Introduction to Public History: Interpreting the Past, Engaging Audiences is a brief foundational textbook for public history. It is organized around the questions and ethical dilemmas that drive public history in a variety of settings, from local community-based projects to international case studies. This book is designed for use in undergraduate and graduate classrooms with future public historians, teachers, and consumers of history in mind. The authors are practicing public historians who teach history and public history to a mix of undergraduate and graduate students at universities across the United States and in international contexts. This book is based on original research and the authors' first-hand experiences, offering a fresh perspective on the dynamic field of public history based on a decade of consultation with public history educators about what they needed in an introductory textbook. Each chapter introduces a concept or common practice to students, highlighting key terms for student review and for instructor assessment of student learning. The body of each chapter introduces theories, and basic conceptual building blocks intermixed with case studies to illustrate these points. Footnotes credit sources but also serve as breadcrumbs for instructors who might like to assign more in-depth reading for more advanced students or for the purposes of lecture development. Each chapter ends with suggestions for activities that the authors have tried with their own students and suggested readings, books, and websites that can deepen student exposure to the topic.

The civil rights movement transformed the United States in such fundamental ways that exploring it in the classroom can pose real challenges for instructors and students alike. Speaking to the critical pedagogical need to teach civil rights history accurately and effectively, this volume goes beyond the usual focus on iconic leaders of the 1950s and 1960s to examine the broadly configured origins, evolution, and outcomes of African Americans' struggle for freedom. Essays provide strategies for teaching famous and forgotten civil rights people and places, suggestions for using music and movies, frameworks for teaching self-defense and activism outside the South, a curriculum guide for examining the Black Panther Party, and more. Books in the popular Harvey Goldberg Series provide high school and introductory college-level instructors with ample resources and strategies for better engaging students in critical, thought-provoking topics. By allowing for the implementation of a more nuanced curriculum, this is history instruction at its best. Understanding and Teaching the Civil Rights Movement will transform how the United States civil rights movement is taught.

Why we learn the wrong things from narrative history, and how our love for stories is hard-wired. To understand something, you need to know its history. Right? Wrong, says Alex Rosenberg in How History Gets Things Wrong. Feeling especially well-informed after reading a book of popular history on the best-seller list? Don't. Narrative history is always, always wrong. It's not just incomplete or inaccurate but deeply wrong, as wrong as Ptolemaic astronomy. We no longer believe that the earth is the center of the universe. Why do we still believe in historical narrative? Our attachment to history as a vehicle for understanding has a long Darwinian pedigree and a genetic basis. Our love of stories is hard-wired. Neuroscience reveals that human evolution shaped a tool useful for survival into a defective theory of human nature. Stories historians tell, Rosenberg continues, are not only wrong but harmful. Israel and Palestine, for example, have dueling narratives of dispossession that prevent one side from compromising with the other. Henry Kissinger applied lessons drawn from the Congress of Vienna to American foreign policy with disastrous results. Human evolution improved primate mind reading-the ability to anticipate the behavior of others, whether predators, prey, or cooperators-to get us to the top of the African food chain. Now, however, this hard-wired capacity makes us think we can understand history-what the Kaiser was thinking in 1914, why Hitler declared war on the United States-by uncovering the narratives of what happened and why. In fact, Rosenberg argues, we will only understand history if we don't make it into a story.

Skepticism: From Antiquity to the Present is an authoritative and up-to-date survey of the entire history of skepticism. Divided chronologically into ancient, medieval, renaissance, modern, and contemporary periods, and featuring 50 specially-commissioned chapters from leading philosophers, this comprehensive volume is the first of its kind. By exploring each of the distinct traditions and providing expert insights, this extensive reference work: - Covers major thinkers such as Sextus Empiricus, Cicero, Descartes, Hume, Spinoza, and Wittgenstein. - Acknowledges the influence of ancient skeptical traditions on later philosophy and explains why it is still a fertile topic of inquiry among today's philosophers and historians of philosophy. - Analyzes various forms of skepticism including Pyrrhonian, Academic, religious, moral, and neo-Pyrrhonian. - Addresses issues in contemporary epistemology and indicates new directions of study. Skepticism, a driving force in the history of philosophy, remains at the center of debates in ethics, philosophy of religion, epistemology, and the philosophy of mind. Skepticism: From Antiquity to the Present is an essential point of reference for any student, researcher, or practitioner of philosophy, presenting a systematic and historical survey of this core philosophical topic.

