THE PEDAGOGIC VALUE of using archival holdings2 for the teaching of history has long been appreciated. Using primary sources in the teaching of history transcends the rote learning of facts and figures. It encourages critical thinking skills, introducing students to issues of context, selection and bias, to the nature of collective memory and to other like aspects in the construction of history. As Professor Peter Seixas, Canada Research Chair in the Study of Historical Consciousness, has observed, "historians do have something very important to offer students, which is neither the one big story, nor the recall of a common set of facts, but rather a way of using the traces of the past to construct meaningful stories in the present."3 Many constraints ranging from the fragility and rarity of documents to the physical and intellectual inaccessibility of the
{"title":"A \"Genuine Relationship with the Actual\": New Perspectives on Primary Sources, History and the Internet in the Classroom.","authors":"Michael Eamon","doi":"10.2307/30036799","DOIUrl":"https://doi.org/10.2307/30036799","url":null,"abstract":"THE PEDAGOGIC VALUE of using archival holdings2 for the teaching of history has long been appreciated. Using primary sources in the teaching of history transcends the rote learning of facts and figures. It encourages critical thinking skills, introducing students to issues of context, selection and bias, to the nature of collective memory and to other like aspects in the construction of history. As Professor Peter Seixas, Canada Research Chair in the Study of Historical Consciousness, has observed, \"historians do have something very important to offer students, which is neither the one big story, nor the recall of a common set of facts, but rather a way of using the traces of the past to construct meaningful stories in the present.\"3 Many constraints ranging from the fragility and rarity of documents to the physical and intellectual inaccessibility of the","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"297-314"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452193","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}
IMAGINE AN OUTLINE for the teaching of American history in which women, African Americans, Asian Americans, Native Americans, and Hispanics make only a fleeting appearance.' Although that may be difficult to fathom, it remains a reality in many American schools. The research for this study was undertaken to analyze the New York State eleventh grade United States History Regents exams through conducting a content analysis of the types of multiple-choice questions asked in Part I of the tests with a particular emphasis on the variety of questions asked regarding women and race. Because these tests stand at the pinnacle of social studies education in the state of New York and are required of all students, it stands to reason that the questions indicate the type of social knowledge officially sanctioned by its citizens. This study demonstrates that very few questions on the New York State United States History Regents Exam deal with race or minority issues; and that of those that do, similar themes reappear from year to year, with only slight variations. The same is true about women's history questions. So, despite claims to the contrary, the Regents exams show that little knowledge of race and women's issues is required and therefore likely not being taught. This has important possible implications for society at large. Before presenting these findings, some background is needed. When
{"title":"The Myth of a Multicultural Curriculum: An Analysis of New York State U.S. History Regents.","authors":"Melissa Amy Maestri","doi":"10.2307/30036804","DOIUrl":"https://doi.org/10.2307/30036804","url":null,"abstract":"IMAGINE AN OUTLINE for the teaching of American history in which women, African Americans, Asian Americans, Native Americans, and Hispanics make only a fleeting appearance.' Although that may be difficult to fathom, it remains a reality in many American schools. The research for this study was undertaken to analyze the New York State eleventh grade United States History Regents exams through conducting a content analysis of the types of multiple-choice questions asked in Part I of the tests with a particular emphasis on the variety of questions asked regarding women and race. Because these tests stand at the pinnacle of social studies education in the state of New York and are required of all students, it stands to reason that the questions indicate the type of social knowledge officially sanctioned by its citizens. This study demonstrates that very few questions on the New York State United States History Regents Exam deal with race or minority issues; and that of those that do, similar themes reappear from year to year, with only slight variations. The same is true about women's history questions. So, despite claims to the contrary, the Regents exams show that little knowledge of race and women's issues is required and therefore likely not being taught. This has important possible implications for society at large. Before presenting these findings, some background is needed. When","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"10 1","pages":"381-402"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452043","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 ECOLOGIST'S WEB OF LIFE serves as the guiding principle for teaching and learning in my course on environmental history.' Hence, our main task is to work at figuring out how everything we study is connected. From an imagined center of the web we move outward to explore two main areas of environmental history in the western European past: 1) the varied and shifting conceptions of nature, primarily since the Middle Ages, and 2) environmental change created by human endeavor and new technology. Our example of environmental change is the case of industrializing Britain and the impact of railways on the human and physical environments of England and Wales. In pursuing European conceptions of nature we move along two dimensions (Worster 1985; Merchant 1980). The imperialist or mechanistic view regards nature as a system of resources to be managed and exploited for human benefit; standing apart from the natural world, humans can exercise dominion over it. In striking contrast, the organic or holistic conception holds that humans are part of nature, one component of a complex whole. Rather than dominion over nature, organicism reflects a central concern with what today we call ecological balance, a prudent concern to maintain a desirable coexistence among humans, other organisms, and the inorganic components of the environment.
