Additional resources to be used in class on 3/27


Aryan Nations page on Wikipedia

History of Idaho page on Wikipedia (African presence section

Grant resources

“Seeking Grants: More Than Money” (“Pursuing funding support as a graduate student or postdoc can help your career — and in more ways than one”)

The Making of a Successful Proposal (from 1987, but still relevant)

Dr. Karen’s Foolproof Grant Template

NEH grants

Idaho Humanities Council Grants

Boise City Department of Arts & History Grants

Boise Public Library – Foundation Center database subscription


Historic preservation links for March 13 class

For your future reference, in case you’re interested:

Readings for April 29: Conservatives do public history

As requested, this week’s readings represent history written for the public, from a conservative perspective.  As usual, I broadened the definition of “public history” to include how amateur historians and members of the public “do history.”

A note about my method for finding these pieces: I intentionally kept my searches for readings party-neutral; I did not search for “Republicans,” “Tea Party,” or terms like “extremist” or “right-wing.”  I simply searched for variations on “conservative history,” and these articles and blog posts were in the top several pages of results—or they were linked to in one of the top results.  (Exception: Beck’s black history discussion, which I used in my last History 502 section.)  Although the subject may seem over-represented in the list below, I did not look for pieces on black civil rights or African Americans, but many were in the search results, demonstrating, I think, the significance of this topic to the current conservative movement in the United States.

All of the people represented here fall into at least one of these categories:

  • self-described conservative,
  • writing for a  conservative website,
  • liberals or moderates writing about conservative history.

The authors are diverse in their opinions, from a fiscal conservative who is socially left of center to deeply socially conservative (self-described) Christians. Their life experiences and occupations also vary; represented in this list are veterans, professors, teachers, fellows in conservative initiatives, and average bloggers.

This is a long list, and I encourage you to read as many items on it as possible.  That said, I know your time is not unlimited, and so that we have some common articles to discuss, I have starred required readings.  Following the list, you’ll find some questions for discussion.   Please add one of your own discussion questions to the comments section of this post.


The History of Conservatism

* Carlson, “Learning from the History of Conservatism”


Republicans, Democrats, and the Constitution/Founders

Scott, “WANTED: Democrat Leaders Who Forthrightly Support the Constitution”

“DO We Have the Right to Disobey Islamic Law?” 

Taylor, “Gun Control – Not According to George Washington”

Barton, “American History: Bachmann v. Stephanopoulos” 

Taylor, “Thanksgiving and Our American Heritage”



*Postel, “Lincoln’s Conservative Vision”

“Teddy Roosevelt Revisited”


Conservatives, Civil Rights, and African Americans

* Pete, “The Historical and Social Barriers to Expanding the Conservative Vote among African Americans”

Minor, “A Focus on Freedom for Black History Month”

* Voegeli, “Civil Rights and the Conservative Movement”

Morel, “The Soul of W.E.B. DuBois”

* Anderson, “Blacks Were More Than Slaves”

Swimp, “What, to Black Americans, is the 4th of July?”

* Beck, “America’s Black Founding Fathers,” Part I and Part III

* Williamson, “The Party of Civil Rights” and its follow-up, “Yes, the Party of Civil Rights”

* Jackson, “King’s Real Legacy”

* Garris, “Martin Luther King’s Conservative Legacy”

Spalding, “Martin Luther King’s Conservative Principles”


Recent History

Erickson, “From Melting Pot to Pressure Cooker”

Longstreet, “Who Murdered America? What Comes Next?”


Public History/Public Memory

* Almasi, “Chavez Monument Proclaimed by Obama Over Project 21 Member’s Warnings”


History Education: Educational Resources, Posts by Teachers, Posts about Education

“Reflections from High School World History Students”

“The last Samurai is. . . Me?”

“How State Standards are Indoctrinating Our Youth with Marxist Views on the Great Depression”

“McCarthyism Lecture Notes from a Liberal Teacher” 

“Bill of Rights in the News: Gun Rights in the 21st Century”

* Potter, “Why Teach the History of Modern Conservatism? Because It’s Fun” 

* Klugewicz, “Hungry Souls and Brave Hearts: Heroism, History, and Myth” 


Hitt, “A Conservative History of the United States”

Barton, “Guns, Kids, and Critics”

Would, “‘Conservative’ Historians Refuted”

* Hensatri, “Conservative History”

* Strickland, “Anthony Bradley’s Black Tribalist Attack on Doug Wilson”

Hawkins, “Conservative Bloggers Select the 25 Worst Figures in American History”



(for class–blog about whatever you wish in regards to these posts)

1. As noted in the introduction, there is a good deal of diversity among these authors’ views and life experiences.  Despite this diversity, do you see some common themes, beliefs, or language/rhetoric?  For example, are there words that appear frequently?  Do the authors seem to define them similarly to each other, or are the definitions slippery?