Barack Obama's politics are deeply informed by his profound knowledge and understanding of his country's history. His articles, books, and speeches are replete with references to America's past and how that relates to the present he sees and the future he envisions. Exploring Obama's own words, Steven Sarson examines his interpretation of American history from colonial times to the present, showing how Obama sees American history as beginning with the "common creed" of equality and liberty proclaimed in the Declaration of Independence and the "more perfect union" created by the Constitution. He analyses Obama's understanding of the colonies, revolution, and early nation, slavery and the civil war, segregation and civil rights, economy and society, Native Americans and foreign policy. An epilogue explores how Obama personifies the American dream through the stories of individuals, including his own. A unique and fascinating take on the past and how we interpret it, this book will appeal to all students and scholars of American history, as well as anyone interested in Obama's presidency.

Performing History: How to Research, Write, Act, and Coach Historical Performance addresses those areas that are of greatest challenge to novice historical performers. Historical performers must approach the process that is their work with a respect for both subject matter (the people who made the decisions that lead to what we call history) and for audiences, whatever the knowledge level they bring to the subject. That respect requires careful, on going research (to wear the mantle of authority), while also recognizing that none of us will ever know everything there is to know (the mantle is lined with humility). It requires the crafting of stories that will interest targeted audiences, and the skill to tell those stories in a compelling manner. Performing History is crafted for people who want to develop a first person narrative, those who have created a first person narrative but want to make it better, and those who want to help others develop first person narratives--museum and historic site volunteer coordinators, program and education curators, and, of course, those who wear many hats in small staffs. It is also for teachers, parents, and partners who are providing support for historical performers.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. This collection of short essays on texts in the history of democracy shows the diversity of ideas that contributed to the making of our present democratic moment. The selection of texts goes beyond the standard, Western-centric canonical history of democracy, with its beginnings in ancient Athens and its climax in the French and American revolutions, recovering some of the significant body of democratic and anti-democratic thought in Latin America, Asia, and elsewhere. It includes discussions of well-known philosophers like Plato and Aristotle, but also of a variety of thinkers much less well known in English as writers on democracy: Al Farabi, Bolivar, Gandhi, Radishchev, Lenin, Sun Yat-sen, and many others. The essays thus de-center our understanding of the moments where the idea of democracy was articulated, rejected, and appropriated. Spanning antiquity to the present and global in scope, with contributions by key scholars of democracy from around the world, Democratic Moments is the ideal text for all students wishing to expand their understanding of the ways in which this contested concept has been understood.

Why did men and women in one of the best educated countries in the Western world set out to get rid of Jews? In this book, Judith M. Hughes focuses on how historians' efforts to grapple anew with matters of actors' meanings, intentions, and purposes have prompted a return to psychoanalytically informed ways of thinking. Hughes makes her case with fine-grained analyses of books by Hugh Trevor-Roper, Ian Kershaw, Daniel Goldhagen, Saul Friedlander, Christopher Browning, Jan Gross, Hannah Arendt and Gitta Sereny. All of the authors pose psychological questions; the more astute among them shed fresh light on the Holocaust - without making the past any less disturbing.

The history of modern medicine is inseparable from the history of imperialism. Medicine and Empire provides an introduction to this shared history - spanning three centuries and covering British, French and Spanish imperial histories in Africa, Asia and America. Exploring the major developments in European medicine from the seventeenth century to the mid-twentieth century, Pratik Chakrabarti shows that the major developments in European medicine had a colonial counterpart and were closely intertwined with European activities overseas: * the increasing influence of natural history on medicine * the growth of European drug markets * the rise of surgeons in status * ideas of race and racism * advancements in sanitation and public health * the expansion of the modern quarantine system * the emergence of Germ theory and global vaccination campaigns. Drawing on recent scholarship and primary texts, this book narrates a mutually constitutive history in which medicine was both a 'tool' and a product of imperialism, and provides an original, accessible insight into the deep historical roots of the problems that plague global health today.

