Welcome

Major & Misc. Assignments

  • Brett Wallack

    HIS3600

    25 May 2024

     

    Fundamentals of Primary and Secondary Sources

     

     

                     One of the most important aspects of historical research is the ability to understand the distinction between primary and secondary sources and how to properly utilize them. To be able to effectively construct accurate historical narratives, proper engagement with these sources are required.

                     Primary sources are original, firsthand accounts or evidence from the precise period being studied. An example of a primary source would be when discussing the coined term “collective memory” from French Sociologist Maurice Halbwachs, utilizing writings from Halbwachs in the 1920’s to account his definition of a collective memory (MacMillan 663-666). This can be identified as utilization of a primary source due to the fact that the evidence used comes from the original source itself. Another example is when discussing the state of Black History Month in the United States during the Ford Administration, MacMillan utilized a primary source of a letter sent out in 1976 by Gerald Ford addressing the state of Black History in the United States. This is a primary source due to the fact that we are hearing from Ford himself, not an account of how Ford felt.

                     Patrick Rael, author and professor of history at Bowdoin College, created an effective acronym that can be used in the evaluation of primary sources: PAPER

    • Purpose of the author in preparing the document

    • Argument and strategy she or he uses to achieve those goals

    • Presuppositions and values (in the text, and our own)

    • Epistemology (evaluating truth content)

    • Relate to other texts (compare and contrast)

               To ensure that the primary source you are using is effective, each of these steps need to be properly analyzed to ensure that the source you are using is effective to your paper overall.

               Secondary sources are interpretations and analyses based on primary sources. They serve a critical role in the research process as they broaden the scope of the time period being discussed by introducing other perspectives and potential gaps in research. Reading secondary sources is a skill that needs to be acquired and practiced (Rael 3). An example of a secondary source would be a 1984 study by Harlan Lane on the struggles and oppression of deaf people in the past (MacMillan 806). Another example brought up by MacMillan on page 469 discusses the 2000 book The Debt: What America Owes to Blacks which argues that America was built on the proceeds of slavery. Both examples are accounts of the past that provide new perspectives and ideas to that time period(s), enhancing the level of analysis.

     

     

    MacMillan, Margaret, and Barbara Caruso. Dangerous Games. [United States], April, 2008

    Patrick Rael, Reading, Writing, and Researching for History: A Guide for College Students (Brunswick, ME: Bowdoin College, 2004) Copyright 2004 Patrick Rael, Professor of History, Bowdoin College

  • July 28, 2024 To Whom It May Concern: I am writing to confirm Brett's participation in the Smithsonian Institution's digital volunteering program, Smithsonian Transcription Center (https://transcription.si.edu). The project invites any user over the age of 14 to transcribe and review digitized historical collections from across the Smithsonian. These efforts ensure that the content within library, archival, and museum materials is readable, keyword searchable, and accessible through the Smithsonian's online databases and other major search engines. Brettski12345 registered as a Transcription Center digital volunteer on July 28, 2024. Since that time, they have transcribed 17 pages and reviewed 0 pages on the site, and contributed to 1 projects. Further details on Brettski12345's digital volunteer activity can be found in the following pages. While our site does not track activity by the hour, this report may be accompanied by a Volunteer Hours Log Sheet, where volunteers can log their own hours for ease of reporting. Feel free to use the timestamps in the pages that follow to verify those reported hours, if necessary.

    Sincerely,

    Caitlin Haynes

    Program Manager

    Smithsonian Transcription Center

    Transcribe@si.edu

    Office of the Chief Information Officer Smithsonian Institution

Reviews

  • Brett Wallack

    HIS3600

    Prof. Farless

    22 June 2024

    Marcy Norton, Sacred Gifts, Profane Pleasures: A History of Tobacco and Chocolate in the Atlantic World (Ithaca: Cornell University Press, 2010)

    Sacred Gifts, Profane Pleasures by Marcy Norton is an analytical deep dive into the history of tobacco and chocolate in the New World and how it affected those from the Old World who came upon it. Norton’s inspiration for this book is drawn from a question, “What exactly did it mean for Europeans; bound as they were to an ideology that insisted on their religious and cultural supremacy, to become consumers of goods that they knew were so enmeshed in the religious practices of the “pagan savages” who they conquered?”1 Norton, through stringing together the proper evidence, provides a timeline on these two commodities that went from having sacred and cultural origins to the European symbols of wealth and indulgence.

