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CD-ROM contains: Four Microsoft PowerPoint presentations and interactive mapping exercises, some of which extend the scholarly material and addresses new issues related to historical GIS.
An experienced, multi-faceted historian shows how revisionist history is at the heart of creating historical knowledge "A rallying cry in favor of historians who, revisiting past subjects, change their minds. . . . Rewarding reading."—Kirkus Reviews History is not, and has never been, inert, certain, merely factual, and beyond reinterpretation. Taking readers from Thucydides to the origin of the French Revolution to the Civil War and beyond, James M. Banner, Jr. explores what historians do and why they do it. Banner shows why historical knowledge is unlikely ever to be unchanging, why history as a branch of knowledge is always a search for meaning and a constant source of argument, and why history is so essential to individuals’ awareness of their location in the world and to every group and nation’s sense of identity and destiny. He explains why all historians are revisionists while they seek to more fully understand the past, and how they always bring their distinct minds, dispositions, perspectives, and purposes to bear on the subjects they study.
The Internet has changed the past. Social media, Wikipedia, mobile networks, and the viral and visual nature of the Web have inundated the public sphere with historical information and misinformation, changing what we know about our history and History as a discipline. This is the first book to chronicle how and why it matters. Why does History matter at all? What role do history and the past play in our democracy? Our economy? Our understanding of ourselves? How do questions of history intersect with today’s most pressing debates about technology; the role of the media; journalism; tribalism; education; identity politics; the future of government, civilization, and the planet? At the start of a new decade, in the midst of growing political division around the world, this information is critical to an engaged citizenry. As we collectively grapple with the effects of technology and its capacity to destabilize our societies, scholars, educators and the general public should be aware of how the Web and social media shape what we know about ourselves - and crucially, about our past.
From the bestselling author of The Ascent of Money and The Square and the Tower “A dazzling history of Western ideas.” —The Economist “Mr. Ferguson tells his story with characteristic verve and an eye for the felicitous phrase.” —Wall Street Journal “[W]ritten with vitality and verve . . . a tour de force.” —Boston Globe Western civilization’s rise to global dominance is the single most important historical phenomenon of the past five centuries. How did the West overtake its Eastern rivals? And has the zenith of Western power now passed? Acclaimed historian Niall Ferguson argues that beginning in the fifteenth century, the West developed six powerful new concepts, or “killer applications”—competition, science, the rule of law, modern medicine, consumerism, and the work ethic—that the Rest lacked, allowing it to surge past all other competitors. Yet now, Ferguson shows how the Rest have downloaded the killer apps the West once monopolized, while the West has literally lost faith in itself. Chronicling the rise and fall of empires alongside clashes (and fusions) of civilizations, Civilization: The West and the Rest recasts world history with force and wit. Boldly argued and teeming with memorable characters, this is Ferguson at his very best.
A thought-provoking new book from one of America's finest historians "History," wrote James Baldwin, "does not refer merely, or even principally, to the past. On the contrary, the great force of history comes from the fact that we carry it within us, are unconsciously controlled by it in many ways, and history is literally present in all that we do." Rarely has Baldwin's insight been more forcefully confirmed than during the past few decades. History has become a matter of public controversy, as Americans clash over such things as museum presentations, the flying of the Confederate flag, or reparations for slavery. So whose history is being written? Who owns it? In Who Owns History?, Eric Foner proposes his answer to these and other questions about the historian's relationship to the world of the past and future. He reconsiders his own earlier ideas and those of the pathbreaking Richard Hofstadter. He also examines international changes during the past two decades--globalization, the collapse of the Soviet Union, the end of apartheid in South Africa--and their effects on historical consciousness. He concludes with considerations of the enduring, but often misunderstood, legacies of slavery, the Civil War, and Reconstruction. This is a provocative, even controversial, study of the reasons we care about history--or should.
Offers an examination of incidents from the Civil War through the 20th Century, important to the development of the American Nation. This book features primary and secondary source materials on approximately 30 selected moments in American history. It is designed for use in introductory courses in American history.
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
Spurred first by the civil rights debates of the 1960s and 1970s, then by the culture wars of the following decades, the Chicago Historical Society (CHS) increasingly sought to give visitors and patrons a voice in retelling the city's history. In response to debates over the authority to interpret the past, CHS engaged in community outreach and sponsored multicultural exhibits and programs. Yet, in this analysis of the society's evolving relationship with its diverse constituencies, Catherine M. Lewis finds that prevailing assumptions about the museum as a commemorative site dedicated to civic pride undermined CHS's bold attempts to create a public forum. Based on more than 250 interviews with staff at CHS and museums around the country, as well as research into formerly inaccessible public and private papers, The Changing Face of Public History offers a behind-the-scenes look at the ways in which one of the most innovative museums in the United States has continually grappled with issues confronting not only museum professionals but all those concerned about the role history plays in the lives of American citizens.
NATIONAL BESTSELLER • Discover the game-changing theory of the cycles of history and what past generations can teach us about living through times of upheaval—with deep insights into the roles that Boomers, Generation X, and Millennials have to play—now with a new preface by Neil Howe. First comes a High, a period of confident expansion. Next comes an Awakening, a time of spiritual exploration and rebellion. Then comes an Unraveling, in which individualism triumphs over crumbling institutions. Last comes a Crisis—the Fourth Turning—when society passes through a great and perilous gate in history. William Strauss and Neil Howe will change the way you see the world—and your place in it. With blazing originality, The Fourth Turning illuminates the past, explains the present, and reimagines the future. Most remarkably, it offers an utterly persuasive prophecy about how America’s past will predict what comes next. Strauss and Howe base this vision on a provocative theory of American history. The authors look back five hundred years and uncover a distinct pattern: Modern history moves in cycles, each one lasting about the length of a long human life, each composed of four twenty-year eras—or “turnings”—that comprise history’s seasonal rhythm of growth, maturation, entropy, and rebirth. Illustrating this cycle through a brilliant analysis of the post–World War II period, The Fourth Turning offers bold predictions about how all of us can prepare, individually and collectively, for this rendezvous with destiny.
The untold history of women and computing: how pioneering women succeeded in a field shaped by gender biases. Today, women earn a relatively low percentage of computer science degrees and hold proportionately few technical computing jobs. Meanwhile, the stereotype of the male “computer geek” seems to be everywhere in popular culture. Few people know that women were a significant presence in the early decades of computing in both the United States and Britain. Indeed, programming in postwar years was considered woman's work (perhaps in contrast to the more manly task of building the computers themselves). In Recoding Gender, Janet Abbate explores the untold history of women in computer science and programming from the Second World War to the late twentieth century. Demonstrating how gender has shaped the culture of computing, she offers a valuable historical perspective on today's concerns over women's underrepresentation in the field. Abbate describes the experiences of women who worked with the earliest electronic digital computers: Colossus, the wartime codebreaking computer at Bletchley Park outside London, and the American ENIAC, developed to calculate ballistics. She examines postwar methods for recruiting programmers, and the 1960s redefinition of programming as the more masculine “software engineering.” She describes the social and business innovations of two early software entrepreneurs, Elsie Shutt and Stephanie Shirley; and she examines the career paths of women in academic computer science. Abbate's account of the bold and creative strategies of women who loved computing work, excelled at it, and forged successful careers will provide inspiration for those working to change gendered computing culture.