1. CAP National Historical Journal CAP National Historical Journal K.J. EFINGER BUILDING CAP’S TEAM... FOR TODAY AND TOMORROW

2. Lesson Objective By the end of this presentation, you will understand: 1.History & purpose of the CAP National Historical Journal 2.Writing & Preparation/Historical Analysis 3.Process by which writers can submit works to the CAP NHJ

3. CAP NATIONAL HISTORICAL JOURNAL HISTORY OF THE CAP NHJ: The CAP NHJ was born from the idea that the CAP needed a professional publication that highlighted CAP history, aviation science, and a wide array of articles and contributions that celebrated the nation’s military service related to air-power. LT COL Mulanax, and CAPT Efinger with the approval of COL Frank Blazich set to work on developing ideas that would lead to the first edition in late 2013.

4. UNDERSTANDING HISTORICAL ANALYSIS AND WRITING FOR SUCCESS History is one of those subjects that oozes with subjectivity, ergo...it must be “solid.” In other words...the idea of “good history,” translates to “good investigation.” History can be made to say whatever we want it to...an audience can/will always be found that latches on to our ideas and conclusions—albeit however “correct,” or “incorrect” they may be.

5. ?...WAS HE REALLY A MEMBER OF DEVO...THE EVIDENCE IS OVERWHELMING!

6. CAUSATION CONTEXT CHARACTERS CONSEQUENCES CRITICAL EVALUATION CHRONOLOGY THE MANY C’S OF HISTORICAL ANALYSIS

7. CHRONOLOGY Placing the person or event(s) in the proper context of time—being careful to not indiscriminately apply preconceived notions on the discovery of said person or events. This tendency should be avoided. Using your expertise as an historian, means to develop a sensitivity to the subject being observed, and applying contextual processes to interpretation that are of local or intrinsic value.

8. CONTEXT The idea of “contextualization,” or placing things within a framework of reference. When we say “hunter-gatherers,” do we mean this?

9. Who is the subject of our observation? We must develop a “whole personality” of the subject— get inside that individuals head as we say. We must fully and completely understand the subject of our analysis as best as the evidence provides—to do less is to fall short of our task as a professional. CHARACTERS

10. CAUSATION Cause...direct and indirect stimulus. i.e. The Austro-Hungarian empire declared war on Serbia because: A....Serbia was a threat to Germanic hegemony? B....so-called “Serbian Nationalists” were responsible for the assassination of the Archduke? C...Serbia rejected the “July-Ultimatum?” D...war was imminent, and the assassination provided a legitimate excuse. Which choice is correct?

11. CONSEQUENCES The immediate, short-term, and long-term effects of an event or action....includes the idea of intended as well as unintended consequences. The unintended consequences of U.S. aid to Britain in WWI was the targeting of American Merchant vessels by German U-boats.

12. CRITICAL ANALYSIS The analysis of primary and secondary sources for bias, credibility, and logically derived conclusions by the author...what prejudices did the author have in recording an event, or writing a biography of a contemporary figure or event? How far removed was the author from an event or person? Herodotus wrote of events far removed in time from his own life. How accurate could his assessments of events be? COMPARE CONTRAST

13. COUNTERFACTUAL QUESTIONS What would have happened if...? This is not the historian’s “happy-place” Avoid speculation without hard-evidence. ie. What would have happened if Germany “won the war?” Occasionally we are called to speculate, or prognosticate, but unless a very specific directive is offered, avoid this tendency. The same goes for asserting that specific events were “inevitable.” It is fundamentally, “bad-history.”

14. PROFESSIONAL STANDARDS The American Historical Association defines the profession of history as: “...the never-ending process whereby people seek to understand the past and its many meanings.” AHA 2005 Statement on Standards and Professional Conduct

15. “Historians should practice their craft with integrity. They should honor the historical record. They should document their sources. They should acknowledge their debts to the work of other scholars. They should respect and welcome divergent points of view even as they argue and subject those views to critical scrutiny. They should remember that our collective enterprise depends on mutual trust. And they should never betray that trust.” https://www.historians.org/jobs-and-professional- development/statements-and-standards-of-the-profession/statement-on- standards-of-professional-conduct

16. SOURCES FOR GUIDANCE After the Fact: The Art of Historical Detection James West Davidson & Mark Hamilton Lytle Historiography: Ancient, Medieval, & Modern Ernst Breisach The Landscape of History: How Historians Map the Past John Lewis Gaddis QUESTIONS?

17. TRIVIA Is it “a historian,” or “an historian?” Well...is it “an hour,” or “an honor?” or “a hour,” or “a honor?”...we report...you decide.

18. Civil Air Patrol …Citizens Serving Communities!