A couple of weeks before the holiday, a robust debate emerged on the AAIHS blog about the Thirteenth Amendment, in particular the effects of its notorious “loophole” as described in the recent documentary 13th. Patrick Rael’s “Demystifying the Thirteenth Amendment and its Impact on Mass Incarceration” got the conversation started, and Dennis Childs’s “Slavery, the Thirteenth Amendment, and Mass Incarceration” was a scathing rejoinder to Rael’s post. For those who haven’t seen 13th, or are unfamiliar with the loophole, the Thirteenth Amendment, which “ended” slavery, reads as follows:
SECTION 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. SECTION 2. Congress shall have power to enforce this article by appropriate legislation.
Continue reading “Constitutional Liberties and Race: Terms and Conditions Apply”
Periodization is both the most useful and most obfuscatory tool in the historian’s toolbox. In Western historical writing (and because of the West’s culturally-imperialist tendencies, in many other historiographies as well), we reckon time largely according to the conventions of the Gregorian Calendar: days, months, years on a cycle that mostly matches the Earth’s perambulation around the Sun. Conversely, “Big,” or “Deep” History challenges us to move beyond Puny Human Time and think in terms of (at minimum) geologic time. It’s enough of a struggle to finish our survey courses anywhere near where we’re “supposed” to; the very thought of beginning our studies with, say, the Pleistocene Era is enough to give an instructor palpitations. Within the generally-accepted chronology, then, we’ve carved out our scholarly spaces within a framework so well-established as to be internalized. I’m a nineteenth-century US historian. I do the Cold War. I’m a medievalist. We often interrogate these divisions—when does “modern” begin?—but when it comes to our scholarly autobiographies, we default to the divisions we once criticized. Undergirding this hegemony of the Established Historical Era is the way in which we teach our field. Chronological markers of varying specificity define our courses: Early Modern Europe; US History to 1877; The Vietnam War, 1954-1975. And, as these examples suggest, chronological boundaries are often accompanied by geographic designators. Thus, largely without meaning to, we enclose History into digestible packages. And that’s how we and our audiences—students, readers, each other—tend to consume it. Continue reading “Historical Periodization and the Long Civil War”