American Toussaints: Symbol,Subversion, and the Black Atlantic Tradition in the American Civil War

During the American Civil War, Toussaint Louverture was for African Americans the touchstone of a transatlantic identity, which joined their violent struggle for freedom and equality to a black revolutionary tradition that was deeply rooted in the eighteenth-century Atlantic world. White abolitionists reinforced the construction of this identification, for when they saw armed and uniformed black men, they likewise imagined American Toussaints, committed, disciplined, and talented slave soldiers who were eager to both die and kill for freedom. The men and women who seized upon the revolutionary symbols of Toussaint and the Haitian Revolution at this critical moment in the history of the American republic advanced a subversive ideology that undermined the white supremacist ideas that buttressed both the institution of slavery as well as the republic itself.     

History in War Time Britain

This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he describes a variety of techniques for scaffolding and cueing continuing thinking-skill practice as well as strategies for organizing different types of skill-practice lessons. He explains principles for employing these techniques and strategies throughout. He also highlights three factors teachers should consider in implementing thinking-skills instruction. The article concludes with a brief research-based rationale for infusing thinking-skills instruction with social studies and history instruction.     

'Race War': Black American GIs and West Indians in Britain During The Second World War

During the Second World War some three million American service personnel came to the British Isles. Among them were more than 130,000 African-Americans who were segregated and subjected to the discrimination that crossed the Atlantic with their white countrymen. However, while many of the British hosts often welcomed the African-American GIs, the American-style Jim Crow was not welcomed. But while it has often seemed that the wartime British were free of race prejudice, treatment of troops and workers from the colonies, particularly the West Indies, suggest that this was not so. This article looks at the response to black GIs and West Indians in order to demonstrate that there was in fact greater continuity between British wartime and post-war race relations than has often appeared to be the case.     

The carpetbaggers revisited: New perspectives on interregional migration after the American Civil War

Those Terrible Carpetbaggers: A Reinterpretation. Richard Nelson Current. New York: Oxford University Press. 1988. 475pp. $24.95.

Carpetbagger from Vermont: The Autobiography of Marshall Harvey Twitchell. Edited by Ted Tunnell. Baton Rouge: Louisiana State University Press. 1989. 216pp. £23.95.

The Confederate Carpetbaggers. Daniel E. Sutherland. Baton Rouge: Louisiana State University Press. 1988. 360pp. £13.55.     

The Civil War in Song

Human history is often shaped by the outcomes of arguments, not only in the sense of disputes between people or governments, but in the sense of the more rational pursuit of trying to convince others to accept or do certain things by offering reasons that are presented as compelling for so doing. Yet history teachers have done little to help students learn how to identify arguments in this sense, figure out what the arguments being offered are, and evaluate them. This article shows how a generic instructional technique—infusing direct instruction in skillful thinking into content instruction—can be used in the teaching of American history in ways that help students develop and use these thinking skills and that enhance their deep content understanding of the history being taught. The context is a secondary school classroom studying American history.     

Immigrant Communities and Civil War*

This paper explains why international migrants, who face numerous security and cultural threats in their host societies, are almost never implicated in civil war violence. This is quite different from situations of internal migration, which often set off violence that escalates to civil war proportions. The paper first lays out the stark contrast between the political implications of external and internal migration based on data adapted from the Minorities at Risk (MAR) dataset. It then explores the reasons for the low incidence of civil war violence for international migrants through an examination of three cases: Bahrain, which has a large expatriate community without political rights that has been politically quiescent; Estonia, where some 30 percent of the population are disaffected Russian‐speakers linked to post‐World War II migrations from other republics of the Soviet Union; and Pakistan, where the immigrant Muhajirs are a partial exception to the general pattern outlined in this paper. It concludes with a general statement of the relationship between immigration and rebellion, where the level of grievances is less consequential than the conditions that make insurgency pay off.     

Anarchism,Communism and Hispanidad: Australian Spanish Migrants and the Civil War

Despite thorough analysis of the Spanish Civil War, its impact on Spain's emigrant communities remains largely unstudied. This article focuses on the Australian Spanish community to demonstrate that migrants experienced a twofold response. They were galvanised to oppose Anglo-Australian control of the Solidarity campaign, and attempted to create an alternative public discourse. Secondly, the Civil War prompted the community to reassess their relationship to politics, dividing local Spaniards according to radical ideologies, as they debated how best to achieve socialist goals in both Spain and Australia.     

Revivifying Russia: Literature,Theory, and Empire in Viktor Shklovskii's Civil War Writings

Abstract

When in 1924 Iurii Tynianov identified Viktor Shklovskii's memoir A Sentimental Journey as a work 'on the margin of literature', he was commenting on the text's generic experimentation. But he also provided an apt label for its geopolitical setting, as war drives Shklovskii back and forth from Russia's dying imperial centre Petrograd to the country's peripheries. The sometimes uneasy relationship between Shklovskii's literary theory and his movement through the disintegrating Empire is this essay's main focus. Drawing on recent scholarship that identifies a fundamental paradox of modern literary theory as both the cosmopolitan study of literature per se and a discipline validated by national literary canons, the essay proposes that Shklovskii negotiates cosmopolitan and national impulses by exploring Russian literature as the expression of a multi-ethnic and multilingual empire. In analogy with Shklovskii's famous dictum that art exists to 'make the stone stony', the argument is made that in his Civil War writings Shklovskii strove to revivify the Russian Empire, that is, to 'make Russia Russian', by presenting his readers with a new and strange view of Russia from its imperial borders.