Search

The article discusses research into modern U.S. Civil War studies and historiography, focusing on the role of traditional military history in Civil War studies. Other topics include the differences between traditional military history, new military history, and war studies and how historians fit into the categories, the dominance of social and cultural historical studies over military history, and the history of Civil War military history and reasons why it is unpopular.

The article discusses U.S. Civil War studies, focusing on the relationship between military, social, and political histories when studying the era in American history. Other topics include the use of ideas in the book "On War" by Carl von Clausewitz to understand the Civil War, the relationship between the military, society, and the government during the Civil War, and how newspapers impacted and were impacted by the war.

This article strives to lay some necessary theoretical groundwork for justifying an alliance between zining and youth-driven "philosophical inquiry" (Lipman, 2004)-two important practices that operate outside the mainstream yet can shed light on conventional (mis)understandings of youth by illustrating innovative ways of designing space for young voices to emerge and thrive in their educational experiences and beyond. By highlighting the shared ethos between zining and philosophical inquiry as practices that foster meaning-making, this article aims to emphasize their common participatory, do-it-yourself, experimental, politicizing and transformative features, while noting the challenges involved in extending them to the context of childhood. Further, it illustrates how aligning zining and philosophical inquiry can contribute to a re-envisioning of children by portraying them as capable cultural producers and social historians of their own discourse communities. Lastly, it explores issues of adult authority, suggesting conditions that may help to authenticate the philosophical use of zines with youth. [ABSTRACT FROM AUTHOR]

The article discusses the alleged influence of the "cultural turn" on the study of the social history of national socialism. The author offers information on the definition of the cultural turn and its impact on history methodology, the alleged influence of the social sciences on aspects of the historiography of national socialism, and alleged problems associated with the cultural turn.

The article presents classroom ideas using three documentaries from "30 for 30," a documentary series combining sports and inquiry-based presentation of material, to provide students the opportunity to explore social history as a personal, institutional, and/or national narrative. Topics covered include a viewing party to identify and explain the narrative structure of the documentaries to students, and the opportunities presented by the films for teachers and students to read like a historian.

Objectives What explains (1) the adoption of these inclusive educational policies, and (2) the timing of the passage of these educational policies? The objective of this study is to examine two competing hypotheses: the first has to do with descriptive representation; the second has to do with Native American nations acting as interest groups. Methods We use a newly constructed data set to estimate logistic regression, difference in difference, and Cox proportional hazards survival models. Results We find evidence that both descriptive representation and campaign contributions can explain whether there is adoption, but that only the latter can account for when there is adoption. Conclusions These findings demonstrate that Native American nations are becoming increasingly mobilized within U.S. state politics, and are finding ways to influence state policies-a pattern that is not just about policies that pertain to indigenous governance and sovereignty, but about policies with broader implications for non-Native Americans. [ABSTRACT FROM AUTHOR]

The article presents a lesson plan for Year 9 students which teaches about the Industrial Revolution.

The article discusses the study of the social history of military technology, focusing on the development of a symposium by the International Committee for the History of Technology (ICOHTEC) on this subject. Other topics include the incorporation of gunpowder studies by the military technology studies symposium, study of the social, political, and economic factors of military technology, and growing international scholarship in the field.

The 150th anniversary of the American Civil War has brought renewed interest in the war itself and in how social studies educators teach the Civil War in their U.S. history courses. The authors encourage teachers to use social history as a vehicle to engage their students in a more complete examination of the war and to foster a deeper understanding of how wars are fought by societies as well as armies. The article discusses ways in which teachers can focus on the experiences of women, African Americans, and civilians to help students see the war through new lenses. By working with visual images and letters as well as government documents and firsthand accounts from sources such as the Southern Claims Commission surveys, students see the active role played by groups of ordinary people as they sought to advance their political and economic interests. In addition to providing a rationale for using social history in the teaching of the Civil War, the authors include two lesson plans that teachers can easily adapt for use in their own classrooms. [ABSTRACT FROM PUBLISHER]

