Above: I am addressing the concept of trans-racial identity and feminist equality in the Atlantic world. My paper went on to address the international organization of women and their rights in the era of sexual emancipation and the rise of anti-slave societies. After reading portions of my paper that addressed this basic premise below, I went on to show a brief series of slides showcasing the significance of political borders… by land and sea, as well as the role of slavery, religion, and gender as constructs of the Atlantic world.
Title: The Transatlantic and Its Impact on the European History Course: A Look at Geo Politics, Race, Class, and Gender
Here is my basic premise:
The term ocean does not carry much extensive meaning for students taking the European history survey course; better yet, if anything the term has no political, social or economic value unless it is used in reference to mark political warfare or basic geography. However, one might contend that oceans, specifically the Atlantic, had a significant impact on the rise of the modern European state. Because oceans have shaped the development of the modern European history course, I would like to explore the impact such body of waters like the Indian Ocean, Mediterranean Sea, and the Atlantic had on the early colonial stages of geo politics, and how formative states such as France, England, Spain, and the Low Countries struggled to maintain stability amidst colonial expansion and state building. Moreover, it is important that students understand the impact of the Atlantic as a shaper of modernity in both the North American colonies and European states. Furthermore, the dichotomy of the Atlantic world via economic expansion and Enlightenment concepts saw the use of religious constructs as a form and method in justifying Atlantic slavery, racial categorization, and the subjugation of women.
Above: Janette and my students who elected to spend their morning with me at NCSS. Thanks Shelby See (under my right arm) for the pictures.
I honestly teach great students; I do not give extra credit, nor do I accept student trying to impress me outside of their academic work in my class. But when students arrived at the Hilton for the conference to hear me talk to history teachers, I was impressed. Below is the letter I sent to my colleagues about these students:
I wanted to mention that the paper I presented Saturday at NCSS entitled The Transatlantic and Its Impact on the European History Course: A Look at Geo Politics, Race, Class, and Gender went very well. I was a little disappointed in that I had to edit it some to meet the time limitations.
What was most impressive about the breakfast lecture was that I had 8 hchs students who attended this 8 am session on a Saturday morning. I think it is great to model academic life to our students; I always try to showcase my academic work through my teaching, as well as the papers I write and present and submit for publication. This is true of my blog, too. For students to sit in a room with other teachers and historians is good. I know this is part of what leadership is inculcating in the curriculum. My students even participated some in the questions asked. Moreover, one student noted much of what I wrote about and presented related to what I bring to my courses. I told him we all do that. I thought I would share this with you. We have students who seek ideas and who are generally interested in the work we do as teachers.
Above: Discussing the impact of the 30 Years’ War on Eastern Europe