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This anthology pays tribute to Allan Berube (1946-2007), a self-taught historian and MacArthur Fellow who was a pioneer in the study of lesbian and gay history in the United States. Best known for his Lambda Literary Award-winning book Coming Out Under Fire: The History of Gay Men and Women in World War II (1990), Berube also wrote extensively on the history of sexual politics in San Francisco and on the relationship between sexuality, class, and race. John D'Emilio and Estelle Freedman, who were close colleagues and friends of Berube, have selected sixteen of his most important essays, including hard-to-access articles and unpublished writing. The book provides a retrospective on Berube's life and work while it documents the emergence of a grassroots lesbian and gay community history movement in the 1970s and 1980s. Taken together, the essays attest to the power of history to mobilize individuals and communities to create social change.
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
This book tackles the messy details, reclaims disregarded heroes, and sets the record straight. It also explains why July 4th isn't really Independence Day.
15 things you can do to save America's stories.
I Am My History celebrates the power, strength, and richness of Black History and Culture by shining the light on our ancestors whose creativity and resilience lives in each of us. With confidence, awareness, and pride we too can accomplish extraordinary things and change the world just like those who came before us. "... I will continue with this legacy, knowing that nothing can stop me."
Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.
An insider's perspective in a conversational, yet unapologetic style on the events and conditions that shaped modern-day Alabama.
Traces the development of autobiography among Mexican Americans as a personal and communicative response to the threat of cultural extinction after the US conquered the northern provinces of Mexico in 1848. Explores how the writers perceived their society and the place of individuals in it. The quotations include translations. Paper edition (unseen), $17.95. Annotation copyright by Book News, Inc., Portland, OR
SHORTLISTED FOR THE PORTICO PRIZE SHORTLISTED FOR THE DIVERSE BOOK AWARDS LONGLISTED FOR THE AUTHORS’ CLUB BEST FIRST NOVEL AWARD SHORTLISTED FOR THE COSTA FIRST NOVEL AWARD WINNER OF CALIBRE AUDIO’S ‘HIDDEN GEM’ AWARD ________
“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.