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This book examines comparatively how the writing of history by individuals and groups, historians, politicians and journalists has been used to "legitimate" the nation-state agianst socialist, communist and catholic internationalism in the modern era. Covering the whole of Western Europe, the book includes discussion of: * history as legitimation in post-revolutionary France * unity and confederation in the Italian Risorgimento * German historians as critics of Prussian conservatism * right-wing history writing in France between the wars * British historiography from Macauley to Trevelyan * the search for national identity in the reunified Germany.
This book examines comparatively how the writing of history by individuals and groups, historians, politicians and journalists has been used to "legitimate" the nation-state agianst socialist, communist and catholic internationalism in the modern era. Covering the whole of Western Europe, the book includes discussion of: * history as legitimation in post-revolutionary France * unity and confederation in the Italian Risorgimento * German historians as critics of Prussian conservatism * right-wing history writing in France between the wars * British historiography from Macauley to Trevelyan * the search for national identity in the reunified Germany.
This volume asks which national histories underpinned which national identity constructions in almost every nation state in Europe during the nineteenth and twentieth centuries. It explores the construction of national identities through history writing and analyses their interrelationship with histories of ethnicity/race, class and religion.
Historians of theatre face the same temptations and challenges as other historians: they negotiate assumptions (their own and those of others) about national identity and national character; they decide what events and actors to highlight--or omit--and what framework and perspective to use for telling the story. Personal biases, trends in scholarship, and sociopolitical contexts influence all histories; and theatre histories, too, are often revised to reflect changing times and interests. This significant collection examines the problems and challenges of formulating national theatre histories.The essayists included here--leading theatre scholars from all over the world, many of whom wrote essays specifically for this volume--provide an international context for national theatre histories as well as studies of individual nations. They cover a wide geographical area: Asia, the Middle East, Africa, Europe, and North America. The essays contrast large countries (India, Indonesia) with small (Ireland), newly independent (Slovenia) with established (U.S.A.), developed (Canada) with developing (Mexico, South Africa), capitalist (U.S.A.) with formerly communist (Russia), monolingual (Sweden) with multilingual (Belgium, Canada), and countries with stable historical boundaries (Sweden) with those whose borders have shifted (Germany).The essays also explore such sociopolitical issues as the polarization of language groups, the importance of religion, the invisibility of ethnic minorities, the redrawing of geographical borders, changes in ideology, and the dismantling of colonial legacies. Finally, they examine such common problems of history writing as types of evidence, periodization, canonization, styles of narrative, and definitions of key terms.Writing and Rewriting National Theatre Histories will be of special interest to students and scholars of theatre, cultural studies, and historiography.
This book brings together experts on national history writing from all five continents to discuss the role of history in the making of national identities in a transnational and comparative way. The institutionalization and professionalisation of history writing is analysed in the context of history's increasing nationalization.
"Nine historians reflect on their work as writers, exploring some of the most difficult and interesting questions any history-writer faces."--Back cover.
An exploration of how personal life-stories, when reconstructed as 'transnational lives,' escape the confines of national histories and open up new avenues for interpreting cultural identity, social mobility, and public memory.
Writing History in the Digital Age began as a “what-if” experiment by posing a question: How have Internet technologies influenced how historians think, teach, author, and publish? To illustrate their answer, the contributors agreed to share the stages of their book-in-progress as it was constructed on the public web. To facilitate this innovative volume, editors Jack Dougherty and Kristen Nawrotzki designed a born-digital, open-access, and open peer review process to capture commentary from appointed experts and general readers. A customized WordPress plug-in allowed audiences to add page- and paragraph-level comments to the manuscript, transforming it into a socially networked text. The initial six-week proposal phase generated over 250 comments, and the subsequent eight-week public review of full drafts drew 942 additional comments from readers across different parts of the globe. The finished product now presents 20 essays from a wide array of notable scholars, each examining (and then breaking apart and reexamining) if and how digital and emergent technologies have changed the historical profession.
How objective are our history books? This addition to the Writing History series examines the critical role that memory plays in the writing of history. This book includes: - Essays from an international team of historians, bringing together analysis of forms of public history such as museums, exhibitions, memorials and speeches - Coverage of the ancient world to the present, on topics such as oral history and generational and collective memory - Two key case studies on Holocaust memorialisation and the memory of Communism
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies