ONE OF THE MOST POPULAR COURSES on college campuses and one of the time periods that still provokes considerable interest among high school students is the 1960s. Drawing on my experience as an author of several documentary collections and as a teacher, this paper will consider ways that teachers and students can use primary sources to enhance their understanding of this seminal era.1 In addition, both the text and notes of this paper identify where teachers and students can find the particular documents mentioned below and others like them.2 Numerous studies have shown that using primary sources, such as documents in a history class or laboratory experiments in science courses, encourages active learning. Primary sources compel students to interrogate the past and to begin to form their own interpretations and narratives rather than memorize facts and dates and/or digest interpretations written by others.3 Simultaneously, teachers can enhance their students' understanding of the historical method or craft by using original documents. The advantages of using primary sources in classes about the 1960s are of even greater magnitude than in courses about other periods. Many of the authors of the most widely used texts on the 1960s, and many teachers of classes on the 1960s lived through this time period and seek to shed light on it by drawing on their personal experiences. Todd Gitlin's popular book, The Sixties: Years of Hope, Days of Rage, exemplifies this
{"title":"Teaching the 1960s with Primary Sources.","authors":"Peter B. Levy","doi":"10.2307/1555623","DOIUrl":"https://doi.org/10.2307/1555623","url":null,"abstract":"ONE OF THE MOST POPULAR COURSES on college campuses and one of the time periods that still provokes considerable interest among high school students is the 1960s. Drawing on my experience as an author of several documentary collections and as a teacher, this paper will consider ways that teachers and students can use primary sources to enhance their understanding of this seminal era.1 In addition, both the text and notes of this paper identify where teachers and students can find the particular documents mentioned below and others like them.2 Numerous studies have shown that using primary sources, such as documents in a history class or laboratory experiments in science courses, encourages active learning. Primary sources compel students to interrogate the past and to begin to form their own interpretations and narratives rather than memorize facts and dates and/or digest interpretations written by others.3 Simultaneously, teachers can enhance their students' understanding of the historical method or craft by using original documents. The advantages of using primary sources in classes about the 1960s are of even greater magnitude than in courses about other periods. Many of the authors of the most widely used texts on the 1960s, and many teachers of classes on the 1960s lived through this time period and seek to shed light on it by drawing on their personal experiences. Todd Gitlin's popular book, The Sixties: Years of Hope, Days of Rage, exemplifies this","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"9-20"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
WHAT HAVE OUR STUDENTS LEARNED? What do they know? A program assessment which seeks to answer this question is freighted with importance, because it may entail a shift in departmental focus, energy and resources. Frequently questions of assessment play a significant role as part of university-wide accreditation or the accreditation of programs for the certification of teachers. (The National Council for the Accrediting of Teacher Education and the National Council for the Social Studies both have assessment at the core of their new accreditation procedures.) History departments, however, are not generally known as hotbeds of assessment activity. Doctoral programs in history rarely touch the issue of how to assess student learning, while program review as an idea appears to many historians as an invasion of their turf by outsiders. At Eastern Michigan University, members of the faculty in the Department of History and Philosophy have worked to turn the process of assessment into a tool for improving the critical thinking, research, and writing abilities of students in our history program. For the past three years, the department has completed an annual review of papers produced in its research and writing methods class, History 300. As a result of this ongoing process of assessment, faculty who have taught this class have made a number of changes to their assignments in order to insure
{"title":"Implementing Assessment and Improving Undergraduate Writing: One Department's Experience","authors":"R. Olwell, Ronald K. Delph","doi":"10.2307/1555624","DOIUrl":"https://doi.org/10.2307/1555624","url":null,"abstract":"WHAT HAVE OUR STUDENTS LEARNED? What do they know? A program assessment which seeks to answer this question is freighted with importance, because it may entail a shift in departmental focus, energy and resources. Frequently questions of assessment play a significant role as part of university-wide accreditation or the accreditation of programs for the certification of teachers. (The National Council for the Accrediting of Teacher Education and the National Council for the Social Studies both have assessment at the core of their new accreditation procedures.) History departments, however, are not generally known as hotbeds of assessment activity. Doctoral programs in history rarely touch the issue of how to assess student learning, while program review as an idea appears to many historians as an invasion of their turf by outsiders. At Eastern Michigan University, members of the faculty in the Department of History and Philosophy have worked to turn the process of assessment into a tool for improving the critical thinking, research, and writing abilities of students in our history program. For the past three years, the department has completed an annual review of papers produced in its research and writing methods class, History 300. As a result of this ongoing process of assessment, faculty who have taught this class have made a number of changes to their assignments in order to insure","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"21-34"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555624","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Fifty Years after \"Brown\": Tarnished Gold, Broken Promises.","authors":"Julie Gantz","doi":"10.2307/1555627","DOIUrl":"https://doi.org/10.2307/1555627","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"66-113"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chapter 16 ~ His Terrible Swift Sword - The Civil War 1 ~ Declaration of Causes 2 ~ A Diary from Dixie 3 ~ Lincoln's Orders 4 ~ New Jersey Recruitment Poster 5 ~ General Ulysses S. Grant to President Abraham Lincoln 6 ~ The Battle Hymn of the Republic 7 ~ Robert E. Lee, General Order, No. 9 Chapter 17 ~ Binding the Wounds 1 ~ Letter from General William T. Sherman 2 ~ The Statutes at Large of the United States of America 3 ~ Amendment XIV 4 ~ Rufus Saxton, Testimony Before Congress, 1866 5 ~ Henry W. Grady, His Life, Writings, and Speeches 6 ~ Testimony of Benjamin Singleton Chapter 18 ~ Rising Phoenix Dying Thunderbird 1 ~ Letter from Uriah W. Oblnger to Matie V. Oblinger and Ella Oblinger 2 ~ Frank Collinson, Life in the Saddle 3 ~ The Trial of Standing Bear 4 ~ The Dawes Severalty Act: An Indian Homestead Act 5 ~ Ida B. Wells on Lynching 6 ~ The Conquest of the Philippines by the United States Chapter 19 ~ The Goose That Lays Golden Eggs 1 ~ Songs of Work 2 ~ Occupational Distribution, 1880 and 1920 3 ~ Acres of Diamonds 4 ~ A Railroad Timetable 5 ~ The Appeal to Reason 6 ~ Frederick Winslow Taylor on the Principles of Scientific Management 7 ~ Edward Bellamy, Looking Backward Chapter 20 ~ Urban Canyons 1 ~ Photograph of the Flatiron Building 2 ~ Growth of New Orleans to 1900 3 ~ "I Seen My Opportunities and I Took 'Em," George W. Plunkitt 4 ~ Lincoln Steffins, The Shame of the Cities 5 ~ Cartoons of Thomas Nast 6 ~ Jacob Riis, How the Other Half Lives 7 ~ Charles Monroe Sheldon, In His Steps Chapter 21 ~ More Hell and Less Corn 1 ~ Frank Norris, The Pit 2 ~ Mary E. Lease, "The Bloodhounds of Money" 3 ~ "Good-bye, My Part, Good-bye" 4 ~ "You Can't Come In" 5 ~ Interstate Commerce Act 6 ~ William Jennings Bryan's "Cross of Gold" Speech Chapter 22 ~ Social Engineers 1 ~ Mary C. Todd: "Education of Indian Girls in the West" 2 ~ Jane Addams, Twenty Years at Hull-House 3 ~ Laws Affecting Women and Children in the Suffrage and Non-Suffrage States 4 ~ The Bureau of Corporations, 1903 5 ~ Establishment of Standard Time 6 ~ Sixteenth Amendment 7 ~ Seventeenth Amendment 8 ~ John Muir, The Endangered Valley--The Hetch Hetchy Valley in Yosemite National Park Chapter 23 ~ Unilateralism among Friends 1 ~ The Council of National Defense 2 ~ Woodrow Wilson's War Message 3 ~ George Creel, How We Advertised America 4 ~ Mirian E. Tefft, Recollections as 15 Year-old Girl in Bisbee Arizona 5 ~ Mathew Chopin, "Through the Valley of Death" 6 ~ Letter on Negro Soldiers 7 ~ Ida Clyde Clarke, American Women and the World War Chapter 24 ~ The Tribal Twenties 1 ~ Alfred P. Sloan, Jr., My Years With General Motors 2 ~ Robert S. Lynd & Helen Merrell Lynd, Middletown 3 ~ J.A. Evans, "Extension Work Among Negroes Conducted by Negro Agents, 1923" 4 ~ The Indian Citizenship Act (1924) 5 ~ Immigration by the Numbers 6 ~ Malcolm Crowley, Exile's Return: A Narrative Chapter 25 ~ Restoring the Temple 1 ~ Herbert Hoover's Inaugural Address 2 ~ Radio Address of President Franklin D.
