Too often I come across an interesting piece of information on a blog that does not contain links to the author’s sources. That’s too bad. All I can do at that point is shrug my shoulders and wonder if the story is true. Then I’ll probably close that browser tab and go somewhere else, because I won’t risk experiencing similar frustration with a second story on the same blog. Of course, if the story is really important to me, I can do further research on Google, which is fair enough. At the same time, though, what reason have you given me to go back to your blog? None. Offer me a good, well sourced post, though, and I will be back.
Links to your sources are important for at least four reasons: Continue reading →
I can’t decide whether the White House is deliberately insulting our intelligence with Bush’s recent appeasement accusations or if they really don’t know anything about Neville Chamberlain’s appeasement. Chamberlain isn’t criticized in history for talking to Hitler, but rather for giving away the Sudetenland in Czechoslovakia and with it that country’s means to defend itself against Germany. The difference is not trivial. And what does McCain’s echoing of Bush’s remarks tell us about him? Did he also not learn this bit of history? Or is this just politics? Be that as it may, Kevin Levin is right about this being a teachable moment. The “Hardball” video he posted on his blog is hilarious and sad at the same time.
This blog post originally appeared on my old history blog, Clio and Me, on this date.
I have been teaching History 100, the one-semester survey of Western Civilization that is required for all students at George Mason University. Yes, really. One semester. As I mentioned earlier, this semester I decided to abandon the old chronological approach and follow a thematic one instead. I organized the course into six major themes, plus an introductory unit on historical thinking. One of those themes was “Politics and Human Rights.”
If one looks at Western Civ textbooks or the reading lists from my days as a graduate student, human rights are not going to be an obvious subject of study, especially not for a history survey that can only afford to choose six major topics. Yet they are not only important to learn about, they also offer a powerful integrative vehicle for talking about a variety of issues that have been central to the history of the West since the eighteenth century. Continue reading “Human Rights in the History Survey”