Wunderli Scholarships, 2018

Each spring, the History Department gives out over $10,000 of scholarships. The competition for the spring scholarships is open, and your application would be due by March 1. Go here for more information and the application form:

https://www.uccs.edu/~finaid/types-of-aid/scholarships/scholarship-search.html?940501011001/

Wunderli Scholarship

Description

The Wunderli Scholarship, named after the Department’s esteemed Professor Emeritus of Medieval History, provides support for undergraduate History majors and graduate students in our M.A. program. It is funded by a generous bequest from Judith Price (1944-2012), a long-time Instructor in Asian History in the Department. We seek especially to assist students whose financial burdens may interfere with the pursuit of a degree in History, as well as students with a record of extraordinary accomplishment. Awards may vary from $1,000 to $5,000 for the academic year. Student must demonstrate financial need by completing the FAFSA no later than March 1st.

Application Requirements

The following requirements must be submitted via the UCCS Scholarship Application in the portal.

  • Special Essay

Award Status

Applicants will be notified of scholarship results in April.

Application Procedures

If you think you are eligible for this scholarship and would like to apply, log in to the UCCS Scholarship Application.

Deadline

03/01/2018

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Publication by UCCS MA Alumnus Torrah Giles!

gilesTorrah Giles, MA, UCCS MA Alumna, recently published an article drawn from her research paper written for Professor Jimenez’s City and Citizenship course.

San Francisco, 1906: The Law and Citizenship in Disaster

By Torrah Giles, MA

UCLA Historical Journal, December 2017

Abstract: Using the city of San Francisco and the earthquake and fire of 1906 as a case study, this paper examines the use of violence to impose public order, while seeking to show that disaster can affect the laws of a community. In San Francisco, the belief that martial law was in effect led to a power shift. The confusion created a unique situation in which city leaders contradicted the very law they were seeking to enforce, and obliterated the rights of citizens in the name of protection and public order.

In the scholarship of the 1906 disaster, most works that consider the military involvement in disaster tend to downplay the events, which so many memoirs, eyewitness accounts, and newspaper reports described from that year. This paper uses those primary sources to show how Mayor Schmitz and the military leaders directly affected the scale of the urban disaster that followed the earthquake by essentially seizing power through the military. The mayor’s illegal declaration and actions caused confusion in the city and altered the parameters of citizenship. Secondary research in both the field of history and the field of disaster studies will allow this paper to explicate the laws of the federal, state, and city government, which will explain the extralegal and illegal activities of the leaders of San Francisco and the effect those actions had on the catastrophe.

We asked Torrah to describe the process of submitting and revising for publication. Here are her reflections:

I published my first graduate thesis on something of a whim. I had discussed the idea of publishing the paper with Dr. Jimenez and my peer reader, but had heard so often about the brutal editing process that many experience when publishing a paper that I did not feel particularly motivated to put my work out there. But, the seed was planted and I was very curious and knew that it is a vital part of the career path I have chosen. I researched journals for a while. I looked at journals that accept work from American history, more broad journals that do not specify a field or era, and journals that accept graduate student submissions only. I finally chose the UCLA Historical Journal because it is a graduate student publication and has no particular field. I went that route because I wanted a journal that would consider my article even if it didn’t fit into a certain box.

In order to submit my paper, I had to pare it down quite a bit—by about 12 pages. The original paper was much longer so removing so much of the paper was honestly the most difficult part of the whole experience. I ended up breaking the paper down into sections within sections and rewriting some parts in order to make them make sense without all the other information that I needed to cut. I had to meet some formatting requirements as well. All of this took me about four hours on a Sunday. And then I waited. And waited. I heard back from the editor after about three months, explaining that they had just completed their journal for 2015 and were slating articles for the 2017 journal if I wished to wait, otherwise I could withdraw my article. I wasn’t sure that that meant they had accepted my submission, so I asked Dr. Harvey who explained to me that my article was going to be published!

Then I waited again. I didn’t get edits back until about nine months ago. The most difficult edits I needed to do were to rework some of my interpretation of my primary sources. When I wrote the paper for class, I had not yet developed a strong voice in my writing yet. Reading back over it, I could see where I needed to believe in my own argument. About three months after the first round of edits came the second, that time it was more clean up and formatting rather than any additional writing. Then about a month before publication I received a proof, which I was asked to review, and finally the notice that the journal edition was live.

