{"title":"Some wore bobby sox : the emergence of teenage girls' culture, 1920-1945","authors":"K. Schrum","doi":"10.2307/30036733","DOIUrl":"https://doi.org/10.2307/30036733","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"561"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036733","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451639","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}
AN ASSISTANT PROFESSOR and an undergraduate student-the authors--set out in August 2003 on a path that was new for both: a collaborative research project in digital history. Together, we planned and researched the content for an online teaching module as part of The Digital History Reader , a project funded by the National Endowment for the Humanities.' Our experiences, we think, offer not only a model of new approaches to pedagogy in digital history but also raise fundamental questions about the nature of undergraduate education at large public research universities. This article, therefore, seeks to explicate the form we adopted, to draw more general conclusions from that experience, and, finally, to raise some basic questions about the possibilities and drawbacks of collaborative work in digital history. Since the mid-1990s, considerable attention has been paid to reforming undergraduate education at public research universities. At the center of many of these efforts has been the idea that research universities have failed to use their own strengths to their advantage. Rather than focusing on research and involving students in the endeavor to add to the pool of human knowledge, many undergraduate curricula at these institutions have simply attempted to reproduce a liberal arts curriculum, and, it must be noted, are failing badly at it. In a scathing report on undergraduate
{"title":"Faculty-Undergraduate Collaboration in Digital History at a Public Research University","authors":"R. Stephens, J. Thumma","doi":"10.2307/30036719","DOIUrl":"https://doi.org/10.2307/30036719","url":null,"abstract":"AN ASSISTANT PROFESSOR and an undergraduate student-the authors--set out in August 2003 on a path that was new for both: a collaborative research project in digital history. Together, we planned and researched the content for an online teaching module as part of The Digital History Reader , a project funded by the National Endowment for the Humanities.' Our experiences, we think, offer not only a model of new approaches to pedagogy in digital history but also raise fundamental questions about the nature of undergraduate education at large public research universities. This article, therefore, seeks to explicate the form we adopted, to draw more general conclusions from that experience, and, finally, to raise some basic questions about the possibilities and drawbacks of collaborative work in digital history. Since the mid-1990s, considerable attention has been paid to reforming undergraduate education at public research universities. At the center of many of these efforts has been the idea that research universities have failed to use their own strengths to their advantage. Rather than focusing on research and involving students in the endeavor to add to the pool of human knowledge, many undergraduate curricula at these institutions have simply attempted to reproduce a liberal arts curriculum, and, it must be noted, are failing badly at it. In a scathing report on undergraduate","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"525-542"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451194","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 CIVIL RIGHTS MOVEMENT is the most important historical event of the last fifty years, and it remains central to contemporary society. For many years I have taught courses on the civil rights movement at the freshman, advanced undergraduate, and graduate levels; and I am struck by how woefully ignorant students at all these educational levels are of the events and people that transformed America. For all the purported attention at the elementary and secondary school levels, students and their teachers appear to know very little if anything beyond the names Martin Luther King, Jr. and Rosa Parks. Student ignorance is bad enough, but the lack of knowledge among teachers is more disturbing. I created my course originally as a graduate offering for teachers in our Masters of Education program. I have found teachers in my courses for the most part to be intelligent, highly engaged, and dedicated professionals, but both black and white, their unfamiliarity with this crucial subject in disappointing.' I cannot, of course, speak with authority beyond the students that I have had in my classes, although I venture to think that they reflect national trends. For undergraduates I generally teach the course as an honors offering, either as a senior-level or a freshman-level seminar. The students in these
{"title":"Teaching the Civil Rights Era: A Student-Active Approach","authors":"J. Dunn","doi":"10.2307/30036715","DOIUrl":"https://doi.org/10.2307/30036715","url":null,"abstract":"THE CIVIL RIGHTS MOVEMENT is the most important historical event of the last fifty years, and it remains central to contemporary society. For many years I have taught courses on the civil rights movement at the freshman, advanced undergraduate, and graduate levels; and I am struck by how woefully ignorant students at all these educational levels are of the events and people that transformed America. For all the purported attention at the elementary and secondary school levels, students and their teachers appear to know very little if anything beyond the names Martin Luther King, Jr. and Rosa Parks. Student ignorance is bad enough, but the lack of knowledge among teachers is more disturbing. I created my course originally as a graduate offering for teachers in our Masters of Education program. I have found teachers in