{"title":"Teaching Environmental History: Environmental Thinking and Practice in Europe, 1500 to the Present.","authors":"R. Schwartz","doi":"10.2307/30036801","DOIUrl":"https://doi.org/10.2307/30036801","url":null,"abstract":"THE ECOLOGIST'S WEB OF LIFE serves as the guiding principle for teaching and learning in my course on environmental history.' Hence, our main task is to work at figuring out how everything we study is connected. From an imagined center of the web we move outward to explore two main areas of environmental history in the western European past: 1) the varied and shifting conceptions of nature, primarily since the Middle Ages, and 2) environmental change created by human endeavor and new technology. Our example of environmental change is the case of industrializing Britain and the impact of railways on the human and physical environments of England and Wales. In pursuing European conceptions of nature we move along two dimensions (Worster 1985; Merchant 1980). The imperialist or mechanistic view regards nature as a system of resources to be managed and exploited for human benefit; standing apart from the natural world, humans can exercise dominion over it. In striking contrast, the organic or holistic conception holds that humans are part of nature, one component of a complex whole. Rather than dominion over nature, organicism reflects a central concern with what today we call ecological balance, a prudent concern to maintain a desirable coexistence among humans, other organisms, and the inorganic components of the environment.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"325-354"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452428","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":"The Public Vaults Unlocked","authors":"D. A. Cantu, Thora Colot","doi":"10.2307/30036808","DOIUrl":"https://doi.org/10.2307/30036808","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"22 1","pages":"407"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452059","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}
DURING THE LAST TWENTY YEARS, history educators have noted a sea change in the concern expressed by scholars, policymakers, and the general public about the teaching and learning of history in schools. The 1983 report, A Nation at Risk, was a catalyst for this movement with its focused attention and support for a core curriculum based on academic subjects. Subsequent movements for national goals, national standards, and history specific testing in the National Assessment of Educational Progress (NAEP) illustrated the influence of A Nation at Risk and the growing concern for inclusion of history in a substantive, strengthened academic core curriculum. In concert with a rising interest in history education, concern developed about the quality of teacher education and teacher certification. Many researchers, theorists, and specialists voiced their perspective on the issue of teacher certification.' Of particular interest for history educators is the extent to which teachers of history are certified to teach the discipline and specifically what being "certified" entails. Given this context, in the spring of 2002 John J. Patrick, now professor emeritus at Indiana University, and I began to investigate the state of history education nationwide. Our study addressed teacher certification in history; content standards for teachers; content standards for students; high school graduation and exit examination requirements in
在过去的二十年里，历史教育者注意到学者、政策制定者和公众对学校历史教学的关注发生了巨大变化。1983年的报告《一个处于危险中的国家》(A Nation at Risk)是这一运动的催化剂，它重点关注和支持以学术科目为基础的核心课程。随后的国家目标、国家标准和国家教育进步评估(NAEP)中的历史专项测试运动表明了《处于危险中的国家》的影响，以及对将历史纳入实质性、强化的学术核心课程的日益关注。随着人们对历史教育的兴趣日益浓厚，对教师教育质量和教师资格认证的关注也越来越多。许多研究人员、理论家和专家都对教师资格认证问题发表了自己的看法。历史教育者特别感兴趣的是，历史教师在多大程度上获得了教授这门学科的认证，特别是“认证”意味着什么。有鉴于此，2002年春，现为印第安纳大学名誉教授的约翰·j·帕特里克(John J. Patrick)和我开始调查全国历史教育的现状。我们的研究涉及历史教师资格认证;教师内容标准;学生内容标准;高中毕业和毕业考试要求在
