Showing posts with label Teaching. Show all posts
Showing posts with label Teaching. Show all posts

Thursday, March 11, 2021

Park on Conquest and Slavery in the Property Course

K-Sue Park, Georgetown Law, has posted Conquest and Slavery as Foundational to Property Law:

This article demonstrates that the histories of conquest and slavement are foundational to U.S. property law. Over centuries, laws and legal institutions facilitated the production of the two commodities, or forms of property, upon which the colonial economy and the United States came to depend above all others: enclosures of Native nations’ land and enslaved people. By describing the role of property law in creating markets for lands and people, this article addresses the gap between the marginal place of these histories in the contemporary property law canon and the growing scholarly and popular recognition that conquest and enslavement were primary modes of property formation in American history.

First, this article describes how the field of property law has come to omit these histories from its common understanding of what is basic to its subject by examining property law casebooks published over 130 years. For most of their history, it shows, such casebooks affirmed the racial logic of conquest and slavery and contributed to these histories’ suppression in pedagogical materials. Early treatises avowed the foundational nature of conquest, but after the first property law casebook appeared, at the time of the close of the frontier, casebooks for more than half a century emphasized English inheritance, rather than acknowledging colonization’s formative impact on the property system. In the same period, the era of Jim Crow, casebooks continued to include many cases involving the illegal, obsolete form of property in enslaved people; when they ceased to do so, they replaced them with cases on racially restrictive covenants upholding segregation. After several decades, during which the histories of conquest and slavery were wholly erased, casebooks in the 1970s began to examine these histories through a critical lens for the first time. However, the project of understanding their consequences for the property system has remained only partial and highly inconsistent.

The central part of this article focuses on the acquisition of property, which, properly understood, comprises the histories of conquest, slavery, expropriation, and property creation in America. It examines the three main theories of acquisition—discovery, labor and possession-- beginning with the United States’ adoption of the Discovery Doctrine, the international law of conquest, as the legal basis of its sovereignty and property laws. In this context, it shows that the operative principle of the doctrine was not that of first-in-time, as commonly taught, but the agreement of European nations on a global racial hierarchy. Second, it turns to the labor theory, which was selectively applied according to the hierarchy of discovery, and firmly linked ideologies about non-whites and property value. It then reframes the labor theory’s central question—property creation—as a matter of legal and institutional innovation, rather than merely agricultural labor. It examines the correlation between historical production of property value in the colonies to show how the main elements of the Angloamerican land system developed through the dispossession of nonwhites-- the rectangular survey, the comprehensive title registry, headrights and the homesteading principle, laws that racialized the condition of enslavement to create property in human beings, and easy mortgage foreclosure, which facilitated the trade of human beings and land as chattel to increase colonists’ wealth. Third, it assesses how the state organized the tremendous force required to subvert others’ possession of their lands and selves, using the examples of the strategy of conquest by settlement and the freedom quests that gave rise to the fugitive slave controversy. Its analysis highlights the state’s delegation of violence and dispossession to private actors invested in the racial hierarchy of property through the use of incentives structured by law.

This article concludes by summarizing how the laws that governed conquest and slavery established property laws, practices, and institutions that laid the groundwork for transformations to interests in land after the abolition of slavery, which I will address in a future companion article. This article aims throughout to offer a framework for integrating the study of English doctrines regulating relations between neighbors-- the traditional focus of a property law course—into an exploration of the unique fruits of the colonial experiment -- the singular American land system that underpins its real estate market and its structural reliance on racial violence to produce value.

--Dan Ernst

Saturday, December 26, 2020

Weekend Roundup

  • Emily Prifogle, Michigan Law and a Former LHB Associate Blogger hosts K-Sue Park for a discussion of how Professor Park uses history in her Property course at Georgetown Law (LPEblog).
  • Indiana University's Center for Law, Society & Culture has a speaker series on law and emotion in spring 2021. Nicole Wright's Feb.12 session will be on affective discourse in 18th-c. legal terminology. Register here.
  • ICYMI: Jon Allsop on reviving the Federal Writers Project (CJR).  Bruce Carver Boynton, the plaintiff in Boynton v. Commonwealth of Virginia (US 1960), has died (Common Dreams). Clay S. Jenkinson on "Presidential Transitions and the Vagaries of America’s History" (Governing).

Weekend Roundup is a weekly feature compiled by all the Legal History bloggers.

