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Reading films, television dramas, reality shows, and virtual exhibits, among other popular texts, Engaging the Past examines the making and meaning of history for everyday viewers. Contemporary media can encourage complex interactions with the past that have far-reaching consequences for history and politics. Viewers experience these representations personally, cognitively, and bodily, but, as this book reveals, not just by identifying with the characters portrayed. Some of the works considered in this volume include the films Hotel Rwanda (2004), Good Night and Good Luck (2005), and Milk (2008); the television dramas Deadwood, Mad Men, and Rome; the reality shows Frontier House, Colonial House, and Texas Ranch House; and The Secret Annex Online, accessed through the Anne Frank House website, and the Kristallnacht exhibit, accessed through the Unites States Holocaust Museum website. These mass cultural texts cultivate what Alison Landsberg calls an "affective engagement" with the past, tying the viewer to an event or person and fostering a sense of intimacy that does more than transport the viewer back in time. Affect, she suggests, can also work to disorient the viewer, forcibly pushing him or her out of the narrative and back into his or her own body. By analyzing these specific popular history formats, Landsberg shows the unique way they provoke historical thinking and produce historical knowledge, prompting a reconsideration of what constitutes history and an understanding of how history works in the contemporary mediated public sphere.
How can history be taught effectively? Does knowing about the past give meaning to the present and hints to what will happen in the future? This book responds to these questions as it explores the key elements of history instruction-the use of primary sources and narratives, involving students in the historical inquiry through classroom discussions, teaching toward chronological thinking, and the use of historical documents to develop in students a "detective approach" to solving historical problems. Taking a systematic approach to improve students' historical thinking, this book emphasizes certain strategies that will help students know more about the past in ways that will help them in their lives today. The second edition is organized in three parts-Part One describes the theoretical background to teaching history. Part Two, "Planning and Assessment," emphasizes the importance of good organization and lesson planning as well as how to assess students' knowledge, reasoning power, and effective use of communication in the history classroom. Part Three, "Instruction," focuses on the use of primary sources, class discussions, incorporating photographs and paintings, and writing in teaching history. Both the study of history and the teaching of history are multifaceted. The author's hope in writing this book is to engage new and experienced teachers in thoughtful discourse regarding the teaching and learning of history and to develop lifelong learners of history in the 21st century.
The Battle of Monocacy, which took place on the blisteringly hot day of July 9, 1864, is one of the Civil War's most significant yet little-known battles. What played out that day in the corn and wheat fields four miles south of Frederick, Maryland., was a full-field engagement between some 12,000 battle-hardened Confederate troops led by the controversial Jubal Anderson Early, and some 5,800 Union troops, many of them untested in battle, under the mercurial Lew Wallace, the future author of Ben-Hur. When the fighting ended, some 1,300 Union troops were dead, wounded or missing or had been taken prisoner, and Early---who suffered some 800 casualties---had routed Wallace in the northernmost Confederate victory of the war. Two days later, on another brutally hot afternoon, Monday, July 11, 1864, the foul-mouthed, hard-drinking Early sat astride his horse outside the gates of Fort Stevens in the upper northwestern fringe of Washington, D.C. He was about to make one of the war's most fateful, portentous decisions: whether or not to order his men to invade the nation's capital. Early had been on the march since June 13, when Robert E. Lee ordered him to take an entire corps of men from their Richmond-area encampment and wreak havoc on Yankee troops in the Shenandoah Valley, then to move north and invade Maryland. If Early found the conditions right, Lee said, he was to take the war for the first time into President Lincoln's front yard. Also on Lee's agenda: forcing the Yankees to release a good number of troops from the stranglehold that Gen. U.S. Grant had built around Richmond. Once manned by tens of thousands of experienced troops, Washington's ring of forts and fortifications that day were in the hands of a ragtag collection of walking wounded Union soldiers, the Veteran Reserve Corps, along with what were known as hundred days' men---raw recruits who had joined the Union Army to serve as temporary, rear-echelon troops. It was with great shock, then, that the city received news of the impending rebel attack. With near panic filling the streets, Union leaders scrambled to coordinate a force of volunteers. But Early did not pull the trigger. Because his men were exhausted from the fight at Monocacy and the ensuing march, Early paused before attacking the feebly manned Fort Stevens, giving Grant just enough time to bring thousands of veteran troops up from Richmond. The men arrived at the eleventh hour, just as Early was contemplating whether or not to move into Washington. No invasion was launched, but Early did engage Union forces outside Fort Stevens. During the fighting, President Lincoln paid a visit to the fort, becoming the only sitting president in American history to come under fire in a military engagement. Historian Marc Leepson shows that had Early arrived in Washington one day earlier, the ensuing havoc easily could have brought about a different conclusion to the war. Leepson uses a vast amount of primary material, including memoirs, official records, newspaper accounts, diary entries and eyewitness reports in a reader-friendly and engaging description of the events surrounding what became known as "the Battle That Saved Washington."