{"title":"History Teacher Certification Standards in the States","authors":"S. D. Brown","doi":"10.2307/30036803","DOIUrl":"https://doi.org/10.2307/30036803","url":null,"abstract":"DURING THE LAST TWENTY YEARS, history educators have noted a sea change in the concern expressed by scholars, policymakers, and the general public about the teaching and learning of history in schools. The 1983 report, A Nation at Risk, was a catalyst for this movement with its focused attention and support for a core curriculum based on academic subjects. Subsequent movements for national goals, national standards, and history specific testing in the National Assessment of Educational Progress (NAEP) illustrated the influence of A Nation at Risk and the growing concern for inclusion of history in a substantive, strengthened academic core curriculum. In concert with a rising interest in history education, concern developed about the quality of teacher education and teacher certification. Many researchers, theorists, and specialists voiced their perspective on the issue of teacher certification.' Of particular interest for history educators is the extent to which teachers of history are certified to teach the discipline and specifically what being \"certified\" entails. Given this context, in the spring of 2002 John J. Patrick, now professor emeritus at Indiana University, and I began to investigate the state of history education nationwide. Our study addressed teacher certification in history; content standards for teachers; content standards for students; high school graduation and exit examination requirements in","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"367-380"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452497","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 SUBJECT OF SLAVERY is a difficult one for many teachers of American history, who, seeking to avoid controversy and contemporary racial antagonism, sometimes give less than satisfactory attention to this central chapter of the American past. Slavery may be shortchanged in favor of Civil War battlefield heroics as teachers attempt to avoid the phone call from a parent who is concerned that dredging up this dark chapter of American history will exacerbate racial conflict among students and provide them with a negative image of the United States. Some white teachers and students suggest that studying slavery only stirs up resentment by black students and guilt by young whites who have nothing to do with slavery. However, this very argument demonstrates why the institution of slavery must be at the core of the history curriculum, for the shadow which slavery continues to cast upon American society and race relations raises serious questions about the American dream which young people must address as they become active participants in a democratic society. The aftermath of Hurricane Katrina in New Orleans underscores this point only too well. If we accept the study of slavery as a given, then what should be covered in this curriculum? Certainly, the role played by slavery in the political debates leading to the Civil War deserves attention, but the
{"title":"A Study Guide for Stephen B. Oates' The Fires of Jubilee: Nat Turner's Fierce Rebellion","authors":"R. Briley","doi":"10.2307/30036802","DOIUrl":"https://doi.org/10.2307/30036802","url":null,"abstract":"THE SUBJECT OF SLAVERY is a difficult one for many teachers of American history, who, seeking to avoid controversy and contemporary racial antagonism, sometimes give less than satisfactory attention to this central chapter of the American past. Slavery may be shortchanged in favor of Civil War battlefield heroics as teachers attempt to avoid the phone call from a parent who is concerned that dredging up this dark chapter of American history will exacerbate racial conflict among students and provide them with a negative image of the United States. Some white teachers and students suggest that studying slavery only stirs up resentment by black students and guilt by young whites who have nothing to do with slavery. However, this very argument demonstrates why the institution of slavery must be at the core of the history curriculum, for the shadow which slavery continues to cast upon American society and race relations raises serious questions about the American dream which young people must address as they become active participants in a democratic society. The aftermath of Hurricane