives from your semester-long papers – due this evening.

 

John Bodnar, "Symbols and Servants:  Immigrant America and the Limits of Public

 History," Journal of American History 73(June 1986): 137-151.

Andrew Gulliford, "Curation and Repatriation of Sacred Tribal Objects," TPH 14(Summer

 1992): 23-38.

Clement W. Meighan, "Another View on Repatriation: Lost to the Public, Lost to

 History," TPH 14(Summer 1992): 39-45.

Andrew Gulliford, "Reply to 'Another View on Repatriation,'" TPH 14(Summer 1992):

 47-50.

Robert R. Weyeneth, “The Power of Apology and the Process of Historical Reconciliation,” TPH (Summer 2001): 9-38.

Kyvig and Marty, Nearby History, chapter 11-12.

 

 

Wrap up loose ends.