Julia Brock – författare

Leisure, Plantations, and the Making of New South investigates the social, architectural, and environmental history of sporting plantations in the South Carolina lowcountry and the Red Hills region of southeast Georgia and northern Florida. Although plantations figure prominently in histories of the post-emancipation South, historians have paid little attention to the redevelopment of plantations for non-agricultural use. By examining the two largest concentrations of sporting plantations on the south Atlantic coast, this collection explores questions about historical memory of slavery, race relations, material culture, and the environment during the first half of the twentieth century.

Leisure, Plantations, and the Making of New South investigates the social, architectural, and environmental history of sporting plantations in the South Carolina lowcountry and the Red Hills region of southeast Georgia and northern Florida. Although plantations figure prominently in histories of the post-emancipation South, historians have paid little attention to the redevelopment of plantations for non-agricultural use. By examining the two largest concentrations of sporting plantations on the south Atlantic coast, this collection explores questions about historical memory of slavery, race relations, material culture, and the environment during the first half of the twentieth century.

The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpens their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In twelve essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities. Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzman, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.

The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpens their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In twelve essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities. Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzman, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.

The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpen their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In eleven essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities.Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzmán, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.

The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpen their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In eleven essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities.Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzmán, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.

In a unique and personal exploration of the game and fish laws in Alabama, Georgia, and Mississippi from the Progressive Era to the 1930s, Julia Brock offers an innovative history of hunting in the New South. The implementation of conservation laws made significant strides in protecting endangered wildlife species, but it also disrupted traditional hunting practices and livelihoods, particularly among African Americans and poor whites.Closed Seasons highlights how hunting and fishing regulations were relatively rare in the nineteenth century, but the emerging conservation movement and the rise of a regional "sportsman" identity at the turn of the twentieth century eventually led to the adoption of state-level laws. Once passed, however, these laws, were plagued by obstacles, including insufficient funding and enforcement. Brock traces the dizzying array of factors—propaganda, racial tensions, organizational activism, and federal involvement—that led to effective game and fish laws in the South.

In a unique and personal exploration of the game and fish laws in Alabama, Georgia, and Mississippi from the Progressive Era to the 1930s, Julia Brock offers an innovative history of hunting in the New South. The implementation of conservation laws made significant strides in protecting endangered wildlife species, but it also disrupted traditional hunting practices and livelihoods, particularly among African Americans and poor whites.Closed Seasons highlights how hunting and fishing regulations were relatively rare in the nineteenth century, but the emerging conservation movement and the rise of a regional "sportsman" identity at the turn of the twentieth century eventually led to the adoption of state-level laws. Once passed, however, these laws, were plagued by obstacles, including insufficient funding and enforcement. Brock traces the dizzying array of factors—propaganda, racial tensions, organizational activism, and federal involvement—that led to effective game and fish laws in the South.

In a unique and personal exploration of the game and fish laws in Alabama, Georgia, and Mississippi from the Progressive Era to the 1930s, Julia Brock offers an innovative history of hunting in the New South. The implementation of conservation laws made significant strides in protecting endangered wildlife species, but it also disrupted traditional hunting practices and livelihoods, particularly among African Americans and poor whites.Closed Seasons highlights how hunting and fishing regulations were relatively rare in the nineteenth century, but the emerging conservation movement and the rise of a regional “sportsman” identity at the turn of the twentieth century eventually led to the adoption of state-level laws. Once passed, however, these laws, were plagued by obstacles, including insufficient funding and enforcement. Brock traces the dizzying array of factors—propaganda, racial tensions, organizational activism, and federal involvement—that led to effective game and fish laws in the South.

In a unique and personal exploration of the game and fish laws in Alabama, Georgia, and Mississippi from the Progressive Era to the 1930s, Julia Brock offers an innovative history of hunting in the New South. The implementation of conservation laws made significant strides in protecting endangered wildlife species, but it also disrupted traditional hunting practices and livelihoods, particularly among African Americans and poor whites.Closed Seasons highlights how hunting and fishing regulations were relatively rare in the nineteenth century, but the emerging conservation movement and the rise of a regional “sportsman” identity at the turn of the twentieth century eventually led to the adoption of state-level laws. Once passed, however, these laws, were plagued by obstacles, including insufficient funding and enforcement. Brock traces the dizzying array of factors—propaganda, racial tensions, organizational activism, and federal involvement—that led to effective game and fish laws in the South.

The field of public history is growing as college and university history departments seek to recruit and retain students by emphasizing how studying the past can sharpen their skills and broaden their career options. But faculty have often sought to increase course offerings without knowing exactly what the teaching and practice of public history entails. Public historians have debated the meanings of public history since the 1970s, but as more students take public history courses and more scholars are tasked with teaching these classes, the lack of pedagogical literature specific to the field has been challenging. This book addresses the need for a practical guide to teaching public history now. In eleven essays by esteemed public historians teaching at colleges and universities across the United States, this volume details class meetings, student interactions, field trips, group projects, grading, and the larger aims of a course. Each essay contains wisdom and experience for how to teach a public history course and why such classes are vital for our students and communities.Contributors include: Thomas Cauvin, Kristen Baldwin Deathridge, Jennifer Dickey, Torren Gatson, Abigail Gautreau, Romeo Guzmán, Jim McGrath, Patricia Mooney-Melvin, Lindsey Passenger Wieck, and Rebecca S. Wingo.