The History teacher最新文献_第4页

Tunes of the Times: Historical Songs as Pedagogy for Recent US History. 时代的曲调:作为美国近代史教育学的历史歌曲。

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037071

Donna M. Binkiewicz

{"title":"Tunes of the Times: Historical Songs as Pedagogy for Recent US History.","authors":"Donna M. Binkiewicz","doi":"10.2307/30037071","DOIUrl":"https://doi.org/10.2307/30037071","url":null,"abstract":"\"OH DEAR, what could the matter be? / Dear dear, what could the matter be?\" The lyrics of an old parlor tune ring out from the classroom speakers. The melody would have been familiar to listeners of the early twentieth century, although it is not readily recognizable to most of the eighteen-year-old freshmen in my Recent United States history survey. The refrain echoes once more, then answers the question: \"Oh dear, what could the matter be? / Women are wanting to vote!\" This grabs the students' attention. They listen and laugh as the lyrics continue to poke fun at the narrow attitude against woman suffrage before 1920: \"Women have husbands, they are protected, / Women have sons by whom they're directed, / Women have fathers, they're not neglected. / Why are they wanting to vote?\"' Why, indeed! Listening to this recording just before lecture begins has already introduced my students to the topic of the day and several of the issues we will be covering in class. Moreover, it has done so in a fun and engaging way that students will remember far better than my own introductory phrases. Songs are powerful pedagogical tools that enliven a classroom and enhance student learning in an enjoyable manner. Historical songs are, moreover, valuable primary sources that provide listeners with direct commentary, attitudes, and emotions expressed by real people in particu-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"515-520"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453078","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}

引用次数: 14

The New Political History and Women's History: Comments on "The Democratic Experiment". 新政治史与妇女史:评“民主实验”。

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037070

K. Sklar

{"title":"The New Political History and Women's History: Comments on \"The Democratic Experiment\".","authors":"K. Sklar","doi":"10.2307/30037070","DOIUrl":"https://doi.org/10.2307/30037070","url":null,"abstract":"THE NEW DIRECTIONS in American political history have been ably described by the editors of The Democratic Experiment.* These are now freshly out of the gate, but it is clear that they will continue to unfold in the years ahead. I read the book with distinct pleasure--so much so in fact that I wondered-more than once-whether it wasn't just a bit sinful. Why is this book so much fun, I kept wondering, when women rarely appear in its pages? Gradually I came to understand why. Its pages provide a fine context for evaluating the relationship between United States women's history and United States political history. The articles in the book brought to mind four paradigms of that relationship. I want to comment on these paradigms with the goal of understanding how scholars in the fields of women's history and political history are cooperating now and how they might cooperate even better in the future. Paradigm One includes essays that don't mention women or gender, but offer interpretations that could be the basis for new cooperation between women's history and political history. We might call this the \"hope for the future paradigm.\" The Democratic Experiment had some important essays in this category.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"509-514"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453019","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}

引用次数: 2

Do Old Ladies Make World History?: Student Perceptions of Elder Female Agency. 老妇人创造了世界历史吗?:大学生对老年女性能动性的认知。

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037072

Stephen M. Woodbum

引用次数: 3

The Immigrant Threat: The Integration of Old and New Migrants in Western Europe Since 1850 移民的威胁:1850年以来西欧新旧移民的融合

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037079

R. Kane, L. Lucassen

引用次数: 118

The lost oasis : the desert war and the hunt for Zerzura : the true story behind The English patient 失落的绿洲:沙漠战争和对泽祖拉的追捕:英国病人背后的真实故事

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037076

S. Kelly

引用次数: 0

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037067

D. Hoover

{"title":"Popular Culture in the Classroom: Using Audio and Video Clips to Enhance Survey Classes.","authors":"D. Hoover","doi":"10.2307/30037067","DOIUrl":"https://doi.org/10.2307/30037067","url":null,"abstract":"STUDENTS OFTEN APPROACH history survey classes with a significant degree of dread. Nevertheless, at least one history class is required for graduation from most, if not all, universities, and most students elect to take survey courses to fulfill that requirement. It has been my experience that students rarely enroll in an American history class eagerly, because they anticipate a semester of lengthy lectures in large, impersonal lecture halls, and essay exams that test their comprehension of information that often seems distant and without relevance to their lives. Too frequently, students realize their worst fears in survey classes, and as a result, they are less than attentive during lectures. However, the increased use of technology in the classroom has opened a number of new avenues through which to reach an often uninterested student population. PowerPoint, in particular, allows the instructor to supplement his or her lectures with a brief outline, pictures, and in some cases, audio and video clips, and recent studies indicate that the use of such technology is on the increase in college classrooms.' The purpose of this article is to suggest a new way to use technology, particularly audio and video clips embedded in PowerPoint presentations, to more effectively reach students in American History survey classes. Texas Tech University allows its Ph.D. candidates to teach two sec-","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"467-478"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453436","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}