Sunday, November 15, 2020

Law and Culture in Medieval England: NEH Seminar at WMU

 [We have the following press release from Western Michigan University.  DRE.]

Two Western Michigan University faculty members have been awarded a prestigious National Endowment for the Humanities—NEH—grant to host a seminar program this summer for higher education faculty and graduate students. It was one of 11 grants chosen nationwide, totaling $1.9 million.

The more than $169,000 grant allocated to Western will fund a four-weeklong institute for university and college faculty participants from around the country. This virtual program hosted by WMU's Medieval Institute, like other NEH institutes, will provide ongoing education for faculty and advanced graduate students to learn about specialized areas of knowledge, led by nationally recognized experts in their fields.

The "Law and Culture in Medieval England" institute will examine law through various perspectives using legal, literary and historical texts. This includes famous documents, such as the Magna Carta, as well as lesser-known sources, some appearing in English translation for the first time. The institute will be interdisciplinary, involving visiting scholars and participants from many fields.

WMU's Dr. Robert Berkhofer III, associate professor of history, and Dr. Jana Schulman, director of the Medieval Institute, will co-direct the program from June 21 to July 16, 2021. Berkhofer is a historian of the central Middle Ages, whose research examines literacy and uses of writing in England and France. Schulman is a specialist in Old English and Old Norse language and literature, focusing on women and the law. In addition to Berkhofer and Schulman, instructors will include six experts in history, English, law and medieval studies from the U.S. and Britain.

The co-directors and visiting scholars of the institute will choose 25 applicants whose teaching responsibilities are in the humanities or social sciences, including those who are not medievalists. Participants may apply beginning December 1. To learn more, visit the Law and Culture in Medieval England website.

Saturday, August 8, 2020

Weekend Roundup

  • Drinking with Historians, a webinar hosted by Matt Gabriele and Varsha Venkatsubramanian, has hosted Gautham Rao and now Karl Shoemaker to chat about their research this summer. You can sign up for the Friday 6pm ET sessions here. The videos go up afterwards here
  • For your syllabi: ideas for teaching legal history through fiction (here) and film (here and here), from the past couple of summers.
  • Bernard Bailyn has died. (NYT)
  • The documentary "Vote HERE" draws upon the insights of Charles Zelden, Nova Southeastern University.
  • ICYMI: How the Electoral College Was Nearly Abolished in 1970 (History Channel). 
Weekend Roundup is a weekly feature compiled by all the Legal History bloggers.

Friday, July 31, 2020

UNBOUND 12:1

UNBOUND 12:1 (Spring/Summer 2020) is now available.  Here is the TOC:
Sir William Gooch and Law Books in Colonial Virginia, by Warren M. Billings

Reflections on the monographs of David Yale QC, FBA, by Lesley Dingle

Like Sand from the Pyramids: Using Rare Books and Manuscripts to Facilitate Object-Based Learning in the Law School Classroom, by Melissa M. Hyland

Creating a Biographical Dictionary of the Justices of the Supreme Court of Pennsylvania: A Bibliographical Essay by Joel Fishman

The Mystery of Missing Marvin: Determining the Alumni Status of a Century-Old Student, by Marcus Walker
Mike Widener, Rare Book Librarian & Lecturer in Legal Research, Lillian Goldman Law Library, Yale Law School, observes that Professor Hyland’s article uses "object-based learning techniques” and is "especially valuable for its review of instructional theory and instructional design," which goes beyond "the typical show-and-tell session."  He adds:
I have long advocated the use of special collections in teaching. These powerfully evocative objects engage the student's mind and senses on many levels, and make an impact that a PowerPoint presentation can never come close to. Special collections acquisitions thus become an investment in instructional technology.

Thursday, July 30, 2020

Park on Conquest, Slavery and the Property Course

My Georgetown Law colleague K-Sue Park has posted Conquest and Slavery as Foundational to the Property Law Course:
This chapter addresses the foundational place of the histories of conquest and slavery to American property law and the property law course. It begins by briefly reviewing how these topics have been erased and marginalized from the study of American property law, as mentioned by casebooks in the field published from the late nineteenth century to the present. It then shows how the history of conquest constituted the context in which the singular American land system and traditional theories of acquisition developed, before turning to the history of the American slave trade and the long history of resistance to Black landownership that its abolition fueled. This chapter suggests ways to correct for the tendency of traditional property law curricula to focus exclusively on English doctrines regulating relations between neighbors, rather than the unique fruits of the colonial experiment -- the land system that underpins its real estate market and its structural reliance on racial violence to produce value.
--Dan Ernst