2. What might explain the frequency of posts about civil rights and African Americans?

3. At least as represented in these posts, what do conservatives value in the teaching of U.S. history?  What, for these writers, is the purpose of teaching U.S. history in K-16?

4. Are there patterns in how the authors use sources?  What do you think about how individual authors use and cite sources?

5. No matter where you are on the political spectrum, chances are you agreed with some of the writers’ points or at least found them compelling.  Which ones appealed to you as a historian, and why?

6. As represented by these authors, do conservatives “do history” differently from progressive writers? If so, what are the differences?  If not, how might you explain the similarities?

7. Aside from African-American history, there isn’t much history of people of color represented in these posts, nor is there much women’s history.  Imagine you were hired to address this history by creating a museum exhibit or series of blog posts for a conservative audience (perhaps for the bloggers whose work we read today).  Your goal is to interest them in the history and make them want to learn more.  What concepts would you highlight to spark their curiosity and desire to learn? What kind of language would you use? If it’s a museum exhibit, what kinds of artifacts might you include? (Would your approach be different than if you were writing for a progressive audience?  Why or why not?)

 Remember: please add one of your own discussion questions to the comment section of this post.

Meet the Boise Wiki on May 4!


Come try out the Boise Wiki, a new website about Boise past and present to which anyone can contribute! Get hands-on help from its founder, Leslie Madsen-Brooks, and learn how easy (and fun!) it is to share what you know about Boise.

We’ll have a couple of computers available for visitors to use, but we encourage you to bring your own device, too.

Noon – 3 p.m., May 4, 2013

Sesqui-Shop, 1008 Main Street, Boise, ID

Questions about the Boise Wiki?  E-mail lesliemadsen-brooks -at- boisestate -dot- edu


Resources for April 29

Section 106: Further reading

The National Endowment for the Humanities explains Section 106 in detail (PDF)

How to initiate Section 106 consultation with the Idaho SHPO

A blog about Section 106 proceedings at one particular site

A Section 106 worksheet (PDF)

Section 106 case digest from the Advisory Council on Historic Preservation

Readability and Comprehensibility as NEPA Minimums (PDF): a report mentioned in Our Unprotected Heritage

Topock Section 106 (PDF): see discussion beginning on page 25


Questions for discussion

1. What are the benefits and liabilities of the Section 106 process, in theory and in practice?

2. Do you think it’s good that NEPA and NHPA are so closely related? In what ways are “light green” laws related to what King terms “heritage laws”?

3. Evaluate King’s “Memo to President Obama” (pp. 161-64) and Beckerman’s recommendations to the Obama administration (pp. 170-71).  Which of the recommendations do you find most compelling and workable?  Explain your answer.  Which are you less enthusiastic about, and why?

4. In small groups, consider one of the following documents and follow the instructions associated with it.  Be prepared to present your findings to the class and answer questions about them.

Samples of Section 106 programmatic agreements:

  • from Idaho (PDF): Diagram the review/consultation process.
  • from Alaska (PDF): Diagram the review/consultation process.
  • from Minnesota (PDF): Diagram the process to date, as well as the process for future review, preservation, and exemptions.

5. How much do King’s criticisms, arguments, and recommendations apply to the document you examined in #4?

Resources for class discussion, April 22

Last-minute readings

I sent an e-mail last night asking you to read some of Chauncey DeVega’s blog posts and articles, as he will be calling into our class today.  Here are the ones he recommended because they have attracted the greatest traffic or crossed over into the mainstream media:

Racism and sexism are killing the U.S. economy

No, Jesus wasn’t a white dude

Dear Angry White Conservatives Mourning Romney’s Loss: Chill Out

Is a Crisis in White Masculinity Leading to Horrific Gun Crimes Like the Sandy Hook Shootings?

White Men Like Adam Lanza Commit 70 Percent of the Mass Shootings in the United States. Why is the Media Afraid to Talk About This Obvious Fact?

Connecticut School Shooting: If Adam Lanza was Named Tariq Muhammad Would the Media be Calling This an Act of “Terrorism?”

White Men and Mass Murder: Did a Sense of “Aggrieved Entitlement” Lead Adam Lanza to Kill 26 People at Sandy Hook Elementary School?