Why is the philosopher Hegel returning as a potent force in contemporary thinking? Why, after a long period when Hegel and his dialectics of history have seemed less compelling than they were for previous generations of philosophers, is study of Hegel again becoming important? Fashionably contemporary theorists like Francis Fukuyama and Slavoj Zizek, as well as radical theologians like Thomas Altizer, have all recently been influenced by Hegel, the philosopher whose philosophy seems somehow perennial - or, to borrow an idea from Nietzsche, eternally returning. Exploring this revival via the notion of 'negation' in Hegelian thought, and relating such negativity to sophisticated ideas about art and artistic creation, Andrew Hass argues that the notion of Hegelian negation moves us into an expansive territory where art, religion and philosophy may all be radically reconceived and broken open into new forms of philosophical expression. The implications of such a revived Hegelian philosophy are, the author argues, vast and current. Hegel thereby becomes the philosopher par excellence who can address vital issues in politics, economics, war and violence, leading to a new form of globalised ethics. Hass makes a bold and original contribution to religion, philosophy and the history of ideas.

From Plato to Macintyre, Ethics: The Key Thinkers surveys the history of Western moral philosophy by guiding students new to the subject through the work and ideas of the field's most important figures. With entries written by leading contemporary scholars, the book covers such thinkers as: Aristotle; Thomas Aquinas; David Hume; Immanuel Kant; J.S. Mill; Friedrich Nietzsche; The book explores the contributions of each thinker individually whilst also building a picture of how ethical thought has developed through their interactions. The book also includes guides to the latest further reading on each thinker.

How did people learn to distinguish between past and present? How did they come to see the past as existing in its own distinctive context? Zachary Sayre Schiffman explores these questions in his sweeping survey of historical thinking in the Western world.

Today we automatically distinguish between past and present, labeling things that appear out of place as "anachronisms." Schiffman shows how this tendency did not always exist and how the past as such was born of a perceived difference between past and present.

Schiffman takes readers on a grand tour of historical thinking from antiquity to modernity. He shows how ancient historians could not distinguish between past and present because they conceived of multiple pasts. Christian theologians coalesced these multiple pasts into a single temporal space where past merged with present and future. Renaissance humanists began to disentangle these temporal states in their desire to resurrect classical culture, creating a "living past." French enlighteners killed off this living past when they engendered a form of social scientific thinking that measured the relations between historical entities, thus sustaining the distance between past and present and relegating each culture to its own distinctive context.

Featuring a foreword by the eminent historian Anthony Grafton, this fascinating book draws upon a diverse range of sources--ancient histories, medieval theology, Renaissance art, literature, legal thought, and early modern mathematics and social science--to uncover the meaning of the past and its relationship to the present.

This book is about history and the practical power of language to reveal historical change. Christopher Ehret offers a methodological guide to applying language evidence in historical studies. He demonstrates how these methods allow us not only to recover the histories of time periods and places poorly served by written documentation, but also to enrich our understanding of well-documented regions and eras. A leading historian as well as historical linguist of Africa, Ehret provides in-depth examples from the language phyla of Africa, arguing that his comprehensive treatment can be applied by linguistically trained historians and historical linguists working with any language and in any area of the world.

Depelchin's thought-provoking essays show that through African histories it is possible to reconnect to all the histories of those who have been disconnected: shackdwellers, the poor, the dispossessed. His analysis of African history demonstrates how peoples have been forced into looking at their own histories through a shattered mirror, deliberately and forcefully crushed so as to render the exercise impossible. But, Depelchin says, history could be written in a way that would help break the mould and free it from being hostage, consciously and unconsciously, to European and US historical intellectual frameworks. Reclaiming African history enables a reconnection to humanity - not just for the sake of Africa, but for the sake of those who did everything to bury African history.