my courses for the most part to be intelligent, highly engaged, and dedicated professionals, but both black and white, their unfamiliarity with this crucial subject in disappointing.' I cannot, of course, speak with authority beyond the students that I have had in my classes, although I venture to think that they reflect national trends. For undergraduates I generally teach the course as an honors offering, either as a senior-level or a freshman-level seminar. The students in these","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"5 1","pages":"455-468"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68450734","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 Rhode Island \"Washington\": Meaning Making in Social Studies through Art History.","authors":"Joseph Piro","doi":"10.2307/30036717","DOIUrl":"https://doi.org/10.2307/30036717","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"483-495"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451102","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 Impact of Having $9^{th}$ Graders \"Do History\"","authors":"Jada Kohlmeier","doi":"10.2307/30036718","DOIUrl":"https://doi.org/10.2307/30036718","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"499"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451146","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":"History Lessons: How Textbooks from Around the World Portray American History","authors":"James F. Adomanis, Dana Lindaman, K. Ward","doi":"10.2307/30036727","DOIUrl":"https://doi.org/10.2307/30036727","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"552"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036727","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451273","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":"Past Imperfect: Facts, Fictions, and the Writing of American History","authors":"D. Noon, P. Hoffer","doi":"10.2307/30036725","DOIUrl":"https://doi.org/10.2307/30036725","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"549"},"PeriodicalIF":0.0,"publicationDate":"2005-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036725","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68451261","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}
SHORTLY BEFORE CHRISTMAS IN 2004, departing Secretary of State Colin Powell addressed a luncheon meeting hosted by the Christian Science Monitor. Powell described to his Boston audience the readjustments that his cabinet post had imposed on him. "When I came into the job, it was an entirely different world than the world I left," he revealed. It was a world "with the Soviet Union gone and many of these new nations that used to be behind the Iron Curtain now anxious to develop a friendship with us."' Powell went on to discuss how he was tested in the Middle East and Asia, and the universal dilemmas posed by poverty and AIDS. It was clear that simple bilateral diplomacy could no longer encompass the enormity of the world's challenges, and that foreign policy would adjust to reflect these changed circumstances. Historical scholarship has recognized the vast variety and subtlety of world affairs that preoccupied Powell. We currently enjoy something of a renaissance in the study of foreign relations. As a sub-field of history, diplomatic history will always be concerned in great measure with power relations among states, and particularly with bilateral relations, but in the last few decades it has discovered new ways to reveal and interpret these. Several factors account for the growing interest in the area, often from unlikely contributors, and for the journey of diplomatic history from the
{"title":"The Changing Face of Diplomatic History: A Literature Review.","authors":"B. Plummer","doi":"10.2307/30037016","DOIUrl":"https://doi.org/10.2307/30037016","url":null,"abstract":"SHORTLY BEFORE CHRISTMAS IN 2004, departing Secretary of State Colin Powell addressed a luncheon meeting hosted by the Christian Science Monitor. Powell described to his Boston audience the readjustments that his cabinet post had imposed on him. \"When I came into the job, it was an entirely different world than the world I left,\" he revealed. It was a world \"with the Soviet Union gone and many of these new nations that used to be behind the Iron Curtain now anxious to develop a friendship with us.\"' Powell went on to discuss how he was tested in the Middle East and Asia, and the universal dilemmas posed by poverty and AIDS. It was clear that simple bilateral diplomacy could no longer encompass the enormity of the world's challenges, and that foreign policy would adjust to reflect these changed circumstances. Historical scholarship has recognized the vast variety and subtlety of world affairs that preoccupied Powell. We currently enjoy something of a renaissance in the study of foreign relations. As a sub-field of history, diplomatic history will always be concerned in great measure with power relations among states, and particularly with bilateral relations, but in the last few decades it has discovered new ways to reveal and interpret these. Several factors account for the growing interest in the area, often from unlikely contributors, and for the journey of diplomatic history from the","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"385-400"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452742","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}