White Supremacists Hear Mitt Romney’s Racist Welfare “Dog Whistles” Crystal Clear

What Took Him So Long? More Than “Dog Whistles” Mitt Romney Finally Goes Full Birther

Tales of a Race-Baiting Mormon: The Personal and Political Hypocrisy of Mitt Romney

Racial Aikido: The Genius of Mitt Romney’s “Barack Obama is a Lazy Negro Who Ain’t Working” Ad Campaign

How Deep is the Commitment of Black Conservatives? Would the African American Signers of the Mount Vernon Statement Sell Themselves Back Into Slavery?

About Chauncey DeVega

Chauncey DeVega (a pseudonym) is editor and founder of We Are Respectable Negroes, a blog on race, popular culture, and politics.  His work there has been featured by the New York Times, Utne Reader, and The Atlantic. In addition to the blog, DeVega’s work has appeared in various books, as well as on such sites as the Washington Post’s The Root, The Daily Beast, Alternet, SalonWashington Monthly, Slate, and PopMatters.  DeVega has been a guest on the BBC, Ring of Fire Radio, Ed Schultz, Joshua Holland’s Alternet Radio Hour, the Burt Cohen show, and Our Common Ground.

Section 106

The National Endowment for the Humanities explains Section 106 in detail (PDF)

How to initiate Section 106 consultation with the Idaho SHPO

A blog about Section 106 proceedings at one particular site

A Section 106 worksheet (PDF)

Section 106 case digest from the Advisory Council on Historic Preservation

Readability and Comprehensibility as NEPA Minimums (PDF): a report mentioned in Our Unprotected Heritage

Topock Section 106 (PDF): see discussion beginning on page 25

Samples of Section 106 programmatic agreements:




Resources for April 8

Old business

Our class has been featured on the Reel Tributes site.

Where to look for jobs

Chronicle of Higher Education (search staff jobs; archival jobs, some museum positions, and lots of fundraising/development jobs are advertised here)

USA jobs

Higher Education Recruitment Consortium (a sample search for “archivist”)

Society for American Archivists

History Associates

History Factory

Roy Rosenzweig Center for History and New Media

National Archives and Records Administration (check out the Pathways Program for students and recent graduates)

American Association of Museums

California Museums Association

Association of Science and Technology Centers (not history-related, but lots of jobs that use public history skills like research, exhibit development, writing, evaluation)

National Council on Public History

Job search resources

What Color is Your Parachute? is an excellent book that helps you think through how to get to where you want to be from where you are now.

Beyond Academe

Professional development and continuing education opportunities

Pacific Northwest Preservation Field School

National Historic Landmarks Program webinars

Advisory Council on History Preservation (Section 106 training)

National Preservation Institute seminars

Library of Congress Digital Preservation Outreach and Education (related: these webinars)

The Programming Historian

Other organizations

In addition to the NCPH and AAM (listed above under “Where to look for jobs”),  there are many other organizations that offer conferences and other networking or learning opportunities.

Museum Computer Network

Museums and the Web

Your assignment

Contribute resources to the class Google doc (check your e-mail for the link). If the Google doc becomes too clotted with contributors, leave your recommendations & links in the comments of this post.


Resources for March 18

Historic sites of national significance

Case study: The President’s House at Independence National Historic Park

Press release about the opening of the reinterpreted site

Archaeology Methods and Interpretation

Commentary on the interpretation of the house site (from Rhetoric and Public Affairs)

Race in the Park (from Common-Place)


News item

Gettysburg Cyclorama demolished a few weeks ago

Resources for March 11


Wikipedia editing event (this Friday, March 15): Feminists and People of Color engage Wikipedia  (also note the comments on the post announcing the event touch on many issues raised in class last week)


Historic preservation in Boise

Boise Historic Preservation Commission Hearings

Boise Historic Preservation Plan (2010)

Razed & Confused

Capital City Development Corporation


Resources for February 11

Images from Mining the Museum

Comic book pages about Dina Gottliebova Babbitt 


NAGPRA case study

Reversing the Flow of Traffic in the Market of Cultural Property (read the section “Return of the Ahayu:da”)

(If you’re interested in the Ahayu:da repatriation by the Smithsonian, you might read this longer, much more detailed article about the transaction)

Notice of intent to repatriate under NAGPRA


Deaccessioning case studies

Little Bighorn flag at the Detroit Institute of Arts

Paintings at Randolph College 

Museum collections data