Katrina in New Orleans underscores this point only too well. If we accept the study of slavery as a given, then what should be covered in this curriculum? Certainly, the role played by slavery in the political debates leading to the Civil War deserves attention, but the","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"355-366"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452450","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":"How Students Learn: History in the Classroom","authors":"James F. Adomanis, M. Donovan, J. Bransford","doi":"10.2307/30036810","DOIUrl":"https://doi.org/10.2307/30036810","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"410"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452884","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 American Taxation, American Slavery , Robin Einhorn shows the deep, broad, and continuous influence of slavery on America’s fear and loathing of taxes. From the earliest colonial times right up to the Civil War, slaveholding elites feared strong and democratic government as a threat to the institution of slavery. Einhorn reveals how the heated battles over taxation, the power to tax, and the distribution of tax burdens were rooted not in debates over personal liberty but rather in the rights of slaveholders to hold human beings as property. Along the way, she exposes the antidemocratic origins of the enduringly popular Jeffersonian rhetoric about weak government, showing that state governments were actually more democratic—and stronger—where most people were free. A strikingly original look at the role of slavery in the making of the United States, American Taxation, American Slavery will prove essential to anyone interested in the history of American government and politics. “For those seeking to understand complex and ever-changing systems of taxation, their relationship to local and national politics, and how the state and local systems were shaped by the ‘peculiar institution,’ this seminal and innovative investigation will provide many answers.”—Loren Schweninger, American Historical Review “[Einhorn] tells what might have been a complicated story in an engaging and accessible manner. It is her contention that slavery and the reaction to it to a great extent shaped the kind of nation we are today, because it shaped the kind of tax policies we constructed to fund the kind of government we got. . . . Required reading for anyone who ponders the impact of slavery on our lives today.”—James Srodes, Washington Times
{"title":"American Taxation, American Slavery","authors":"J. Lund, R. Einhorn","doi":"10.2307/30036945","DOIUrl":"https://doi.org/10.2307/30036945","url":null,"abstract":"In American Taxation, American Slavery , Robin Einhorn shows the deep, broad, and continuous influence of slavery on America’s fear and loathing of taxes. From the earliest colonial times right up to the Civil War, slaveholding elites feared strong and democratic government as a threat to the institution of slavery. Einhorn reveals how the heated battles over taxation, the power to tax, and the distribution of tax burdens were rooted not in debates over personal liberty but rather in the rights of slaveholders to hold human beings as property. Along the way, she exposes the antidemocratic origins of the enduringly popular Jeffersonian rhetoric about weak government, showing that state governments were actually more democratic—and stronger—where most people were free. A strikingly original look at the role of slavery in the making of the United States, American Taxation, American Slavery will prove essential to anyone interested in the history of American government and politics. “For those seeking to understand complex and ever-changing systems of taxation, their relationship to local and national politics, and how the state and local systems were shaped by the ‘peculiar institution,’ this seminal and innovative investigation will provide many answers.”