Tuesday, April 21, 2020

Legal History of Epidemics

Two online scholarly engagements with the legal history of epidemics have come to our attention.  The first, over at Environment, Law and History, is Legal History of Epidemics: Selected Sources, compiled by David Schorr, the Director of the David Berg Foundation Institute for Law and History at the Tel Aviv University Buchmann Faculty of Law.  (He would be pleased to receive additional suggestions.)  The second is Salus Populi, a five-segment Panopto lecture on the legal history of epidemics John Fabian Witt delivered to his American Legal History students at the Yale Law School last week.

Update: Via the American Historical Association's "Fortnightly News," we’ve learned that “the Stanton Foundation is launching a weekly contest to identify the best new applied history article or op-ed that analyzes history to clarify the medical, political, economic and/or international impact of COVID-19 and identifies lessons or clues for policymakers. Each week's winner will receive $1,000, with an additional $2,500 prize for the best overall.”  More.

--Dan Ernst

Saturday, April 4, 2020

Weekend Roundup

  • The Max Planck Institute for European Legal History invites doctoral students and young researchers to participate in study sessions on “the basic tools for beginning research in the archives of the Holy See and of other Roman ecclesiastical institutions as well as to provide elements for a critical interpretation of the sources and their contextualization through the most current literature.”  More
Weekend Roundup is a weekly feature compiled by all the Legal History bloggers. 

Friday, April 3, 2020

Today: An Online Class with Ken Burns on the Constitution in Crisis Times

Documentary filmmaker Ken Burns will be teaching an online class for students, entitled “The Constitution in Times of Crisis,”  April 3, with the National Constitution Center on the role of the U.S. Constitution during crises at 1pm today, EST, via Zoom.   More.

--Dan Ernst

Saturday, March 21, 2020

Weekend Roundup

  • Reuven S. Avi-Yonah, University of Michigan Law School, has posted Why Study Tax History?, a review of volume 9 of Studies in the History of Tax Law, ed. P. Harris and D. de Cogan (Hart, 2019). 
  • Mary Dudziak recently tweeted out a link to the panel she moderated at SHAFR on in 2017 on War, Law, and Restraint, with Rosa Brooks, Jack Goldsmith, Helen Kinsella and John Fabian Witt.
Weekend Roundup is a weekly feature compiled by all the Legal History bloggers. 

Saturday, March 14, 2020

Weekend Roundup

  • The Organization of American Historians has cancelled its annual meeting. But you can still skim the excellent program that the organizers put together. Margot Canaday (Princeton University) and Craig Steven Wilder (MIT) co-chaired the program committee. AND, if you were scheduled to present, check out this invitation (via Twitter) from The Docket (the online companion to the Law & History Review): "We’re sad about all that awesome #legalhistory scholarship that was going to be at #OAH20 and we’d like to be of service. The Docket will publish abstracts, full papers, etc. for any law, policy, or politics related OAH panel!" 
  • For those who have moved to online teaching, Twitter is filled with good resources right now. For example, Aimi Hamraie (Vanderbilt University) tweeted out an excellent guide to "accessible teaching in the time of COVID-19," tapping into some hard-won wisdom from "disabled culture and community." 
  • The Library of Congress may be closed to the public, but we believe its “crowdsourcing initiative By the People” continues.  The newest campaign to enlist the public’s help in making "digital collection items more searchable and accessible online is Herencia: Centuries of Spanish Legal Documents includes thousands of pages of historical documents in Spanish, Latin and Catalan."
  • ICYMI: An exhibit at the Lombard Historical Society on “the first woman to ever vote in an Illinois municipal election, an attorney named Ellen Martin.”  Patti Smith’s blurb of Ralph Nader’s cookbook: “A wonderful blend of consumer protection and consumer pleasure.” H/t: JLG
  • And if you can face it: Duke University Press has put together this Navigating the Threat of Pandemics collection--free to read online until June 1 (books) and Oct.1 (articles). LHB readers may appreciate this one especially.
Weekend Roundup is a weekly feature compiled by all the Legal History bloggers. 

