Inquiring About American History
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| Author | : Thomas E. Woods, Jr. |
| Publisher | : Forum Books |
| Total Pages | : 322 |
| Release | : 2007-07-10 |
| Genre | : History |
| ISBN | : 0307406121 |
Guess what? The Indians didn’t save the Pilgrims from starvation by teaching them to grow corn. Thomas Jefferson thought states’ rights—an idea reviled today—were even more important than the Constitution’s checks and balances. The “Wild” West was more peaceful and a lot safer than most modern cities. And the biggest scandal of the Clinton years didn’t involve an intern in a blue dress. Surprised? Don’t be. In America, where history is riddled with misrepresentations, misunderstandings, and flat-out lies about the people and events that have shaped the nation, there’s the history you know and then there’s the truth. In 33 Questions About American History You’re Not Supposed to Ask, Thomas E. Woods Jr., the New York Times bestselling author of The Politically Incorrect Guide to American History, sets the record straight with a provocative look at the hidden truths about our nation’s history—the ones that have been buried because they’re too politically incorrect to discuss. Woods draws on real scholarship—as opposed to the myths, platitudes, and slogans so many other “history” books are based on—to ask and answer tough questions about American history, including: - Did the Founding Fathers support immigration? - Was the Civil War all about slavery? - Did the Framers really look to the American Indians as the model for the U.S. political system? - Was the U.S. Constitution meant to be a “living, breathing” document—and does it grant the federal government wide latitude to operateas it pleases? - Did Bill Clinton actually stop a genocide, as we’re told? You’d never know it from the history that’s been handed down to us, but the answer to all those questions is no. Woods’s eye-opening exploration reveals how much has been whitewashed from the historical record, overlooked, and skewed beyond recognition. More informative than your last U.S. history class, 33 Questions About American History You’re Not Supposed to Ask will have you wondering just how much about your nation’s past you haven’t been told.
| Author | : Carville Earle |
| Publisher | : Stanford University Press |
| Total Pages | : 588 |
| Release | : 1992 |
| Genre | : Reference |
| ISBN | : 9780804715751 |
Geography's mission is to comprehend changes on the earth's surface, and toward that end, geographers ponder the interactive effects of nature and culture within specific locations and times. This entails connecting human actions (historical events) with their immediate environs (ecological inquiry) and specific coordinates of place and region (locational inquiry). Most of the essays in this volume employ the variant of ecological inquiry the author calls the staple approach, focusing on primary production (agriculture, forestry, fishing) and its societal ramifications. Locational inquiry queries the spatial distribution of historical events: Why was mortality in early Virginia highest in a small zone along the James River? Why did cities flourish in early Pennsylvania, Massachusetts, and Carolina and not elsewhere along the Atlantic seaboard? Why was Boston the vanguard of the American Revolution?
| Author | : Jana Kirchner |
| Publisher | : Routledge |
| Total Pages | : 197 |
| Release | : 2021-09-03 |
| Genre | : Education |
| ISBN | : 1000493717 |
Inquiry-Based Lessons in U.S. History: Decoding the Past provides primary source lessons that focus on teaching U.S. history through inquiry to middle school students. Students will be faced with a question to answer or problem to solve and will examine primary sources for evidence to create hypothetical solutions. The chapters focus on key chronological periods (e.g., the Age of Exploration to the Civil Rights era) and follow the scope and sequence of major social studies textbooks, with activities linked to the U.S. History Content Standards and the Common Core State Standards for Literacy in History/Social Studies. The three lesson plans in each chapter begin with an essential question that sets the focus for the primary sources and teaching strategies that follow. The lesson plans include differing types of primary sources such as photographs, speeches, political cartoons, historic maps, paintings, letters, and diary entries. Grades 5-8
| Author | : Jill Lepore |
| Publisher | : W. W. Norton & Company |
| Total Pages | : 733 |
| Release | : 2018-09-18 |
| Genre | : History |
| ISBN | : 0393635252 |
“Nothing short of a masterpiece.” —NPR Books A New York Times Bestseller and a Washington Post Notable Book of the Year In the most ambitious one-volume American history in decades, award-winning historian Jill Lepore offers a magisterial account of the origins and rise of a divided nation. Widely hailed for its “sweeping, sobering account of the American past” (New York Times Book Review), Jill Lepore’s one-volume history of America places truth itself—a devotion to facts, proof, and evidence—at the center of the nation’s history. The American experiment rests on three ideas—“these truths,” Jefferson called them—political equality, natural rights, and the sovereignty of the people. But has the nation, and democracy itself, delivered on that promise? These Truths tells this uniquely American story, beginning in 1492, asking whether the course of events over more than five centuries has proven the nation’s truths, or belied them. To answer that question, Lepore wrestles with the state of American politics, the legacy of slavery, the persistence of inequality, and the nature of technological change. “A nation born in contradiction… will fight, forever, over the meaning of its history,” Lepore writes, but engaging in that struggle by studying the past is part of the work of citizenship. With These Truths, Lepore has produced a book that will shape our view of American history for decades to come.