This article explores how teaching courses which engage with questions of gender prove challenging to both teachers and students in the context of the graduate classroom of a university in India. The contexts within which disciplinary space for social history was created are explored to argue that this remains a contested area. Also, the institutional setting and its implications are opened up for scrutiny. I discuss, in this context, the languages used within academic discourse and their hierarchies, how students participate in discussions, and the ways in which these can be taken forward. [ABSTRACT FROM AUTHOR]

Since the mid-1980s, scholars in the history of medicine, social history, women's studies, rhetoric, and literary/cultural studies have all recognized that women and medicine came together in particularly interesting ways in the nineteenth century. Between 1985 and 1990, feminists from across the disciplines drew upon a disparate array of more traditional scholarship to produce books that laid the groundwork for studies on Victorian women and medicine, books whose claims are still being tested and spun out in new scholarship. But although scholars in these various fields have borrowed liberally from one another's work, their critical assumptions and methodologies are often quite different. This essay provides an overview of the scholarship in Victorian women and medicine over the past several decades and suggests how the best recent work in the field attempts to achieve true interdisciplinarity. [ABSTRACT FROM AUTHOR]

The vigour of a field of history is usually assessed by reference to the quality of its historiography. Its health may also be judged by its presence in the curricula of educational bodies, public interest, and the prevalence and robustness of journals and societies dedicated to it. This article employs these criteria, sometimes overlooked in diagnosis of the condition of labor history, to explore its predicament in Britain. It documents the weight of labor history in the academy, its fragmentation, the declining numbers of scholars and their diminished sense of common identity as historians of a unified subject. Despite intellectual vitality indicated by the literature, institutional decline and centrifugal tendencies pose questions about the strength, even the reality, in practice, of the definitional field asserted in theory. The position appears unfavourable, compared with countries such as the USA and Australia. Popularization of labor history in the labor movement and among the public, proffered as a path to renewal, also poses problems. [ABSTRACT FROM AUTHOR]

Copyright of Acta Sociologica (0186-6028) is the property of Instituto de Investigaciones Filosoficas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Sociologica (0186-6028) is the property of Instituto de Investigaciones Filosoficas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article discusses an essay written by historian Eelco Runia which addresses what is 'realistic' in fictive representations of the world. The author argues that Runia's essay contributes nothing to historical understanding and to how historiography works. Runia's argument looks at social formations and the process of social immersion. The author also addresses subjective approaches to historical representation. Runia's views on the situated reproduction of social formations alongside metonymy are also explored.

An essay is presented commenting on various publications related to spatial studies or the sociological study of the interactions between people and the space around them, within the field of social history. The books, journals, and articles discussed include "Placing the Enlightenment," by Charles W. J. Withers, "The Production of Space," by Henri Lefebvre, and "Laboratory Life," by Burno Latour.

The article discusses the concepts and theories of social history. The author talks about the influence of social history in academia during the 1970s and 1980s. The usage of the term "social" is examined. The author also examines the foundational concepts and theories of cultural history. The author states that social history has a critical engagement with theory as well as with other disciplines. Subjects of the article also include the traditional concerns of social history, the nature of materiality, and the concept of the social in cultural history.

The author talks about her association with historian W. H. Oliver, as his former student. Topics discussed include the booklet he authored titled "Further Steps towards a Welfare State since 1935," his 2002 memoir titled "Looking for the Phoenix: A Memoir," and the topic of social history that Oliver introduced to his students in the late 1970s.

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El artículo discurre sobre la utilidad de la lente de género para entender y estudiar mejor y con más precisión los temas de la historia moderna. Se enfoca en las cuestiones de identidad, sexualidad e interacción social y se discurre sobre la categorización como un implemento para el estudio de la historia social.