Monday, March 9, 2020

New from the FJC History Office

The History Office of the Federal Judicial Center is out with two new websites.  The first, Cases that Shaped the Federal Courts, groups the Office’s case summaries, discussion questions, and excerpted documents in relation to various topics: Defining the Judiciary; Federal Jurisdiction; Federalism; Habeas Corpus; Judicial Independence; Judicial Review; Justiciability; Non-Adjudicatory Roles of Federal Judges; and Remedies.  The second is a series of essays on the history of the Rules of Practice and Procedure in the Federal Courts.

--Dan Ernst

Saturday, January 11, 2020

Weekend Roundup

  • Legal scholars and historians on the uproar over changes to India's citizenship laws: read this by Shubhankar Damthis by Rohit De and Surabhi Ranganathanthis by Madhav Khoslathis by Gautam Bhatia, and this by Neeti Nair. Here's a useful microsyllabus on citizenship and provisional belonging in South Asia, by Swati Chawla, Jessica Namakkal, Kalyani Ramnath, and Lydia Walker.
  • On January 14, 2020, the Max Planck Institute for European Legal History hosts a colloquium on Decolonial Comparative Law, with Ralf Michaels and Lena Salaymeh.
  • "The [British] National Archives have provoked outcry from academics by announcing a new trial restricting readers to 12 documents a day” (Telegraph, via HNN).
  • Trey Gaines, Director of the Bartow History Museum, is to speak on the history of the 1869 Courthouse in Cartersville, Georgia, on January 15 from noon to 1 p.m.  (More)
 Weekend Roundup is a weekly feature compiled by all the Legal History bloggers.

Friday, December 6, 2019

Kaye Fellowship in Humanities and the Law

[We have the following announcement.  DRE]

2020 Judith Kaye Fellowship in Humanities and the Law

The Bard High School Early Colleges (BHSEC) seek to improve public education by offering a diverse group of public school students access to an enriched, challenging liberal arts and sciences college academic environment, thereby closing the gap between high school and college and giving underserved students the opportunity for an excellent college. Students graduate from BHSEC prepared to take upper level college courses, earn a baccalaureate degree, launch successful careers, and contribute to society.  BHSEC provides younger scholars with a tuition-free, credit bearing college course of study in the liberal arts and sciences following the 9th and 10th grades. Students are taught by college faculty in seminar classes; they receive up to 60 college credits and an associate in arts (A.A.) degree from Bard College, concurrently with a high school diploma. Bard Early Colleges begin preparing students for college work as early as the 9th grade and offer ongoing guidance and academic supports.  BHSEC operates as a partnership between Bard College and the New York City Department of Education and is accredited as a branch campus of Bard College.

Thanks to a generous grant from the Historical Society of the New York Courts (HSNYC), Bard High School Early College Queens seeks applications for the spring 2020 Judith S. Kaye Fellowship in Humanities and the Law. This fellowship was established to fund the hiring of a visiting scholar or a faculty member each year to develop and teach a semester long college elective on the subjects of Justice and the Courts, Legal History in NYS, New York State Constitutional Law or topics more broadly related to the role of the courts in establishing and maintaining democracy in the United States and in New York State, more particularly. Course proposals that focus on a narrower aspect of the law, such as Search & Seizure, the Right to Privacy, or the concept of Equality, are also encouraged and considered.

The Judith S. Kaye Fellowship is intended to create a wealth of curricula developed for young people that could be made widely available to teachers around the state and country through HSNYC's web-site and other resources, to open a new discipline of study and inquiry for BHSECs' diverse students, leading not only to more educated citizens but to possible careers in law or criminal justice, and to sponsor scholarship in the field and contribute to the knowledge of the role of the New York Courts in shaping U.S. history and current events.  Approximately 20 students register for the Kaye Fellow's course each semester it is offered.

The Kaye Fellowship will bring a distinguished scholar to the BHSEC Queens Campus at 30-20 Thomson Avenue to teach one three-credit college course in a one-semester appointment.  The class will meet two times a week for 90 minutes over a semester running from January 29 to early June 10.  This position is open to scholars in legal history, American constitutional law or legal studies. The Fellowship offers a modest stipend of $6000, and gives scholars the opportunity to develop innovative early college curriculum around the themes of Justice and the Role of the Courts, as well as to advise students and to present to the BHSEC community and the Historic Society of the Courts of New York.

To apply, submit a brief letter of interest describing the proposed course, curriculum vitae, and three contact references through Interfolio.com [here].