Growing unease with grand theories of modernization and global integration brought twelve scholars from four disciplines to the School for Advanced Research for an experiment with the research genre known as microhistory. These authors now call for a return to narrative, detailed analysis on a small scale, and the search for unforeseen meanings embedded in cases. The essential feature of this perspective is a search for significance in the microcosm, the large lessons discovered in small worlds. Urging the recognition of potential commonalities among archaeology, history, sociology, and anthropology, the authors propose that historical interpretation should move freely across disciplines, historical study should be held up to the present, and individual lives should be understood as the intersection of biography and history. The authors develop these themes in a kaleidoscope of places and periods--West Africa, the Yucatan peninsula, Italy, Argentina, California, Brazil, Virginia, and Boston, among others. They illuminate discrete places, people, and processes through which both the intimacy of lived experience and the more distant forces that shaped their days can be viewed simultaneously.

This brand new addition to the acclaimed "History Highway" series is essential for anyone conducting historical research on North, Central, or South America. Complete with a CD with live links to sites, it directs users to the best and broadest, most current information on U.S., Canadian, and Latin American history available on the Internet. "The American History Highway": provides detailed, easy-to-use information on more than 1,700 websites; covers all periods of U.S., Canadian, and Latin American History; features new coverage of Hispanic American and Asian American History; includes chapters on environmental history, immigration history, and document collections; all site information is current and up-to-date; includes a CD of the entire contents with live links to sites - just install the disc, go online, and link directly to the sites; and, also provides a practical introduction to web-based research for students and history buffs of all ages.

During an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote tolerance, inclusiveness, and critical thinking in nations around the world. Online Book Companion is available at: http: //www.cceia.org/resources/for_educators_and_students/teaching_the_violent_past/index.html

This book argues that history may, by definition, be an imperialist science or a quintessentially Western form of discourse. Finn Fuglestad thinks there is something profoundly ambiguous about the science or academic discipline we call history. It is the only science that is the product of its own object of study, the past, an object outside of which it cannot exist. It is also the only science that can study itself. The author argues that history has a relationship with one of the so-called civilisations of the world that borders on the incestuous. That civilisation is Western Civilisation: history has both emerged from it and helped to shape it in such a way that they are inextricably linked. History, with its Western conceptual framework, has become a defining part of Western Civilisation to the extent that the West cannot even conceive of itself being without history. But what happens when history is removed from its natural habitat? Can it be done, and has it been done, other than on the terms of the West? The real issue therefore concerns all those societies and peoples outside the West who, in accordance with the Hegelian tradition, have traditionally been labelled as 'without history'. What does it mean exactly 'not to have history?' The reconstruction of the pasts of 'peoples without history' poses a tremendous challenge to the science of history, especially at the conceptual level. Finn Fuglestad not only believes that there has been a failure to confront this challenge properly, but he also questions whether anything can really be done.

Does history matter any more? In an era when both the past and memory seem to be sources of considerable interest and, frequently, lively debate, has the academic discipline of history ceased to offer the connection between past and present experience that it was originally intended to provide? In short, has History become a bridge to nowhere, a structure over a river whose course has been permanently altered? This is the overarching question that the contributors to The River of History : Trans-national and Trans-disciplinary Perspectives on the Immanence of the Past seek to answer. Drawn from a broad spectrum of scholarly disciplines, the authors tackle a wide range of more specific questions touching on this larger one. Does history, as it is practised in universities, provide any useful context for the average Canadian or has the task of historical consciousness-shaping passed to filmmakers and journalists? What can the history of Aboriginal and non-Aboriginal conceptions of land and property tell us about contemporary relations between these cultures? Is there a way to own the past that fosters sincere stock-taking without proprietary interest or rigid notions of linearity? And, finally, what does the history of technological change suggest about humanity's ability to manage the process now and in the future? The philosopher Heraclitus once likened history to a river and argued for its otherness by stating that "No man can cross the same river twice, because neither the man nor the river is the same." This collection reconsiders this conceptualization, taking the reader on a journey along the river in an effort to better comprehend the ways in which past, present, and future are interconnected. With Contributions By: Jeffrey Scott Brown A.R. Buck Carol B. Duncan Peter Farrugia James Gerrie Leo Groarke Stephen F.Haller John S. Hill John McLaren M. Carleton Simpson Robert Wright Nancy E. Wright

