Category Creative Historical Thinking
Some images from the county histories of western New York from the 1870s.
Browsing through those 1870s county histories for New York and I discovered this guy, a kind of 19th century Waldo, was a frequent stand-in for the artist. Some amazing sketch work in these volumes by the way.
When I was much younger, I interned for 4 months at the New Bedford Whaling Museum. It was about that time when I discovered “material culture” as a field of study. As a historian raised on a steady diet of old papers, I couldn’t make much sense out of material culture. It seemed to me […]
Get the kids, the horses, the cats and dogs, buggies, tractors, and a painting of grandpa. The photographer is here, and it’s time to gather in front of the house for a family picture. I first encountered this genre of photograph when I was doing research for my first book, Veneklasen Brick, in 2004. In […]
In homage to the Routledge “Why it’s OK” Series I present: “Why its OK that you don’t remember anything you were supposed to have learned in history class.” (1) There’s a good chance that much of what you were supposed to have learned was wrong. The best-known work on this issue is of course James […]
An article by Adrian Wooldridge in the Economist’s 1843 magazine credits the 20th century decline in hat-wearing to two main causes: soldiers returning from World War Two bucking formality, and the influence of our President John “hatless Jack” Fitzgerald Kennedy. Both explanations are part of the story, to be sure, but they are far from […]
In my book, Creative Historical Thinking, I consider why people conceive of time in different shapes, and what effect this might have on how we shape chronologies, how we write and think about history, and how we communicate with each other. Spatial representations of time can be idiosyncratic, but they also have a social, collective […]
I never liked it when a math teacher told me to “show my work.” What do you mean, “Show my work?” “I answered the problem in my head. There is nothing to show.” Sometimes, however, showing your work as a historian can be a useful exercise, especially as a form of pedagogy. Students need to […]