Teachers of English language skills in Aotearoa New Zealand are also implicitly teachers of a variety of 'cultures,' among which there is often a notional, national 'Kiwi' culture. As large numbers of migrants and refugees continue to settle in this country, accepted notions of Aotearoa New Zealand identity and culture are continually being challenged and renegotiated. For teachers of courses about Aotearoa New Zealand society and culture, this increasing social and cultural complexity needs to be integrated. The same is true for the opportunity for individual learners to reflect on their personal experience of aspects of the society and culture. The study on which this paper is based set out to explore the discursive construction of culture in the experience of adult learners in Year 2 of a BA course in English as an Additional Language (EAL). Data were drawn from learners' reflective journals written while taking part in a community placement. Two main areas of literature underpin the study,firstly analysis of teaching culture in terms of liberal and critical multiculturalism (Kubota 2001, 2004, Kubota & Lin 2006); secondly exploration of social identity and language as a place of identity construction (Norton Pierce 1995,2000,2008; Pavlenko & Lantolf 2000 and Pavlenko, 2002). The study also reflects on the pedagogy used for teaching culture and society in Aotearoa New Zealand. [ABSTRACT FROM AUTHOR]

Docents often claim to face problems in teaching exchange students. This article focuses on tackling such problems in a comparable course concerning ‘politics and public space’. The concept of public space allows discussions concerning subjects of political science as power, democracy, segregation, privatisation and citizenship. On the other hand, the contributions from different academic fields (sociology, social history, arts) and the use of multiple teachings methods make the course attractive for students of other disciplines. The assignments show that students' eyes were opened not only to Dutch and Finnish spaces but also to those in their home countries.European Political Science (2009) 8, 123–132. doi:10.1057/eps.2008.51 [ABSTRACT FROM AUTHOR]

Dr. Alwyn Ruddock was one of the best scholars to work on the North American discovery voyages of John and Sebastian Cabot (1496–1508). For thirty-five years scholars in this field awaited the groundbreaking volume Ruddock was said to be preparing on this subject. Yet, when Dr. Ruddock died in December 2005, aged eighty-nine, she ordered the destruction of all her research. This article examines the research claims she made in her 1992 book proposal to the University of Exeter Press and in her later correspondence with U.E.P. Her findings are so extraordinary that they will, if proved correct, transform our entire conception of the scale, nature and importance of John Cabot's achievements. [ABSTRACT FROM AUTHOR]

In this article, I argue for and illustrate ‘power mapping’ as a concrete research approach that can benefit specific publics while enhancing professional sociological knowledge and theory. I present power mapping as an example of a more broad approach to public sociology which seeks to harness sociological theory and knowledge in order to create generalizable analytical tools that social movements, policy makers, concerned citizens, voluntary associations, and community organizations can use to develop their own strategic assessments of the sociological contexts in which they act. One of the ironies of the current discussion of public sociology is that it has been conducted in an abstract, hyper-theoretical discourse which is precisely one of the factors that has disconnected so much sociology from general publics. In this article, I instead turn towards presenting a specific concrete research strategy which could engender mutually beneficial research collaboration and dialogue between sociologists and specific publics. [ABSTRACT FROM AUTHOR]

Despite being a state mandated requirement for elementary, secondary, and even some college students—and therefore, a teaching requirement for many historians—state history as a field has become historiographically inert. In this essay, I describe how I am trying to reimagine and rethink the genre, focusing on Minnesota. [ABSTRACT FROM AUTHOR]

This introduction presents the core concepts that shape this special issue on the impact of violence and the processes of development in Central and South America. The understanding of development is considered in terms broader than the economic context alone, in order to assess wider social and political aspects. With a similarly expansive scope, forms of violence are addressed that range from direct physical harm and bodily attack to the often more subtle aggression of racialised abuse or the pressures on community-centred production from dominant market forces. In these contexts, violence, economic initiatives, and political allegiances form unintended and often dangerous networks of consequence for development matters. All the articles in this volume exemplify further the spatial environments of violence and diverse 'landscapes of fear' that shape our existence and help to define our actions, territories, and understanding of what happens around us. [ABSTRACT FROM AUTHOR]

Building a theoretical framework for lifelong learning is possible only by considering historical and societal practices and processes of development subject to historical changes. Furthermore, lifelong learning analysis requires considering societal settings to understand changes along the continuum of the learning processes in dynamic environment. For these reasons, the theoretical framework of the paper will be built on the dialectical approach from the social-historical school of Vygotsky and his followers. The dialectical approach refers to structural relations between learning and development. The assumption is that one does not come before the other and is not the cause of the other. Whereas the concept of development may be interpreted in different contexts (biological, personal, individual, etc) here it will be discussed in relation to societal practices. The contribution of this paper is to present a potential model to explain individual engagement in societally structured settings. This model is a participatory model from within a cultural-historical perspective. The participatory model within a cultural-historical perspective illustrates the process during which an individual engages in societal practices and is shaped into a member of society. [ABSTRACT FROM AUTHOR]