{"title":"Life, Liberty, and the Pursuit of Happiness: Documents in American History","authors":"J. Bryan, P. Corbett, Ronald C. Naugle","doi":"10.2307/1555630","DOIUrl":"https://doi.org/10.2307/1555630","url":null,"abstract":"Chapter 16 ~ His Terrible Swift Sword - The Civil War 1 ~ Declaration of Causes 2 ~ A Diary from Dixie 3 ~ Lincoln's Orders 4 ~ New Jersey Recruitment Poster 5 ~ General Ulysses S. Grant to President Abraham Lincoln 6 ~ The Battle Hymn of the Republic 7 ~ Robert E. Lee, General Order, No. 9 Chapter 17 ~ Binding the Wounds 1 ~ Letter from General William T. Sherman 2 ~ The Statutes at Large of the United States of America 3 ~ Amendment XIV 4 ~ Rufus Saxton, Testimony Before Congress, 1866 5 ~ Henry W. Grady, His Life, Writings, and Speeches 6 ~ Testimony of Benjamin Singleton Chapter 18 ~ Rising Phoenix Dying Thunderbird 1 ~ Letter from Uriah W. Oblnger to Matie V. Oblinger and Ella Oblinger 2 ~ Frank Collinson, Life in the Saddle 3 ~ The Trial of Standing Bear 4 ~ The Dawes Severalty Act: An Indian Homestead Act 5 ~ Ida B. Wells on Lynching 6 ~ The Conquest of the Philippines by the United States Chapter 19 ~ The Goose That Lays Golden Eggs 1 ~ Songs of Work 2 ~ Occupational Distribution, 1880 and 1920 3 ~ Acres of Diamonds 4 ~ A Railroad Timetable 5 ~ The Appeal to Reason 6 ~ Frederick Winslow Taylor on the Principles of Scientific Management 7 ~ Edward Bellamy, Looking Backward Chapter 20 ~ Urban Canyons 1 ~ Photograph of the Flatiron Building 2 ~ Growth of New Orleans to 1900 3 ~ \"I Seen My Opportunities and I Took 'Em,\" George W. Plunkitt 4 ~ Lincoln Steffins, The Shame of the Cities 5 ~ Cartoons of Thomas Nast 6 ~ Jacob Riis, How the Other Half Lives 7 ~ Charles Monroe Sheldon, In His Steps Chapter 21 ~ More Hell and Less Corn 1 ~ Frank Norris, The Pit 2 ~ Mary E. Lease, \"The Bloodhounds of Money\" 3 ~ \"Good-bye, My Part, Good-bye\" 4 ~ \"You Can't Come In\" 5 ~ Interstate Commerce Act 6 ~ William Jennings Bryan's \"Cross of Gold\" Speech Chapter 22 ~ Social Engineers 1 ~ Mary C. Todd: \"Education of Indian Girls in the West\" 2 ~ Jane Addams, Twenty Years at Hull-House 3 ~ Laws Affecting Women and Children in the Suffrage and Non-Suffrage States 4 ~ The Bureau of Corporations, 1903 5 ~ Establishment of Standard Time 6 ~ Sixteenth Amendment 7 ~ Seventeenth Amendment 8 ~ John Muir, The Endangered Valley--The Hetch Hetchy Valley in Yosemite National Park Chapter 23 ~ Unilateralism among Friends 1 ~ The Council of National Defense 2 ~ Woodrow Wilson's War Message 3 ~ George Creel, How We Advertised America 4 ~ Mirian E. Tefft, Recollections as 15 Year-old Girl in Bisbee Arizona 5 ~ Mathew Chopin, \"Through the Valley of Death\" 6 ~ Letter on Negro Soldiers 7 ~ Ida Clyde Clarke, American Women and the World War Chapter 24 ~ The Tribal Twenties 1 ~ Alfred P. Sloan, Jr., My Years With General Motors 2 ~ Robert S. Lynd & Helen Merrell Lynd, Middletown 3 ~ J.A. Evans, \"Extension Work Among Negroes Conducted by Negro Agents, 1923\" 4 ~ The Indian Citizenship Act (1924) 5 ~ Immigration by the Numbers 6 ~ Malcolm Crowley, Exile's Return: A Narrative Chapter 25 ~ Restoring the Temple 1 ~ Herbert Hoover's Inaugural Address 2 ~ Radio Address of President Franklin D.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"7 1","pages":"120"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555630","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This vivid book retells the story of Captain Cook's great voyages in the South Seas, focusing on the encounters between the explorers and the island peoples they "discovered." While Cook and his men were initially confounded by the Polynesians, they were also curious. Cook and his crew soon formed friendships-and often more intimate relationships-with the islanders. The islanders, who initially were not certain if the Englishmen were even human, came to experiment with Western customs and in some cases joined the voyagers on their expeditions. But familiarity quickly bred contempt. Shipboard discipline was threatened by these new relationships, and the culture of the islands was also changed forever. Captain Cook, initially determined to act as an enlightened leader, saw his resolve falter during the third voyage. Amicable relations turned hostile, culminating in Cook's violent death on the shores of Hawaii. In this masterful account of Cook's voyages, Anne Salmond-a preeminent authority on the history of the south seas-reimagines two worlds that collided in the eighteenth century, and the enduring impact of that collision.
{"title":"The trial of the cannibal dog : the remarkable story of Captain Cook's encounters in the South Seas","authors":"Thomas Saylor, A. Salmond","doi":"10.2307/1555642","DOIUrl":"https://doi.org/10.2307/1555642","url":null,"abstract":"This vivid book retells the story of Captain Cook's great voyages in the South Seas, focusing on the encounters between the explorers and the island peoples they \"discovered.\" While Cook and his men were initially confounded by the Polynesians, they were also curious. Cook and his crew soon formed friendships-and often more intimate relationships-with the islanders. The islanders, who initially were not certain if the Englishmen were even human, came to experiment with Western customs and in some cases joined the voyagers on their expeditions. But familiarity quickly bred contempt. Shipboard discipline was threatened by these new relationships, and the culture of the islands was also changed forever. Captain Cook, initially determined to act as an enlightened leader, saw his resolve falter during the third voyage. Amicable relations turned hostile, culminating in Cook's violent death on the shores of Hawaii. In this masterful account of Cook's voyages, Anne Salmond-a preeminent authority on the history of the south seas-reimagines two worlds that collided in the eighteenth century, and the enduring impact of that collision.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"136"},"PeriodicalIF":0.0,"publicationDate":"2004-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555642","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68314350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
THE EVENTS OF SEPTEMBER 11, 2001, prompted Americans to scrutinize the nation's immigrants and immigration policies with new rigor. Even before the hijacked planes hit the Twin Towers, however, many Americans believed the United States was taking in too many immigrants and that those immigrants were taking too long to assimilate. Fear and loathing have been voiced about every group of immigrants that has come to America. During the colonial period, Benjamin Franklin cursed the great wave of German immigrants as "generally the most stupid of their own nation." The famine Irish were reviled in Massachusetts, where they were caricatured with ape-like features. As Eastern and Southern Europeans poured through Ellis Island at the turn of the 20th century, President Coolidge declared that "America must be kept American."1 We are once again living at a time marked by fear and distrust of foreigners. Since 9/11 "everyone with dark skin, an accent, a turban, or a foreign birthplace looks to many Americans as a potential enemy of the state."2
{"title":"Immigrant and Ethnic History in the United States Survey","authors":"Diane C. Vecchio","doi":"10.2307/1555554","DOIUrl":"https://doi.org/10.2307/1555554","url":null,"abstract":"THE EVENTS OF SEPTEMBER 11, 2001, prompted Americans to scrutinize the nation's immigrants and immigration policies with new rigor. Even before the hijacked planes hit the Twin Towers, however, many Americans believed the United States was taking in too many immigrants and that those immigrants were taking too long to assimilate. Fear and loathing have been voiced about every group of immigrants that has come to America. During the colonial period, Benjamin Franklin cursed the great wave of German immigrants as \"generally the most stupid of their own nation.