Bard College is an equal opportunity employer and we welcome applications from those who contribute to our diversity. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, mental, or physical disability, age, sexual orientation, gender identity, national origin, familial status, veteran status, or genetic information.

Bard is committed to providing access, equal opportunity, and reasonable accommodation for all individuals in employment practices, services, programs, and activities.  AA/EOE

Monday, December 2, 2019

Legal History on the Web

[We have the following announcement.  DRE]

Call for Information about Legal History Websites/Multimedia Projects for “Legal History on the Web”

Many of you may have had occasion to use “Legal History on the Web,” a gateway to online resources related to legal history that we started at Duke University in 2006.  This year we are undertaking a long-overdue update of the site, building on the platform first created by Mitch Fraas and revised by Ashton Merck, both working with and under the direction of Ed Balleisen.

We particularly invite suggestions for websites to include in a couple of new categories, as well as sites that engage with legal history outside the United States and the UK.

We are already well into the process of fixing broken links by updating URLs and revising annotations for existing websites where advisable.  If you know of any websites that require updates or that you think merit inclusion on “Legal History on the Web,” please send along the relevant information to Siobhan Barco, at siobhan.barco@duke.edu, before January 1, 2020.

Please feel free to send along suggested text for annotations to any new links that you nominate for inclusion.  That suggested text needs to be short – just a few lines that encapsulate what the site has to offer legal historians (see current annotations for examples).

Existing Categories:
  • Other Web Gateways to Legal History
  • Library Research Guides/General Reference Resources
  • Primary Source Databases/Web Archives (likely to be renamed in some way to convey expansive digital legal history projects that include GIS mapping or other kinds of digital analysis in addition to primary sources).
  • Law & Popular Culture  (possibly to be discontinued unless we locate a sufficient number of relevant sites)
  • Chronologies
  • Journals
  • Publishers with Legal History Lists
  • Blogs
  • Workshops, Seminars, and Working Groups
  • Scholarly Associations and Networks
  • Graduate Programs in Legal History/Law and Society
  • Reading Lists
  • Syllabi  (sorely in need of updating – syllabi disappear more frequently than perhaps any other category on the site)
  • Fellowships
  • Grants
  • Prizes
  • Job Market for Legal History
New Categories:
  • Companion Websites to Legal History Books
(See for example, Ed Balleisen’s Suckers & Swindlers in American History, a companion site to his Fraud: An American History from Barnum to Madoff, which includes an extensive bibliography, essay about sources and methods, essay about avenues for future research, compilations of fraud-related slang, and much else besides.)
  • Legal History Multimedia (e.g.) podcasts/documentaries
Thanks for your crowd-sourcing help as we seek to refresh this resource for the legal history community.

Ed Balleisen and Siobhan Barco

Edward Balleisen
Professor of History and Public Policy
Vice Provost for Interdisciplinary Studies
216 Allen Building
Duke University
Durham, NC  27708
Phone: (919) 684-1964

Monday, September 30, 2019

Thank you, Caroline Shaw!

We are very happy to have had Professor Caroline Shaw (Bates College) join us as guest blogger in September 2019. Here's a round-up of her posts: 


Thank you for sharing your insights on everything from 19th-c. newspapers to student writing strategies, Prof. Shaw! 

--Mitra Sharafi

Wednesday, September 18, 2019

A Pedagogical Interlude


A Pedagogical Interlude

Hello, from the bus between Boston and Portland, ME. This is my regular commute this semester while on fellowship at Harvard’s Center for European Studies. The commute is long, but I work well on busses and appreciate the time to write. I will have to thank the Concord Coach Lines in my next acknowledgements.

I write now with a brief reflection on the classroom. Though I’m far from the classroom this year, it’s almost the time of the semester when I would be giving my pep talk to students embarking on their first with writing assignment. The talk offers suggestions to help them develop more nuanced (and frankly more interesting) analyses of the material at hand. I’ve pared this down to ten minutes or less. I never planned the talk to be a regular thing, but it’s proven to be quite helpful in one format or another over the twenty years since I started working with undergraduates’ writing as an undergraduate myself. It goes something like this:

You were likely taught to write a five-paragraph essay in high school, no? Let me guess, each of your three body paragraphs undertakes a point or a text and each of those paragraphs relates to an umbrella argument in your introductory paragraph. Now, chances are your thesis looks something like a list, strung together with commas highlighting what you’ll cover in these three body paragraphs. Am I right? This is a fine starting point, but my task is to help you to improve your analysis in terms of reading the material and understanding the context AND in written form.