                    Some of the main important points that Norton explores within this book start with the cultural transformation of tobacco and chocolate. What started as sacred gifts from indigenous people eventually became old world commodities and staples in European society and culture. Norton then talks deeply about the Transatlantic Exchange and how the separate New World and Old World coalesced in fusing cultures, ideologies, and products together and traded with each other. The final main point to note is that Norton discusses heavily the pivotal role of colonialism and how these products and their use and preparation changed as they became intertwined in European lives.

                    The author of Sacred Gifts, Profane Pleasures, Marcy Norton, is a historian and professor of history at the University of Pennsylvania. She specialized in the history of the early modern Atlantic World, with a focus on Latin America and Spain2. Over her career, Norton has spent extensive time researching and analyzing cross-cultural interaction and specifically had spent ample time within the topics of tobacco and chocolate. Sacred Gifts, Profane Pleasures acts as her personal opus and displays the great depths she went in learning about these exchanges during this time.

                    Atop her already impressive accolades, Norton did not skimp on research when creating this book as nearly each and every page contains a multitude of primary sources, such as letters written by Spanish explorers Hernan Cortes and Bernal Diaz del Castillo describing accounts of native utilization of tobacco and chocolate as well as countless reports from missionaries such as Bernardino de Sahagun discussing the customs of the indigenous and how colonists adopted to their usage of tobacco3.

                    What book reviewers Jane Shaw Stroup4 and review collective GoodReads5 saw as “superior and fascinating” and a product from the efforts of “enormous research (12 years worth)” , Sacred Gifts, Profane Pleasures offers a masterful reinterpretation of the history of tobacco and chocolate and it’s emphasis on the mutual influence and cultural exchange between the indigenous people of the New World and the European colonists of the Old World. Through Norton’s efforts in research, we now have a greater fundamental understanding of early global interaction.

  • Brett Wallack

    HIS3600-CW60

    Prof. Farless

    12 July 2024

    Critique 2:

                   In my American History class (AMH2020), we discussed the 1932 presidential election and how President Hoover, who just one term prior had the unified American people behind him in a landslide win over Al Smith in 1928, lost in a massive landslide to Franklin D. Roosevelt. But how, with someone who attained such consensus amongst the American people, lose the faith of the people and the voters to such a massive degree in just 4 years?

                   Martin Carcasson, a professor at Colorado State University and Texas A&M in the speech communication department and a member of the National Civic League on Public Engagement, lays down a detailed breakdown on what caused such a massive pendulum swing in trust for President Hoover.

                   Carcasson begins by addressing the elephant in the room, The Great Depression. Never in American History (besides wars) had their been an unexpected event or catastrophe that completely changes the course of an election and the wants of the American People. Carcasson believes that a huge part in what led to Hoover losing the belief of Americans was not from an action standpoint, but rather, a rhetorical standpoint (Carcasson 349). President Hoover believed in the idea of “rugged individualism” , this idea that, we, as American individuals, are responsible for our well being and own success without any reliance on government intervention (Carcasson 349-350). Hoover imagined America as a place where if you wanted better circumstances in your life, then you should work hard and put in the hours to earn it. This idea was viewed very positively by the people of America at the time, especially during the roaring 20’s when the United States was in great economic health and the future was looking bright.

                   Hoover was so confident in the country, in fact, that his presence and voice to the people wasn’t really important to him, and President Hoover very rarely addressed the nation during his term (Carcasson 349) and on even rarer occasions, spoke to the people of America on the Radio. This wasn’t a problem to the American people until 1929, when the American economy came crashing to the ground. With a nation in shambles awaiting a leader to save them, Hoover failed to have the heroic presence the people yearned for.

                   So when FDR entered the scene with the rhetoric that the people need a leader, and their voice should be heard, he stole the hearts of the nation. He appeared publicly far more frequently than Hoover on the campaign trail and had an approach of giving “fireside chats and emotional leadership” (Carcasson 349) and he appeared regularly on the Radio. Having the ability to not only read what your (potential) President was saying, but actually be able to hear them, especially during a dire time, was so emotionally captivating and it’s what led to FDR securing a monumental win over the current sitting president.

                   Martin Carcasson was spot on with his analysis of this election and his utilization of direct quotation and concrete evidence from each president’s campaign trail help secure this idea as the leading theory to what caused such a massive swing in American voters. I do believe that this article and this election as a whole is something very important to understand since our last election of 2020 was the first time since then where an outside event, Covid, completely became the forefront of American concern. I ultimately believe that the pandemic’s scenario is what won Joe Biden office.