In this article the author examines the study and teaching of cultural history, discussing the trend toward evaluating the subject with an eye to personal experience and perception. The roots of the changes that took place in social history in the 1960s and 1970s are traced. The author discusses the importance of societal sensibilities current during a particular period of history, noting that they are valuable guides to the cultural history of an era. The article discusses the exact meaning of the term sensibility, tracing its origins from the 17th century.

The article presents the author's reflection on medieval historiography and the need for innovative research perspectives. The author assesses the fragmentation of the discipline and the state of history education and outlines his proposal for a new disciplinary perspective--which he refers to as mixed history. He describes various features of his proposed historiographic paradigm including an intradisciplinary approach to regaining disciplinary coherence and a more global perspective applied to issues such as the relationship between objective and subjective history. He also comments on his experience as a medieval historian applying some of the principles he describes.

Presents guidelines for teaching fifth grade students about the Great Depression in the United States which began in 1929. Students' response to social history and political history; Details of the depression; Impact on the depression on American life and culture; Classroom exercises and activities.

The article discuuses the relevance of the periodical report released by the Netherland Social and Cultural Planning Office that focuses on social and cultural changes that have taken place in the Netherlands. The report is a systematic information on the social and cultural well-being of the Dutch population as well as social, cultural and economic developments during the perod. In the article, reports released in various years are discussed and it is concluded that the report is and remains fundamental for everyone who is researching the social and scientific perspective of changes taking place in the Dutch society.

The author states that for the last quarter of the twentieth century, studies of cultural and social history were focused on particularities rather than larger themes. She examines the effect of this on studies of architectural urbanism. She declares that what is important about these microhistorical examinations is historians' dismissal of cultural homogeneity.

Comments on the article 'Social History as Lived and Written,' by James A. Henretta, published in the December 1979 issue of 'American Historical Review' that focuses on the study of social history of the United States. Social interpretation of history; Problems of understanding social change and continuity; Author's efforts to solve problems of contemporary historiography.

Explores the series of developments that took place in the study of social history in the United States. Explanation of two modes of European scholarship; Prime features of social history; Investigation of the epistemological assumptions of historians born in the U.S.; Various modes of historical discourse; Reconciliation of the divergent social scientific and ideological tendencies of the new social history.

After a critique on the one side of the adoption of simply linear systems theories in history (in the form of societal evolution and cultural cycles) and a critique on the other side of the reduction of history to a "narrative" history only, the principles of a non-linear system theory are explained and applied to the problems of historical change. In societal history there are enclosed not only processes of equilibrium and structural stabilization but also processes far from equilibrium, of bifurcation, fluctuation and catastrophic breakdown. The freedom of human action in certain critical points of decisions does not preclude a certain degree of macrodetermination in the sequence and dynamics of global system states. [ABSTRACT FROM AUTHOR]

The article discusses various essays published within the issue as part of a roundtable discussion on the history of senses, including one by Richard Cullen Rath on the relation between sensory history and traditional history and another by Gabriella M. Patrick on the history of taste.

This Project arises from a desire to continue the monograph work done in 2010 in the course of Specialization in Teaching History and Social History at the State University of Londrina whose title was "The use RPG as a pedagogical tool in teaching history." The RPG proved to be a good teaching tool in that it aroused in students a love of history and his ability to put yourself in someone else's past, in other words, to establish an empathetic relationship with the past. It is the in-depth study of this relationship we wish to discuss. The historical empathy for Ashby & Lee serve as "a venture where students show the ability to reconstruct the goals, feelings, values and beliefs of others, accepting that they maybe different from your", thus becoming na important element in the teaching-learning process. The objective of this new phase was to verify the occurrence of historical empathic experience among students of the 6th year of the elementar school Professor Dr. Heber Soares Vargas of the content of history from a RPG game, watching their relationship in the seizure of historical concepts by students. This empathic experience occurred, helping many students to understand the concepts related to substantive matters studied from a historical perspective created in an RPG game. The project consisted of literature in order to define some concepts like game and the concept of historical empathy and its use in the teaching of history; creation of educational material, analysis of students' ideas and reflection on the experiment performed. Was conducted among the students of the sixth grade of elementary school in State College Professor. Dr. Heber Smith Vargas. [ABSTRACT FROM AUTHOR]