Now, there’s some good analysis here already. Look at your conclusion. You’re doing something really interesting here. You’re starting to integrate your points. There are a few comparisons going. Let’s go back to your paper and look for where you might have flagged some of these points and developed the comparison further along the way.

Where you’re at is to be expected. My writing looks the same in an initial draft. Yes, really. I may no longer write in five-paragraph essays, but articulating an argument takes time, reflection, and several drafts!

Now your goal – and my goal for you – is to learn to push your analysis further by thinking comparatively, not just from one text or event to another, but between them. In terms of your paper drafts, what you should start to see is more cross-over between your example paragraphs as you think about connections – similarities and differences – and change over time. Here’s what I recommend for possible starting points… 

I hardly pretend that the suggestions that follow are exhaustive or that they work miracles. Nothing can replace individual conversations with the students as they work through the material. Still, some starting points can help to make revisions more approachable, especially for students who might not have had the time to revise or who haven’t had practice drafting in the first place. They work well, too, for the class as a whole as I guarantee students will recognize something of their writing in the generalizations.

Some Starting Points:

Quicker Fixes:

1.     Look at that conclusion. Chances are it’s a better articulation of your argument than your introduction. How about deleting it and pasting that at the top. No, don’t worry that you’ve lost your “throughout history” opening sentence. You’re drawing me into your actual themes / points of analysis far more quickly there. No, I don’t need the inverted triangle introduction. Nope, don’t worry that you’ve just deleted your conclusion either. You’ll have a better one that isn’t just a restatement of your argument. Trust me, by the time you’ve put your argument up top and paid attention to it along the way, you won’t need the conclusion to provide summary. You’ll use it to extend your analysis further – to some of those bigger “so whats.”

2.     Make your transitions work for you. There is a beauty to the bullet point or numbered list. (Yes, I’m using that now.) But, talk me through the transitions from one example paragraph to the next. Elaborate here. Chances are, the ways in which you elaborate will start to get you to make comparisons and/or to think about change over time. I really do urge them to avoid words like “also,” “furthermore,” and “additionally.” 

Brainstorming Exercises; or, a potentially more lighthearted way of inviting comparative
analysis:

1.     ID Pairings. I’ve never been one to make miracles happen on a paper deadline of tomorrow. I hardly expect you to do that either. Instead, let’s work on a few exercises to let the comparative analyses flow. I like pairing ID terms. Rather than have you summarize one term then the next, I’m going to give you two together. You’ll tell me quickly what each refers to, but then you’ll spend the bulk of your time thinking of what draws them together – or what contrasts separate them – and why those similarities / differences are significant to the history we’ve been studying. No, the connection won’t be obvious, like a pairing of “Napoleon” and “Waterloo.” Rather, it might be something like “Waterloo” and “Peterloo,” or “Napoleon” and “Joseph de Maistre.” No, I don’t want you to try to read my mind. There is no singular right answer, there are a number of ways to draw out the analytic story – it’s kinda like how we’ve been talking about meaning and narrative in historical writing. You don’t need to write everything down. In fact, I want you to reflect, choose a way of comparing them and writing about that comparison. It’s OK to take time, here. …No, I haven’t chosen this pairing at random. There are ready connections to draw from class materials.

OK, no student will really think anything is fun when on a quiz. But, embedded every so often for practice in discussion, it can be genuinely entertaining – and informative – for all. It can be competitive if done as a review game before a final, too. And, it’s always useful to think about thematic similarities and contrasts and change over time. While I use this to have students think with the material in class, I use it as a tool in one-on-one conversations as well. The language of the ID Pairing prompt can get the ball rolling when necessary. Student A does not know what to write about for their paper, but tells me these were the texts from a particular unit spoke to them. That’s as good a starting point as any; it’s a natural place to be early in the writing process. They have no clue how they’ll bring the texts together other than point out that they belong to the same chronological period, geography, or broader thematic unit...

So, you have an interesting pair of terms here, what strikes you as some of the similarities and differences between them. Let’s brainstorm a few. … That’s a good list. Without ignoring x, y, and z, it sounds like you’re really ready to think about the story they can tell together about a. How about starting from there?   

-- Caroline Shaw