Reflections

  • Brett Wallack

    HIS3600

    7/6/2024

    Prof. Farless

     

    Presentation Reflection

     

     

                The main struggle in creating this video is that I am currently already pursuing my career in business and found it challenging to convince the class that the passion I have for history is so deep rooted and has such an overall positive impact on my life in both business and leisure. Although I do not plan on working in any fields of history, I firmly believe that my love for history and my experiences as a history major at UCF will help me in my field of work.

                I greatly appreciate the feedback from Adam Guzman and Professor Farless. All of the positive feedback was very reassuring to how I feel toward my major and how I can implement it into my career even when my career does not involve history. I was worried about coming into this class knowing I am pursuing a different path but it has been such a positive experience so far and I greatly appreciate the kindness of my professor and my peers. Though my feedback was entirely positive, I could delve more into my passion of history and more specific scenarios in which history has benefitted me in both professional and personal environments. I can also explain ways in which I balance my passion while maintaining ample time for business.

                This amazing experience of being able to actually present my normally internalized thoughts on history was an amazing experience. It has brought a lot of self-realization to the level in which history holds an importance in my life. Thinking of all the different scenarios in which history has played a role in not only personal growth, but relationship building and opportunities also attests to how important this subject is to me and my life. Though I have self-awareness that I will never be pursuing history in my field of work, I will always pursue history solely from personal interest.

  • Brett Wallack

    HIS3600

    Prof Farless

    29 June 2024

     

    National Gallery of Art: Museum Visit & Critique Reflection

     

     

                Having the ability to go to the National Gallery of Art in Washington D.C. and actually be able to see original works of Rembrandt, who I believe is one of the greatest artists in history, was unbelievable. As I stepped in rooms and looked at paintings from 1000 A.D. up to the 1700s, I made this realization that being able to look at these works is the closest things humans have to time travel. Being able to see these realistic depictions of people and the environment around them hundreds of years ago was truly surreal.

                Although this experience was not necessary to accomplish my personal professional goals as a businessman, the creative side of me will never forget the experience and it has changed a lot of ways in which I look at the world. After going I feel so much more connected with past generations of people because in reality, we are all the same. The only thing that has changed between my time being alive and Rembrandts is the environment around us, the technological advancements, and cultural norms. In the end, we are all the same people. We laugh, we cry, we have good days, and bad days; but you have to make the best of what’s around you.

    Having this mindset in business and entrepreneurship is a great thing, as sometimes you figure out that in reality, you have the ability to do things you didn’t know you could do, and it was there all along. Like Rembrandt discovering how to masterfully create lighting within his works that revolutionized the techniques of artists for generations to come, I always look for new ways to solve problems that were previously seen as unsolvable.

  • Brett Wallack

    HIS3600-CW60

    Prof. Farless

    27 June 2024

     

    Service-Learning Project Reflection

     

     

    For my service-learning project, I worked with the Smithsonian as a transcriber. The goal of transcribing makes documents that were previously not available to the public to research and explore on the internet accessible by either solving grey areas of an unknown story or typing out documents that have never been reviewed before.

    The project I worked on at the Smithsonian Transcription Center is transcribing field office documents from the Bureau of Refugees in Charleston, South Carolina and Kentucky between 1860-1878. These documents handled the supervision of personal affairs of refugees and newly freed slaves.

    The project was more challenging than I had expected, seeing as though all the writing I transcribed was done in a certain calligraphy which makes it a bit tough to decipher certain words. There is also a special way of typing when it comes to transcription, and it is more than just writing the words down in a text box. You must provide additional detail and spacing which matches the format of each page on the documents. To combat with the difficulty of deciphering various handwritings, I utilized charts which compare cursive handwriting from the 1800s to print letters today, making it far easier to get past some difficult sentences and names that I previously was unable to decipher.

    This project was such a cool and unique experience seeing as somehow, from my own home, I was able to help out not only the Smithsonian, but anyone in the world who wants to research these historical documents. I made it my goal to transcribe pages that nobody else was working on so that I could have the sole responsibility of completing the transcriptions. This experience overall further connected me mentally to the people of the past and our countries rich and deep history and was something that I won’t forget taking part in.

     

  • Brett Wallack

    HIS3600

    Prof. Farless

    2 August 2024

     

     

    Course Reflection

     

     

     

                Taking this course in professionalizing history majors has elevated my skills not only as a student, but in a professional sense as well. From week 1 this course challenged me to display and test my skills that I have learned being a history major and overall, it was a great experience. From creating my own website from scratch to working with the Smithsonian, this class has given me experience that is helpful far beyond the classroom. As someone who is already in the work force and not working in the field of history, this course gave me a face first dive into the world of what it could be like to be working in the industry as a historian and the kind of skills required to execute that position correctly. I am thankful for being able to be a part of the experience.