| Author | : William Martin |
| Publisher | : St. Martin's Press |
| Total Pages | : 612 |
| Release | : 2013-07-02 |
| Genre | : Fiction |
| ISBN | : 9780765361639 |
Peter Fallon and Evangeline Carrington head to Washington, D.C., to compete against dangerous adversaries in a hunt for Abraham Lincoln's Civil War diary, a record that contains information that could change history and influence key elections.
| Author | : Bob Bain |
| Publisher | : IAP |
| Total Pages | : 440 |
| Release | : 2024-04-01 |
| Genre | : Education |
| ISBN | : |
Inquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: • What does historical inquiry mean in history classrooms? • What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? • What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers’ thinking about inquiry and teachers’ inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children’s’ historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice. ENDORSEMENT: "A wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times." — Marnie Hughes - Warrington, University of South Australia
| Author | : Keith A. Erekson |
| Publisher | : Univ of Massachusetts Press |
| Total Pages | : 269 |
| Release | : 2012 |
| Genre | : Biography & Autobiography |
| ISBN | : 1558499156 |
How a group of nonprofessional historians forced a reassessment of Abraham Lincolns life story
| Author | : William Friedheim |
| Publisher | : The New Press |
| Total Pages | : 320 |
| Release | : 1996 |
| Genre | : History |
| ISBN | : 9781565841987 |
Written by the award-winning duo who produced the groundbreaking college textbook Who Built America?, this book is an innovative examination of the ways that "ordinary" people--men and women, white and black, Northern and Southern--experienced and helped shape the events during the time of the Civil War and Reconstruction. The vital role of African Americans is especially highlighted. Illustrations & photos throughout.
| Author | : Gene Wise |
| Publisher | : U of Minnesota Press |
| Total Pages | : 431 |
| Release | : 1980 |
| Genre | : |
| ISBN | : 1452909342 |
American Historical Explanations was first published in 1980. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. In this new edition of American Historical Explanations,Gene Wise expands his examination of historical thinking to include the latest work in American Studies, the new social history, ethnography, and psychohistory. Wise asserts that historians address their subjects through an intervening set of assumptions, or what he calls "explanation forms," similar to the philosophical paradigms that Thomas Kuhn has found in scientific inquiry. Through analysis of historical-cultural texts (including the work of V. L. Parrington, Lionel Trilling, and Perry Miller) he defines the forms used by several groups of American historians and traces the process by which an old form breaks down and is replaced by a new set of assumptions. Throughout, he aims to study the process of change in the history of ideas. His conclusions extend beyond historiography and will be useful for those interested in literature, social sciences, and the arts.
| Author | : Barbara Slater Stern |
| Publisher | : IAP |
| Total Pages | : 522 |
| Release | : 2009-11-01 |
| Genre | : Social Science |
| ISBN | : 1617352853 |
This volume, The New Social Studies: People, Projects and Perspectives is not an attempt to be the comprehensive book on the era. Given the sheer number of projects that task would be impossible. However, the current lack of knowledge about the politics, people and projects of the NSS is unfortunate as it often appears that new scholars are reinventing the wheel due to their lack of knowledge about the history of the social studies field. The goal of this book then, is to sample the projects and individuals involved with the New Social Studies (NSS) in an attempt to provide an understanding of what came before and to suggest guidance to those concerned with social studies reform in the future—especially in light of the standardization of curriculum and assessment currently underway in many states. The authors who contributed to this project were recruited with several goals in mind including a broad range of ages, interests and experiences with the NSS from participants during the NSS era through new, young scholars who had never heard much about the NSS. As many of the authors remind us in their chapters, much has been written, of the failure of the NSS. However, in every chapter of this book, the authors also point out the remnants of the projects that remain.