I am not sure how typical my experience was, but the process was certainly very exciting. I learned a few things from the experience. Mostly that my voice should be the strongest in the paper, that I am the expert and have permission to make a strong argument. I wished that I had kept better electronic notes. I am a hands on person, so a lot of my notes were written and stuck into library books that I had long since returned. Revisiting a source after so much time away was challenging; if I had written some of my notes into a file I could have more easily remembered where my work was headed as I reviewed that source. The greatest takeaway that I have found, though, is that being published is extremely validating. I enjoy writing so much, and knowing that others enjoy reading what I’ve put out into the world makes me feel like I’m on the right path and I am so glad I gave it a try.

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Reconstruction Remembered by National Park Service

cr_recerathemestudyA long-overdue but much welcome movement from the National Park Service to commemorate the period of Reconstruction in American history is gathering steam. Historians Greg Downs, Kate Masur, and others are working with NPS personnel to establish sites, monuments, and places for historic preservation, to help Americans better understand this crucial but often misremembered era. Departmental lecturer Amy Haines has devoted some of her specialized scholarly work to this era as well, and has worked with Professor Downs in a previous NEH seminar in this effort.

We will link here to an article detailing these efforts, a short excerpt of which is below:

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WASHINGTON – On the anniversary of the ratification of the 14th Amendment, which granted citizenship to former slaves freed after the Civil War, the National Park Service today published a theme study looking at nationally significant historic properties of the post-Civil War Reconstruction Era. The National Historic Landmarks theme study, The Era of Reconstruction, 1861-1900,” identifies noteworthy resources related to the Era of Reconstruction that help tell the American story.

“Discovering the lesser known stories of the Reconstruction Era and identifying places and people who impacted our collective American story is the result of two years of dedicated work by historians, field practitioners, and subject matter experts,” said Dr. Joy Beasley, National Park Service Acting Associate Director for Cultural Resources, Partnerships and Science. “This theme study continues to build upon our shared narrative as Americans; knowing who we are, where we came from, and understanding the events, activities, and places that shape us citizens today is at the heart of the National Park Service mission.”

The theme study, which is the first comprehensive theme study of its kind, enhances public understanding of this complex and contested period in our nation’s history, and provides a basis for identifying and potentially nominating Reconstruction Era related properties as National Historic Landmarks. National Historic Landmarks are nationally significant historic places designated by the Secretary of the Interior because they possess exceptional value or quality in illustrating or interpreting the heritage of the United States. Currently, nearly 2,600 historic places bear this national distinction.

Continue reading here.

 

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Visit to China Prepares Faculty to teach World War II: A Global History, Spring 2018

This summer Professor Yang Wei of the History Department has been conducting research in archives in Beijing and other cities in China, and also giving numerous guest lectures and talks there. Paul Harvey, former Chair of the Department, joined him for a brief period, and while there the two visited sites in Nanjing related to the area’s tragic and fascinating history during World War II, notably including the Nanjing Massacre of 1937. As part of the trip, the two investigated the newly renovated, and massive, Nanjing Massacre Museum, which is now more like a museum focusing on the entire global history of World War II. The museum presents a vivid accounting, sprawled across a huge building, of what the text refers to as the World Anti-Fascist Alliance from 1931 to 1945, and gives a rich historical narrative full of insight into how the Chinese view the history of the war.

While there both professors also gave lectures at Fujian Normal University in Fuzhou, China, where they were received warmly and graciously by new colleagues there. Below are a couple of photos of these visits.

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3 Great Fall History Courses

3 History Courses (1)

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2018 Pikes Peak Regional History Symposium

The 2018 Pikes Peak Regional History Symposium, hosted by the Special Collections of the Pikes Peak Library District, will be held June 9, 2018.

The 2018 theme will be “Remarkable Rascals, Despicable Dudes, & Hidden Heroes of the Pikes Peak Region.” This will be the 15th annual Pikes Peak Regional History Symposium which attracts a live audience of over 200  for the day long symposium. This year’s symposium, “Enduring Legacies and Forgotten Landmarks: the Built Environment of the Pikes Peak Region,” devoted to historic architects, architecture, and land use had 211 attending in person and nearly 1,000 video viewers for each of the morning and afternoon video streams on Facebook.  Participating in the symposium either as a presenter, providing a 20-minute presentation,  or as an author of a 6,000 to 12,000 word chapter for the published proceedings (or both), offers scholars a perfect venue to share their research with an interested audience.

Chris Nicholl – Symposium Coordinator

http://www.regionalhistoryseries.org/2018-symposium.html

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The Historian’s Craft: Introduction to the Discipline of History. Fall 2017 Course

HIST3001HistoriansCraftFlierFall2017B

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