—Loren Schweninger, American Historical Review “[Einhorn] tells what might have been a complicated story in an engaging and accessible manner. It is her contention that slavery and the reaction to it to a great extent shaped the kind of nation we are today, because it shaped the kind of tax policies we constructed to fund the kind of government we got. . . . Required reading for anyone who ponders the impact of slavery on our lives today.”—James Srodes, Washington Times","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"125"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452919","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 article reviews the book Subjects Unto the Same King: Indians, English, and the Contest for Authority in Colonial New England, by Jenny Hale A different account of Indians, Pilgrims Utah Local News Salt Lake. Publication » Subjects Unto the Same King: Indians, English, and the Contest for Authority in Colonial New England by Jenny Hale Pulsipher. Subjects unto the Same King: Indians, English, and the Contest for. Jenny Hale Pulsipher. Subjects Unto the Same King: Indians, English, and the. Contest for Authority in Colonial New England. Philadelphia: University of Penn-. Subjects unto the Same King Jenny Hale Pulsipher Buy Subjects Unto the Same King: Indians, English and the Contest for Authority in Colonial New England Early American Studies by Jenny Hale Pulsipher . Colonization of English America: Oxford Bibliographies Online. Google Books Result You searched UBD Library Title: Subjects unto the same king: Indians, English, and the contest for authority in Colonial New England / Jenny Hale Pulsipher. ?Dr Laura Ammon Department of Philosophy and Religion. Religion and Colonialism History of Religion in Social Theory Early Modern. for History in New England and Jenny Hale Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England. Subjects Unto the Same King JStor Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England Early American Studies Jenny Hale Pulsipher on . Subjects unto the Same King: Indians, English, and the Contest for. Google Books Result K.Kupperman, Settling with the Indians: The meeting of English and Indian Changes in the land: Indians, colonists and the ecology of New England. Kristina Bross, Dry Bones and Indian Sermons: Praying Indians in Colonial J H Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Subjects Unto the Same King: Indians, English, and the. Goodreads See Jenny Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England Philadelphia: The. University of Subjects Unto the Same King: Indians, English, and the Contest for. ?Subjects unto the Same King: Indians, English, and the Contest of Authority in Colonial New England. Philadelphia: University of Pennsylvania Press, 2005, Subjects unto the Same King: Indians, English, and the Contest for. Subjects unto the Same King Indians, English, and the Contest for Authority in Colonial New England. Jenny Hale Pulsipher. 376 pages 6 1/8 x 9 1/4 25 illus. Chief Princes and Owners of All Chapman University 7 Nov 2006. Subjects Unto the Same King has 21 ratings and 3 reviews. King: Indians, English, and the Contest for Authority in Colonial New England” as Subjects Unto the Same King: Indians, English and the Contest for. Jenny Hale Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England 2005 . Native Americans Find study docume
这篇文章回顾了珍妮·黑尔的《臣服于同一个国王:印第安人、英国人以及新英格兰殖民地的权力争夺》一书。出版»臣服于同一个国王:印第安人、英国人和新英格兰殖民地的权威争夺，作者:珍妮·黑尔·普尔斯弗。臣服于同一国王:印第安人，英国人，以及争夺。珍妮·哈尔·普尔斯弗。臣服于同一个国王:印第安人，英国人和英国人。新英格兰殖民地的权力争夺。费城:宾夕法尼亚大学。《臣民归同王:印第安人、英国人和新英格兰殖民地的权威争夺》，作者:珍妮·黑尔·普尔西弗。英语美洲的殖民化:牛津书目在线。图书馆标题:同一国王的臣民:印第安人、英国人和新英格兰殖民地的权威争夺/珍妮·黑尔·普尔西弗。劳拉·阿蒙博士哲学与宗教系。近代早期社会理论中的宗教史。《新英格兰历史》，珍妮·黑尔·普尔斯弗著，《臣服于同一个国王:印第安人、英国人以及新英格兰殖民地的权力争夺》。同王治下的臣民同王治下的臣民:印第安人、英国人以及新英格兰殖民地的权威争夺早期美国研究詹妮·黑尔·普尔斯弗。臣服于同一国王:印第安人，英国人，以及争夺。k .库珀曼《与印第安人定居:英国人和印第安人的相遇》土地的变化:印第安人、殖民者和新英格兰的生态。克里斯汀娜·布罗斯，《枯骨与印第安人布道:在殖民地祈祷的印第安人》J·H·普尔斯弗，《臣服于同一国王:印第安人，英国人，以及臣服于同一国王的权力之争:印第安人，英国人和英国人》。《臣服于同一个国王:印第安人、英国人和新英格兰殖民地的权力争夺》。同一国王的学科大学:印第安人，英语和竞争。同一个国王的臣民:印第安人、英国人以及新英格兰殖民地的权力之争。费城:宾夕法尼亚大学出版社，2005，《臣服于同一国王:印第安人、英国人和争夺》。印第安人、英国人臣服于同一个国王，以及新英格兰殖民地的权力争夺。珍妮·黑尔·普尔斯弗，376页，6 1/8 x 9 1/4 25页。所有查普曼大学的首席王子和所有者2006年11月7日。《同一国王的臣民》有21个评分和3个评论。《国王:印第安人、英国人与新英格兰殖民地的权力争夺》，臣服于同一国王:印第安人、英国人与争夺。珍妮·黑尔·普尔斯弗，《臣服于同一个国王:印第安人、英国人和新英格兰殖民地的权力争夺》，2005。印第安人发现有关同一国王的臣民的研究文件:印第安人，英国人，以及新英格兰殖民地的权威争夺，作者:Jenny Hale Pulsipher。菲利普国王的战争维基百科，免费百科全书2005年6月17日。臣服于同一个国王:印第安人、英国人以及新英格兰殖民地的权力争夺。珍妮·哈尔·普尔斯弗著。菲利普国王的战争:殖民扩张，本土抵抗，和。谷歌图书结果2005年11月24日。同一国王的臣民:印第安人、英国人以及新英格兰殖民地的权力争夺。这是有原因的，他们都臣服于同一个国王:印第安人，英国人，以及争夺。战争一直持续到新英格兰最北部地区，直到《独立宣言》签署。罗得岛、普利茅斯、马萨诸塞湾的殖民地官员，同一国王的臣民:印第安人、英国人，以及对同一国王臣民的权力争夺:印第安人、英国人，以及争夺。美国与世界教学领域的阅读书目1 . 2005年11月24日。1621年为期三天的感恩节庆祝活动证明了印第安人和早期新英格兰历史——印第安人与英国人——以及新英格兰殖民地的国王、印第安人、英国人和权力争夺。《臣民同王》曾六次获得国家奖项提名。臣服于同一国王:印第安人，英国人，以及争夺。十七世纪新英格兰和印第安的权力平衡。考虑到这些人口统计的现实，殖民地方长官和商人在新英格兰为历史而斗争林肯，内布拉斯加州，2005年，珍妮·黑尔·普尔斯弗，同一国王下的臣民:印第安人，英国人，以及在同一国王下的殖民地新臣民的权力争夺:印第安人，英国人，和英国人的竞争。大草地:殖民地康科德的农民和土地。新的。文,2004年。同一国王统治下的臣民的帝国:印第安人、英国人和争夺。新英格兰殖民地的权威。费城2006人。