IT IS NOT HARD TO LOCATE negative or condescending images of the French Revolution in aspects of popular American culture, including film. Despite a handful of instances where nuanced or ambiguous "messages" may be identified, the number of American film interpretations of the French Revolution that might be judged historically "valid" is miniscule. Over the years, directors and producers in the movie industry have shown little inclination to explore in much depth the complex historical issues posed by the Revolution or to offer a genuinely balanced "take" on the events. Instead the work of film-makers, like most popular American assessments of the events of 1789-1794, has tended to conflate the entirety of the Revolution with the Terror of 1793-1794. Scholars from Europe and North America have long been fascinated by the intellectual and research vistas opened up by the events of the French Revolution, but the approach of American movie makers to this period, with one or two exceptions, has been mostly one-dimensional. The discomfort with which Americans have viewed the French Revolution will not come as a surprise to historians. Yet in a number of ways this attitude is difficult to explain, since from an historical perspective the American and French Revolutions and the republics that emerged from them were, in the opinion of many scholars, "sister" events.' The affini-
{"title":"The French Revolution on Film: American and French Perspectives.","authors":"C. Harison","doi":"10.2307/30037010","DOIUrl":"https://doi.org/10.2307/30037010","url":null,"abstract":"IT IS NOT HARD TO LOCATE negative or condescending images of the French Revolution in aspects of popular American culture, including film. Despite a handful of instances where nuanced or ambiguous \"messages\" may be identified, the number of American film interpretations of the French Revolution that might be judged historically \"valid\" is miniscule. Over the years, directors and producers in the movie industry have shown little inclination to explore in much depth the complex historical issues posed by the Revolution or to offer a genuinely balanced \"take\" on the events. Instead the work of film-makers, like most popular American assessments of the events of 1789-1794, has tended to conflate the entirety of the Revolution with the Terror of 1793-1794. Scholars from Europe and North America have long been fascinated by the intellectual and research vistas opened up by the events of the French Revolution, but the approach of American movie makers to this period, with one or two exceptions, has been mostly one-dimensional. The discomfort with which Americans have viewed the French Revolution will not come as a surprise to historians. Yet in a number of ways this attitude is difficult to explain, since from an historical perspective the American and French Revolutions and the republics that emerged from them were, in the opinion of many scholars, \"sister\" events.' The affini-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"299-324"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452537","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}
LIKE MANY WHO TEACH undergraduate history, I have made efforts in recent years to bridge the gap between my teaching and my research. In highly focused, upper division courses, it is often possible to share my own work with undergraduates by assigning an essay I have written or by using my own primary source material as the basis for in-class exercises. Yet the majority of courses that I teach are not in my area of research, and in these classes it is more difficult to draw meaningfully on my own work when trying to engage students in discussions about "doing history." In the spring of 2003, however, the convergence of a research seminar I was teaching with an unfolding scholarly project-which turned into a mystery-resulted in an unusual opportunity to share my experiences as a researcher with students. Although the focus of the course was not directly related to my project, the parallels between my students' research processes and my own quickly emerged. My mentioning of my project soon grew into brainstorming sessions in which students tried to imagine new sources for me to consult, debated standards of historical evidence, and mused about where to draw the line between fruitful research and a wild goose chase. This experience suggests the kinds of new questions and directions that can emerge from an attempt to make one's scholarship visible to students.
{"title":"Looking for Zalman: Making Historical Scholarship Visible to Undergraduates.","authors":"Ellen M. Eisenberg","doi":"10.2307/30037011","DOIUrl":"https://doi.org/10.2307/30037011","url":null,"abstract":"LIKE MANY WHO TEACH undergraduate history, I have made efforts in recent years to bridge the gap between my teaching and my research. In highly focused, upper division courses, it is often possible to share my own work with undergraduates by assigning an essay I have written or by using my own primary source material as the basis for in-class exercises. Yet the majority of courses that I teach are not in my area of research, and in these classes it is more difficult to draw meaningfully on my own work when trying to engage students in discussions about \"doing history.\" In the spring of 2003, however, the convergence of a research seminar I was teaching with an unfolding scholarly project-which turned into a mystery-resulted in an unusual opportunity to share my experiences as a researcher with students. Although the focus of the course was not directly related to my project, the parallels between my students' research processes and my own quickly emerged. My mentioning of my project soon grew into brainstorming sessions in which students tried to imagine new sources for me to consult, debated standards of historical evidence, and mused about where to draw the line between fruitful research and a wild goose chase. This experience suggests the kinds of new questions and directions that can emerge from an attempt to make one's scholarship visible to students.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"38 1","pages":"325-340"},"PeriodicalIF":0.0,"publicationDate":"2005-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452553","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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