https://emilybradleygreenfield.com/home daily 1.0 2025-09-09 https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1623368519721-EEVK9KZ46O8FR3TRQFK2/EBG_Headshot.jpg home https://emilybradleygreenfield.com/memory-monuments daily 0.75 2023-04-11 https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1629926856192-YTGXQM8OG9W0S16SPX13/letter+from+John+to+Abigail+Adams_July+1776.jpeg memory & monuments syllabus - Week 2 | Remembering the American Revolution Day 1: Imagined Communities Day 2: “Declaration of Independence! Where Art Thou Now?” Who was included in early articulations of the American nation? Who was excluded? Who got to decide? How have oppressed groups used the politics of memory to advance their goals? How do we study the construction of nationalism? What role does collective memory play? What strategies can we use to read primary sources for motive/intent? Sample Source: Letter from John Adams to Abigail Adams, July 3 1776, collection of the Massachusetts Historical Society. Electronic edition available at: http://www.masshist.org/digitaladams/. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1630350369147-6YBT7XIPVI3RVU3Q83G8/Pages+from+1855.jpg memory & monuments syllabus - Week 3 | History and Memory in Antebellum America Day 1: Writing History, Writing Memory Day 2: Preserving History, Preserving Memory Is a memoir a historical source? Is it inherently less reliable than a history textbook? Can we read space the same way we read a historical text? What strategies can historians use to recover the meanings a particular place held for people in the past? Sample Source: Emma Willard, History of the United States, or Republic of America (New York: A.S. Barnes & Co.), 1855. Available at: https://hdl.handle.net/2027/hvd.hn23gz. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1629922266057-LFZ21KJM0WOVL8HUR3AS/Brady_Hospital.jpg memory & monuments syllabus - Week 4 | Civil War Memory, Part I Day 1: Remembering the Dead Day 2: The Lost Cause, and Causes Not Lost What were the cultural impacts of mass death during the Civil War? How did Americans choose to remember unprecedented loss? More broadly: how was the Civil War remembered and forgotten in the decades after Appomattox? To what ends? What is the Lost Cause? What were its historical origins? What role did historians play in advancing and resisting this myth? What strategies can we use to analyze poetry and photographs as historical sources? Sample Source: Matthew Brady, Wounded Soldiers in Hospital, photograph, c. 1860-1865, Matthew Brady Photographs of Civil War-Era Personalities and Themes, National Archives and Records Administration. Available at: https://www.archives.gov/education/lessons/brady-photos. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1630348146926-5732HJHXRY4M0JF0ZJRL/Shaw+Memorial_LOC memory & monuments syllabus - Week 5 | Civil War Memory, Part II Day 1: Monument Case Studies Day 2: The Civil War in the Era of Civil Rights How do we recover a monument’s meaning(s)? How do we study historical silence? Sample Source: Augustus Saint-Gaudens, sculptor, and Detroit Publishing Co., publisher, Shaw Memorial, c. 1900-1915, Boston, MA, Library of Congress, Prints & Photographs Division, LC-DIG-det-4a25021. Available at: https://www.loc.gov/item/2016800398/. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1630350776492-S6NCR9KT77XK9NM32NQT/Lincoln+Memorial+TCB memory & monuments syllabus - Week 6 | Inventing Public Space, Part I Day 1: The National Mall Day 2: Case Study: The Lincoln Memorials What kinds of sources and spaces project “official” memory? Who decides what is represented there? What strategies can we use to analyze art, sculpture, and built landscapes as historical sources? Sample Source: “Marian Anderson Sings at the Lincoln Memorial,” Washington, D.C., April 9, 1939, Hearst Metronone News Collection, UCLA Film & Television Archive. Available at: https://youtu.be/XF9Quk0QhSE. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1629925927989-F2VQFNUTO1J1EC7N4R7Y/Life+of+Sally+Hemings_Exhibit+Entrance memory & monuments syllabus - Week 7 | Inventing Public Space, Part II Day 1: The Post-Slavery Plantation: An American Memorial? Day 2: Case Study: Sally Hemings, Thomas Jefferson, and Monticello What is being remembered on the post-slavery plantation? To what ends? Can a site of white supremacy function, today, as a memorial to the enslaved? Sample Source: “The Life of Sally Hemings,” multimedia exhibit, Thomas Jefferson Foundation at Monticello, 2018. Available virtually at: https://www.monticello.org/sallyhemings/. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1629914946908-T4BNQOKG3QI8CZAG66XB/Campu+Logo memory & monuments syllabus - Week 8 | “Here We Admit A Wrong”: National Memory in the Twentieth Century Day 1: Remembering Japanese Internment Day 2: Oral Histories How has “official” memory of Japanese internment changed over time? How have new sources driven that evolution? Does an oral history preserve memory? History? Both? What opportunities and challenges do historians confront in using oral histories? Sample Source: Noah and Hana Maruyama, “Episode 1: Rocks,” Campu, podcast audio, September 30, 2020. Available at: https://densho.org/campu-rocks/. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1629915641133-JNWCOCTWJS1PU090CZKM/Stanford-Renaming-Principles-final_Page_1.jpg memory & monuments syllabus - Week 9 | How Universities Remember Day 1: Historical Injustice on University Campuses Day 2: Case Study: Renaming Debates at Stanford What is the history of the reparations movement? How does this history inform contemporary activism on university campuses? Is it ever too late to redress an injustice? How do we recover and write institutional histories? Sample Source: Principles and Procedures for Renaming Buildings and Other Features at Stanford University,” Advisory Committee on Renaming Principles, approved 2018. Available at: https://campusnames.stanford.edu/wp-content/uploads/sites/14/2018/03/Stanford-Renaming-Principles-final.pdf. https://images.squarespace-cdn.com/content/v1/60c29e38d012e16cc1bdbe23/1629915957800-3AH5729GMZRNWBMKONVO/service-pnp-ppmsca-09500-09504v.jpg memory & monuments syllabus - Week 10 | Future Directions, Community Interventions Day 1: An American Counter-Monument? Day 2: Rebel Archives, Rebel Monuments What is a counter-monument? How does it differ from traditional expressions of national memory? How does silence enter an archive? Is it possible to identify these silences? To fill in the gaps? How can material culture help us answer historical questions? Sample Source: Maya Ying Lin, “Vietnam Veterans Memorial. Competition drawing," photograph, 1980 [or 1981], Library of Congress, Prints & Photographs Division, Vietnam Veterans Memorial Fund Collection, LC-DIG-ppmsca-09504. Available at: https://www.loc.gov/item/97505164/. https://emilybradleygreenfield.com/portfolio daily 0.75 2025-09-09 https://emilybradleygreenfield.com/teaching daily 0.75 2025-09-09