\" The famine Irish were reviled in Massachusetts, where they were caricatured with ape-like features. As Eastern and Southern Europeans poured through Ellis Island at the turn of the 20th century, President Coolidge declared that \"America must be kept American.\"1 We are once again living at a time marked by fear and distrust of foreigners. Since 9/11 \"everyone with dark skin, an accent, a turban, or a foreign birthplace looks to many Americans as a potential enemy of the state.\"2","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"37 1","pages":"494-500"},"PeriodicalIF":0.0,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
OVER THE PAST TWO DECADES, we have made remarkable strides in examining, documenting, and incorporating race and gender issues in our history courses, but it is time to take a look at the ways in which these curricular and pedagogical changes have impacted the Advanced Placement United States History Examination. Here we will focus on three interrelated issues: first, the inclusion of race and gender questions on the examination; second, the steps taken to ensure that the exam is fair to all candidates; and finally, the performance of women and minority students on the examination. Similarities and differences between female and male educational
{"title":"Race and Gender Issues on the AP United States History Examination","authors":"Uma Venkateswaran","doi":"10.2307/1555555","DOIUrl":"https://doi.org/10.2307/1555555","url":null,"abstract":"OVER THE PAST TWO DECADES, we have made remarkable strides in examining, documenting, and incorporating race and gender issues in our history courses, but it is time to take a look at the ways in which these curricular and pedagogical changes have impacted the Advanced Placement United States History Examination. Here we will focus on three interrelated issues: first, the inclusion of race and gender questions on the examination; second, the steps taken to ensure that the exam is fair to all candidates; and finally, the performance of women and minority students on the examination. Similarities and differences between female and male educational","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"37 1","pages":"501-512"},"PeriodicalIF":0.0,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555555","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2000-01 fifty-six percent of two and four year institutions and ninety percent of two year public colleges offered distance education classes.1 Many major universities are offering distance education classes to students around the world and some have joined hands to produce classes online. The Alliance for Lifelong Learning (Alllearn), a joint project of Yale and Stanford Universities in the United States and Oxford Univer-
{"title":"Teaching U.S. History Online: Problems and Prospects.","authors":"John F. Lyons","doi":"10.2307/1555549","DOIUrl":"https://doi.org/10.2307/1555549","url":null,"abstract":"In 2000-01 fifty-six percent of two and four year institutions and ninety percent of two year public colleges offered distance education classes.1 Many major universities are offering distance education classes to students around the world and some have joined hands to produce classes online. The Alliance for Lifelong Learning (Alllearn), a joint project of Yale and Stanford Universities in the United States and Oxford Univer-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"37 1","pages":"447-456"},"PeriodicalIF":0.0,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comment: Meeting the Challenges of the United States History Survey","authors":"M. Grossberg","doi":"10.2307/1555556","DOIUrl":"https://doi.org/10.2307/1555556","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"37 1","pages":"512"},"PeriodicalIF":0.0,"publicationDate":"2004-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/1555556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68313628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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