Higher education has changed significantly over time. In particular, traditional face-to-face degrees are being revamped in a bid to ensure they stay relevant in the 21st century and are now offered online. The transition for many universities to online learning has been painful—only exacerbated by the COVID-19 pandemic, forcing many in-person students to join their virtual peers and professors to learn new technologies and techniques to educate. Moreover, work has also changed with little doubt as to the impact of digital communication, remote work, and societal change on the nature of work itself. There are arguments to be made for organizations to become more agile, flexible, entrepreneurial, and creative. As such, work and education are both traversing a path of immense changes, adapting to global trends and consumer preferences. The Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design is a comprehensive reference book that analyzes the realities of higher education today, strategies that ensure the success of academic institutions, and factors that lead to student success. In particular, the book addresses essentials of online learning, strategies to ensure the success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be re-designed to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that ensure that remote employees feel valued, included, and are being provided relevant support to thrive in their roles. Covering topics such as course development, motivating online learners, and virtual environments, this text is essential for academicians, faculty, researchers, and students globally.
DIV We all have things in our past that can derail our futures if we don’t learn how to overcome them. In the powerful style that her fans have come to expect, Cindy Trimm identifies the spirits that attack us through our past experiences and provides specific scriptures, prayers, and declarations for breaking their power./div
Learn new approaches to teaching history in middle school so students are more engaged in the big ideas and eager to examine the world around them. Co-published by Routledge and MiddleWeb, this practical guide will help you consider the unique needs of middle schoolers, who are in the midst of many social and emotional changes and need to see why the study of history matters to their own lives. Author Jody Passanisi shares helpful strategies and activities to make your social studies class a place where students can relate to the material, connect past history to present events, collaborate with others, think critically about important issues, and take ownership of their learning. Topics include: Reading and analyzing primary and secondary sources for deeper comprehension of historical issues Developing a written argument and defending it with supporting details and cited sources Examining the social context of a historical event and tracing the historical underpinnings of present day issues Using field trips, games, and Project Based Learning to make learning history a fun and interactive experience Assessing your students’ progress using self-reflection, projects, essays, and presentations The appendices offer resources for each of the topics covered in the book as well as reproducible Blackline Masters of the charts and diagrams, which can be photocopied or downloaded from our website (http://www.routledge.com/products/9781138639713) for classroom use.
The riveting story of the fight for same-sex marriage in the United States--the most important civil rights breakthrough of the new millennium. On June 26, 2015, the United States Supreme Court ruled that state bans on gay marriage were unconstitutional, making same-sex unions legal throughout the United States. But the road to victory was much longer than many know. In this seminal work, Sasha Issenberg takes us back to Hawaii in the 1990s, when that state's supreme court first started grappling with the issue, and traces the fight for marriage equality from the enactment of the Defense of Marriage Act in 1996 to the Goodridge decision that made Massachusetts the first state to legalize same-sex marriage, and finally to the seminal Supreme Court decisions of Windsor and Obergefell. This meticulously reported work sheds new light on every aspect of this fraught history and brings to life the perspectives of those who fought courageously for the right to marry as well as those who fervently believed that same-sex marriage would destroy the nation. It is sure to become the definitive book on one of the most important civil rights fights of our time.
The 2008 crisis set off a systemic panic which almost engulfed the world's financial system. Through a lens of sustainability this book examines how organisations can explore a new business culture today. Drawing from real-life examples and new ideas Bowles and Cooper discuss how organisations can move from 'me' to 'we'.
Archaeology, Heritage, and Wellbeing fills an important gap in academic literature, bringing together experts from archaeology/ historic environment and mental health research to provide an interdisciplinary overview of this emerging subject area. The book, uniquely, provides archaeologists and heritage professionals with an introduction to the ways in which mental health researchers view and measure wellbeing, helping archaeologists and other heritage professionals to move beyond the anecdotal when evaluating the strengths and weaknesses of such initiatives. Importantly, this book also serves to highlight to mental health researchers the many ways in which archaeology and heritage can be, and are being, harnessed to support non-medical therapeutic interventions to improve wellbeing. Authentic engagement with the historic environment can also provide powerful tools for community health and wellbeing, and this book offers examples of the diverse communities that have benefited from its capacity to promote wellbeing and wellness. Archaeology, Heritage, and Wellbeing is for students and researchers of archaeology and psychology interested in wellbeing, as well as researchers and professionals involved in health and social care, social prescribing, mental health and wellbeing, leisure, tourism, and heritage management.
From classic films like Carmen Jones to contemporary works like The Diary of Sally Hemings and U-Carmen eKhayelitsa, American and South African artists and composers have used opera to reclaim black people's place in history. Naomi André draws on the experiences of performers and audiences to explore this music's resonance with today's listeners. Interacting with creators and performers, as well as with the works themselves, André reveals how black opera unearths suppressed truths. These truths provoke complex, if uncomfortable, reconsideration of racial, gender, sexual, and other oppressive ideologies. Opera, in turn, operates as a cultural and political force that employs an immense, transformative power to represent or even liberate. Viewing opera as a fertile site for critical inquiry, political activism, and social change, Black Opera lays the foundation for innovative new approaches to applied scholarship.