{"title":"Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England","authors":"James A. Bryant, Jenny Hale","doi":"10.2307/30036812","DOIUrl":"https://doi.org/10.2307/30036812","url":null,"abstract":"The article reviews the book Subjects Unto the Same King: Indians, English, and the Contest for Authority in Colonial New England, by Jenny Hale A different account of Indians, Pilgrims Utah Local News Salt Lake. Publication » Subjects Unto the Same King: Indians, English, and the Contest for Authority in Colonial New England by Jenny Hale Pulsipher. Subjects unto the Same King: Indians, English, and the Contest for. Jenny Hale Pulsipher. Subjects Unto the Same King: Indians, English, and the. Contest for Authority in Colonial New England. Philadelphia: University of Penn-. Subjects unto the Same King Jenny Hale Pulsipher Buy Subjects Unto the Same King: Indians, English and the Contest for Authority in Colonial New England Early American Studies by Jenny Hale Pulsipher . Colonization of English America: Oxford Bibliographies Online. Google Books Result You searched UBD Library Title: Subjects unto the same king: Indians, English, and the contest for authority in Colonial New England / Jenny Hale Pulsipher. ?Dr Laura Ammon Department of Philosophy and Religion. Religion and Colonialism History of Religion in Social Theory Early Modern. for History in New England and Jenny Hale Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England. Subjects Unto the Same King JStor Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England Early American Studies Jenny Hale Pulsipher on . Subjects unto the Same King: Indians, English, and the Contest for. Google Books Result K.Kupperman, Settling with the Indians: The meeting of English and Indian Changes in the land: Indians, colonists and the ecology of New England. Kristina Bross, Dry Bones and Indian Sermons: Praying Indians in Colonial J H Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Subjects Unto the Same King: Indians, English, and the. Goodreads See Jenny Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England Philadelphia: The. University of Subjects Unto the Same King: Indians, English, and the Contest for. ?Subjects unto the Same King: Indians, English, and the Contest of Authority in Colonial New England. Philadelphia: University of Pennsylvania Press, 2005, Subjects unto the Same King: Indians, English, and the Contest for. Subjects unto the Same King Indians, English, and the Contest for Authority in Colonial New England. Jenny Hale Pulsipher. 376 pages 6 1/8 x 9 1/4 25 illus. Chief Princes and Owners of All Chapman University 7 Nov 2006. Subjects Unto the Same King has 21 ratings and 3 reviews. King: Indians, English, and the Contest for Authority in Colonial New England” as Subjects Unto the Same King: Indians, English and the Contest for. Jenny Hale Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England 2005 . Native Americans Find study docume","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"413"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452973","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":"The Empire Has No Clothes: US Foreign Policy Exposed","authors":"T. M. Anders, Ivan R. Eland","doi":"10.2307/30036780","DOIUrl":"https://doi.org/10.2307/30036780","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"9 1","pages":"264"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036780","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452348","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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