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"Made in Great Falls: Creating Art, Re-Creating Community" March 2007, Northern Virginia Magazine (PDF)
"No Restin' in the Saddle in Reston: A Conversation with Reston Founder Robert E. Simon" June/July 2006, Northern Virginia Magazine (PDF)
"Odin, Feldman & Pittleman PC," & "Williams & Connolly, LLP" June/July 2006, Northern Virginia Magazine (PDF)
"Ten Cases That Changed Virginia: A Brief Look at Four-Hundred Years of Virginia's Legal History" June/July 2006, Northern Virginia Magazine (PDF)
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WINTER QUARTER 2010 AT THE ART INSTITUTE OF WASHINGTON
HISTORY IS A VERB. Okay, so maybe it isn't exactly a verb. But history is active, right? That is, though "history" is typically defined as the study of events that occurred in the past, those past events nonetheless still affect us right now. Indeed, every person's present self-identity is shaped by events from days gone by. In many ways, we are the past. Because we historians love to quote other historians (two eggheads are better than one), and because readings in this class will begin with the thoughts of historian Howard Zinn, I offer this Zinn appetizer:
George Orwell, who was a very wise man, wrote: "Who controls the past controls the future. And who controls the present controls the past." In other words, those who dominate our society are in a position to write our histories. And if they can do that, they can decide our futures.
So those are some reasons why history is active. Another reason why history is active is because it is interpretive. Yes, history happens. But when we talk or write about history, we all put our own spin on the past. We look at what happened, try to make sense of what happened, and attempt to communicate what happened. And looking at, making sense of, and communicating what happened is filtered through our actively-evolving subjective ideologies.
There are, however, some who say that interpreting history should be, must be, objective. Don't be too easily persuaded. The human animal is a composite of bewildering, complex emotions, few of which (if any) approach something even closely resembling objectivity. The moment when any person chooses to report about one historically significant subject over another, s/he has addressed a subjective ideal. I offer another helping of Zinn:
The myth of "objectivity" in teaching and scholarship is based on a common confusion. If to be objective is to be scrupulously careful about reporting accurately what one sees, then of course this is laudable. But accuracy is only prerequisite. Whether a metalsmith uses reliable measuring instruments is a prerequisite for doing good work, but does not answer the crucial question: will he now forge a sword or a plowshare with his instruments. That the metalsmith has determined in advance that he prefers a plowshare does not require him to distort his measurements. That the scholar has decided he prefers peace to war does not require him to distort the facts. . . . Our values should determine the questions we ask in scholarly inquiry, but not the answers.
COURSE OBJECTIVES -- All professors, then, including (or especially) me, bring into the classroom their own agendas. One of the agendas for this particular class is built into the academic program: to recognize various ways to approach the study of history, and to open discussion about the relevance of historically contextualizing many points of view; to identify major persons and historical events in modern American history; to discuss the developments of scientific, philosophic, and political thought during the period; and to complete response writings which identify, explain, and connect historical events, current events, and past and present cultural perspectives.
Another agenda is all mine: to demonstrate that history is something more than a top-down, political, military, guns-drawn-and-ablazing phenomenon. The lectures, readings, and assignments in this class will, therefore, focus not predominately on nor romanticize or promote militarism, nationalism, and patriotism. Instead my aim will be to bolster the development of historical reasoning and argumentation; to help strengthen your analytical and writing skills; and to foster a broader understanding of the forces, people, and events in modern American history that have risen from the bottom up to challenge oppression and aggression--all in the hope that you will graduate from this class at least a little better equipped to pursue your own American Dream.
GOALS -- This course is as much about "doing" as it is about "learning" history. Rather than placing emphasis only on rote memorization, I will, therefore, encourage creativity and experimentation, and will expect you to:
Analyze written, visual, and oral and aural documentation
Construct a historical argument and support it with evidence
Apply your analysis and understanding of past issues and events to the present
TEXT
-- There are no required texts. However, there will be extensive (but interesting!) reading of material (handouts)distributed in class or available online.METHOD OF EVALUATION -- Each week for six weeks I will assign a reading, question, or topic related to history, for which you will be required to write a 300-500 word (double-space, 12-point, Times New Roman) analysis, due at the start of the following class. The questions and topics will typically be related to issues addressed in classroom lectures, but will also come from films, in-class handouts, and from materials located online. You must always deliver a stapled typewritten hard-copy. Be sure to include your first and last name followed by the name of this class (top left), and the date of delivery (top right); followed by the assignment number and title (e.g., Week 1 -- You & History). Also insert page numbers (bottom right).
The goal of these writing assignments is to help you learn how to analyze written, visual, and oral and aural documentation, and will constitute 30% of your final grade.
For your Final Essay assignment you will be required to write and deliver at beginning of class on Tuesday WEEK 11 an 800-1,000 word (double-space, 12-point, Times New Roman) historical argument essay, wherein you apply your analysis and understanding of past issues and events to the present. Your essay must be supported by evidence, and you must consult a minimum of five books (written in or after 1990) to help build your analysis. Your essay will count for 30% of your grade, and will be evaluated primarily on the strength of the argument you present and its supporting evidence. Your observations may—indeed, should—be smart, creative, and even a bit unusual, but they must be articulate, reasoned, understandable, and most important—provable. Because this assignment requires that you relate the all too often intangible aspects of the then to more concrete aspects of the now, you should feel free to make connections where connections you see. Finally, since you will have already written six historical analyses, I will expect your intellectual brilliance to really shine.
Prior to writing your Final Essay, for 5% of your grade you must write and deliver by beginning of class on Tuesday WEEK 8 a 200-300 word (double-space, 12-point, Times New Roman) Final Essay Proposal, wherein you describe the moment in history about which you plan to write, define how that moment relates to current events, and list (at least) the five books you will consult for your Final Essay.
On WEEK 10 be prepared to deliver a ten-minute presentation about your project. Your presentation will be timed and will count for 15% of your overall grade (5% creativity; 5% content; 5% presentation).
Twenty per-cent (20%) of your grade will be based on classroom participation. That means not only participating when we turn to classroom discussions, but being alert and attentive during class, and commenting at least once in every class.
Your overall grade breaks down thus:
Weekly analyses - 6 analyses at 5 possible pts. each (total 30 possible pts.)
Final Essay Proposal - 5 possible pts.
Ten-minute Synopsis presentation - 15 possible pts.
Final Essay - 30 possible pts.
Class participation - 20 possible pts.
ATTENDANCE POLICY -- Unforgivingly and unapologetically strict. Be here.
LATE ASSIGNMENTS -- I accept no late assignments. This is in part because I work under a tight grading schedule that moves quickly from one project to the next. So if you deliver an analysis after the deadline, it will receive no grade. The same thing goes for all other projects, for your Final Essay Proposal and for your Final Essay.
CLASSROOM ETIQUETTE -- You may drink, but please do not eat in class. Headphones are absolutely and always forbidden. If ever your cell phone rings, you make or receive a call, or if your check your phone for messages, to play games, or for any other purpose during class you will be dismissed from class for the remainder of the period (if that means you miss up to 15 minutes of class, you will receive an absence for the day).
CONTACT INFORMATION -- The best way to get in touch with me is via email (link under my logo in the left-hand column). Consult your syllabus for my office hours. You are always welcome to just drop in (room 813), but I may be consulting with other students. If you want to be ensure my undivided attention, please make an appointment.
Glad to have you here. Now . . . let's do history!