In homage to one of my favorite edited volumes ever, it's Weirding the War week in my Civil War grad seminar! We're reading articles and chapters that capture new turns in CW scholarship, and complicate things in weird, creative & fascinating ways. Here's what we're reading:
Judkin Browning and Timothy Silver's "Nature and Human Nature: Environmental Influences on the Union's Failed Peninsula Campaign, 1862," pub in @JCWE1 in 2018. This article blew my mind when I first read it. An explanation of the unique formulation of Virginia's mud!? Yes please.
"A Burden Too Heavy to Bear:" War Trauma, Suicide, and Confederate Soldiers" by @ProfSommerville, which will introduce students to the debates about war trauma in the Civil War era and the so-called 'dark turn.' If only I could assign Diane's whole book!
Of course we have a chapter from @JGiesberg's Sex and the Civil War, with the utterly delightful title "Storming the Enemy's Breastworks." I forgot this chapter had lots of great illustrations of Civil War era porn - whoops, sorry students!
I was so excited to assign a chapter from @EvanKutzler's "Living By Inches," about 'anosmia' and the experience of smells in Civil War prisons. A wonderful example of creative and innovative scholarship. I can't wait to read the rest of the book!
Finally, one of my fav articles ever: Joe Beilein's "The Guerrilla Shirt: A Labor of Love and the Style of Rebellion in Civil War Missouri," pub. in @CWHJournal. I literally squeal when I read this essay. Masculinity bedecked in scalps, ribbons, flowery shirts! 🙌🏼🙌🏼🙌🏼
For the extra little icing on top, we throw in @megankatenelson's brilliant Three Cornered War, which we were supposed to discuss last week. (Why did I have to get sick on a Wednesday!?) I'm extra caffeinated and ready 👏🏼 to 👏🏼 go!
Also, apologies @megankatenelson, my brain *really* wants to call your book "The Triangle War" and I keep confusing myself and my students. I mean, three corners, triangle - it makes sense, right?

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More from @sarahbelle721

9 May 19
Every time I teach the Civil War class, I struggle with how to end it. There's so much at stake - it seems so critically important that they leave understanding the Lost Cause, and modern conflicts over Confederate flags and statues. Here's what I did this year.
We listened to 4 songs: Ashokan Farewell, The Battle of Antietam (T. Bone Burnett), Harry Belafonte's Oh Freedom, and The Band's cover of The Night They Drove Old Dixie Down. It's a large lecture, but we managed to discuss how each captures a different version of CW memory.
I particularly love this version of The Night They Drove Old Dixie down. It starts with a nostalgic horn chorus of Dixie. We discussed how themes of the Lost Cause come through in the lyrics.
Read 9 tweets
12 Feb 19
Certainly! I had students meet outside the library, where I placed them in their writing groups (which they'll have all semester). I gave them all a scavenger hunt sheet with 'quests' related to resources in our library. They documented they completed quests w/ Instagram pics.
The quests ranged from things specific to @UBLibraries (like, locate the Polish Reading Room) to general skills (find a primary source, find the Chicago Manual of Style, navigate the lib website to find out how to ILL). They were encouraged to ask librarians for help.
My colleague, librarian Mike Kicey, and I stood by circulation to catch groups as they wandered by to help them on quests or answer questions ... and there were a lot of questions. Definitely use a librarian for help on this part! And give the library a heads up on the hunt, too.
Read 7 tweets

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