引用次数: 30

History to Go: Why iTeach with iPods. 未来的历史:为什么我每个人都有ipod。

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037068

D. Vess

{"title":"History to Go: Why iTeach with iPods.","authors":"D. Vess","doi":"10.2307/30037068","DOIUrl":"https://doi.org/10.2307/30037068","url":null,"abstract":"iPODS ARE ONE OF THE hottest selling gadgets on the market. They are everywhere, and that includes college campuses. Duke University initially distributed iPods to all incoming freshmen and then moved to a classroom focus,' and even smaller campuses, such as Georgia College & State University, have gotten considerable publicity for their innovative uses of the iPod.2 Institutions, such as Stanford, are also embracing podcasting, a phenomenon that is literally only a few months old.3 Educational use of iPods has not been without its iControversy, as many wonder whether these ubiquitous devices are really achieving educational goals so much as they are providing an entertainment outlet for students.4 iPods do have educational uses, and since students also enjoy them as entertainment devices, this may have unexpected advantages for instructors. Results of a recent podcasting project in a graduate level course on historical methods and interpretation suggest that iPods are not just toys and podcasting is not just a fad. When applications are based on solid learning theory and designed with appropriate outcomes in mind, they can transform the educational experience for students, build communities of learners, promote more active engagement of materials, and achieve the leaning outcomes essential for the study of history.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"46 1","pages":"479-492"},"PeriodicalIF":0.0,"publicationDate":"2006-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30037068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68453448","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}

引用次数: 42

The American president in popular culture 流行文化中的美国总统

The History teacher Pub Date : 2006-08-01 DOI: 10.2307/30037081

Kalman Goldstein, John W. Matviko

引用次数: 7

The Nation, Europe and the World: Textbooks and Curricula in Transition 国家、欧洲和世界:转型中的教科书和课程

The History teacher Pub Date : 2006-05-01 DOI: 10.2307/30036816

H. Schissler, Y. Soysal

{"title":"The Nation, Europe and the World: Textbooks and Curricula in Transition","authors":"H. Schissler, Y. Soysal","doi":"10.2307/30036816","DOIUrl":"https://doi.org/10.2307/30036816","url":null,"abstract":"\"The fascinating analyses bring out how the importance and the shape of the others in narratives of the nation vary in the unequal structure of the world and the geopolitics of knowledge production ...the diversity of the essays makes for immensely engaging reading.\" * American Journal of Sociology Textbooks in history, geography and the social sciences provide important insights into the ways in which nation-states project themselves. Based on case studies of France, Germany, the Netherlands, Spain, Greece, Turkey Bulgaria, Russia, and the United States, this volume shows the role that concepts of space and time play in the narration of 'our country' and the wider world in which it is located. It explores ways in which in western European countries the nation is reinterpreted through European lenses to replace national approaches in the writing of history. On the other hand, in an effort to overcome Eurocentric views,'world history' has gained prominence in the United States. Yet again, East European countries, coming recently out of a transnational political union, have their own issues with the concept of nation to contend with. These recent developments in the field of textbooks and curricula open up new and fascinating perspectives on the changing patterns of the re-positioning process of nation-states in West as well as Eastern Europe and the United States in an age of growing importance of transnational organizations and globalization. Hanna Schissler teaches modern German history at the University of Hanover and is a Senior Research Fellow at the Georg Eckert Institute for International Textbook Research in Braunschweig. Yasemin Nuhoglu Soysal teaches sociology at the University of Essex and is the current president of the European Sociology Association.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"418"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036816","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452523","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}

引用次数: 195

The "New Social History" in China: The Development of Women's History 中国的“新社会历史”:妇女史的发展

The History teacher Pub Date : 2006-05-01 DOI: 10.2307/30036800

Shuo Wang

{"title":"The \"New Social History\" in China: The Development of Women's History","authors":"Shuo Wang","doi":"10.2307/30036800","DOIUrl":"https://doi.org/10.2307/30036800","url":null,"abstract":"THE MOST REMARKABLE CHANGE in historical studies in China during the last two decades has been the rise of new social history.' It challenges the traditional historiography in three ways: in the objects studied, in the sources used, and in methodology. Social historians have shifted the focus of their research from the so-called \"elite history\" to \"mass history.\" In addition to studying the lives of rulers and social elites, they are concerned with subjects preciously neglected--which include but are not limited to women, ethnic minorities, and working class people. Social historians contend that Chinese history should not be based only on the examination of a series of significant political events, dynasty changes, ruling ideologies, governmental policies, and institutional systems, but also on the understanding of human behavior, peoples' daily lives, and their feelings and experiences. New social history is also characterized by using new materials for research. Unlike traditional Chinese historiography whose primary sources are mainly from officially compiled historical books and documents, social historians also use oral history, folk literature, and materials from field investigation as primary sources for their research. Their new theory and methodology encourages an inter-disciplinary framework and the borrowing of conceptions and methodologies from anthropology, sociology, psychology, and related","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"315-323"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036800","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452379","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}

引用次数: 4