The article reviews multiple social sciences and U.S. history web resources, including Sweet Search at www.sweetsearch.com, The Social Studies Help Center at www.socialstudieshelp.com, and American Social History Project at http://ashp.cuny.edu.

Our research, developed with the post-graduation program in Social History from the State University of Londrina, has as focus the figure of the criminal character in the literature of the XIX and XX centuries, based on the observations of the carioca short story, chronicle and novel writer João do Rio (Paulo Barreto, 1882-1921) in the romance Memórias de um rato de hotel, a vida do Dr. Antônio contada por ele mesmo, published as a serial in the journal Gazeta de Notícias do Rio de Janeiro between December of 1911 and May of 1912. Published, by the time, as memories truly written by Dr. Antônio himself - real criminal who ends his life of crime arrested at the Detention House - the romance seems to have received notoriety by its carioca readers, gaining a book edition just three months after the conclusion of the periodic. In our study perspective, this novel-feuilleton has in itself rich possibilities of historical interpretations about the criminal figure, because in its text we can see components of a kind of literary tradition that had been molding since the XIX century - and admitted as "crime literature" by some researchers, with the field observations from the chronicler-journalist whose vanity, according to the writer, was to make a kind of analyses of the contemporary time - which would end up in some kind of literacy project based on what people understand by ethnographic temperament. The aim is to think over the conditioning of the criminal figure in Paulo Barreto's literature, in our research we developed reflections about the literary scenery of Rio de Janeiro at that time, understanding how the emersion of the "masses' likes" seams to affect the thematic and artistic prepositions of many writers. Equally, we also aim to think over the relationship between the literary speech of the chronicle writer and the social scientific and sanitary speeches, always intending to mark the dialogue between what we usually understand as "reality" and the fictional productions of li terature - considering that both categories act constantly one over the other and shape themselves mutually according to the multiple determined contexts. Thus, we intend to investigate João do Rio's considerations about the criminal Dr. Antônio - literary mask of the author used to make a chronicle about the capital's underworld of crime and to make the society a carnival - due to the engagement of its literary project, searching the chronicles e tales that seemed interesting to understand the fictional world - which, many times, intended to be real - that were created by this own work. Therefore, our intention of analyses would be to think historically the figure of the criminal in the beginning of the XX century in view of possible latent elements of the imaginary about it, manifested through the literature and shared, in some level, by the readers of the period. [ABSTRACT FROM AUTHOR]

The article introduces several of the article published within this issue of the journal including, "Death, God and Linguistics: Conversations with Missionaries on the Australian Frontier, 1824-1845," by Hilary M. Carey, "Be Home By Dark: Childhood Freedoms and Adult Fears in 1950s Victoria," by Carla Pascoe, and "Interstitial Acts: Urban Space and the Larrikin Repertoire in Late-Victorian Melbourne," by Simon Sleight.

Discusses teaching social history in high school courses in the United States. Concepts of social history; Significant proof of the growth of social history; Information on Advanced Placement history courses; Required topics in teaching history.

The article discusses the approach to study social history with reference to thoughts of social thinker Tony Judt. The author tries to conceptualize that history shouldn't be compared to a tunnel through which an express train races until it brings freight of passengers out into the sunlight plains. If history remains concerned to the study of power and politics, it will be like a returning to the kind of teleological evaluation. Historian should be interested in the quality of life and the suffering and satisfactions of the people in the past. The study of history requires one to create chronologies and structures but these as perceived by the historian and can be different from what they were understood people in the past. This problem creates problematics of social history. Far too much of the chronology leaves historical experience unexplained and unattended. The author felt that only by looking beyond the averages at the variety of ways in which social rules have been incorporated into daily life one can understand the experiences of people in the past.