"What is History For?" is a timely publication that examines the purpose and point of historical studies. Recent debates on the role of the humanities and the ongoing impact of poststructuralist thought on the very nature of historical enquiry, have rendered the question "what is history for?" of utmost importance.
Charting the development of historical studies, Beverley Southgate examines the various uses to which history has been put. While history has often supposedly been studied "for its own sake," Southgate argues that this seemingly innocent approach masks an inherent conservatism and exposes the ways in which history, has, sometimes deliberately, sometimes inadvertently, been used for socio-political purposes. With traditional notions of truth and historical representation now under question, it has become vital to rethink the function of history and renegotiate its uses for the post-modern age. History in the 21st century, Southgate proposes, should adopt a morally therapeutic rolethat seeks to advance human happiness.
This fascinating historicisation of the study of history is unique in its focus on the future of the subject as well as its past. What is History For? provides compulsive reading for the general reader and students alike.

John Vincent has often been accused of political incorrectness, but never in his writings about history. In this controversial and thought-provoking study of history, Professor Vincent goes to the very heart of the complex issues raised by the subject. In 1928 Bernard Shaw wrote his "Intelligent Woman's Guide to Socialism and Capitalism." Nearly 70 years later, in a simliarly polemical tract, Vincent makes no such concessions to feminist sensibilities or to the politics of the left. The text provides a comprehensive examination of the philosophy and evolution of history. It explores notions of historical evidence, meaning, the concept of historical imagination, morality and history, causality and bias, and hindsight. This is a controversial work by a leading historian. Penetrating, incisive and always provocative, An Intelligent Person's Guide to History will be a vital text for the scholar and a stimulating guide for the general reader.

A highly readable new collection of almost thirty pieces by Michael Oakeshott, almost all of which are previously unpublished, covering every decade of his intellectual career. The essays were intended mostly for lectures or seminars and retain an informal style that makes them accessible to new readers as well as those already familiar with Oakeshott's work. The book will be indispensable for all Oakeshott's readers, no matter which area of his thought concerns them most.

Leni Riefenstahl, now aged 101, achieved fame as a dancer, actress photographer, and director, but her entire career is colored by her association with the Nazi party. This overt tension between the political meaning of her work for National Socialism and its essential aesthetic quality forms the basis of the compelling account. Appointed by Hitler, Leni Riefenstahl directed the Nazi propaganda film Triumph des Willens along with her bestknown work Olympia, a documentary of the 1936 Berlin Olympics. By 1939 Riefenstahl was arguably the most famous women film director in the world; yet, after World War II, she was never again accepted as a filmmaker. Rainer Rother's book is a remarkable account of the fascinating life and work of Germany's most controversial photographer and filmmaker.

Well-known public historian Robert Archibald's personal exploration of the intersections of history, memory, and community reveals how we participate in the making and sustaining of community as well as how we remember the community that shaped us. Writing in a rich literary narrative, Archibald blends local history, personal reminiscence, and an analysis of the changing meaning of community with a passionate call for more effective public history. A Place to Remember poetically illustrates how we are active participants in the past and the role and importance of history in contemporary life.

As the end of the century approaches, many predict our fin de siecle will mirror the nineteenth-century decline into decadence. But a better model for the 1990s is to be found, according to Joan DeJean, in the culture wars of France in the 1690s--the time of a battle of the books known as the Quarrel between the Ancients and the Moderns.
DeJean brilliantly reassesses our current culture wars from the perspective of that earlier fin de siecle (the first to think of itself as such), and rereads the seventeenth-century Quarrel from the vantage of our own warring "ancients" and "moderns." In so doing, DeJean shows that a fin de siecle taking place in the shadow of culture wars can be more a source of constructive cultural revolution than of apocalyptic gloom and doom. Just as the first fin de siecle's battle of the books served as the spark that set off the Enlightenment, introducing radically new sexual and social politics that laid the groundwork for modernity, so can our current culture wars result in radical, liberating changes--if we take an active stand against our own "ancients" who seek to stifle such reforms.