S T E P H E N B R I
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Center for Media and Learning 2006 Annual
American Social History Project/ Center for Media and Learning www.ashp.cuny.edu 2006 Annual Report The Graduate Center The City University of New York 365 Fifth Avenue New York, NY 10016 I. HISTORY AND MISSION 2 II. ASHP/CML ACTIVITIES AND NEW PROJECTS 3 Who Built America? Multimedia Curriculum Who Built America? Textbook Who Built America? CD-ROM Series Who Built America? Documentary Series Who Built America? Documentary Web Resources Education and Professional Development Programs 5 Making Connections: Interdisciplinary American History Program Teaching American History Interactive Media Projects 8 The Lost Museum: Exploring Antebellum American Life and Culture The September 11 Digital Archive/The Chinatown Documentation Project Young America: Experiences of Youth in U.S. History Ongoing Projects: History Matters; Liberty, Equality, Fraternity III. NEW MEDIA/CUNY PROJECTS 11 The New Media Lab Virtual New York Investigating U.S. History The Lessons of History Interactive Technology and Pedagogy Certificate Program IV. IN DEVELOPMENT 14 Picturing United States History: An Online Resource for Teaching with Visual Evidence Mission America Uncovering the Five Points V. PUBLIC PROGRAMS 16 VI. STAFF CONTRIBUTIONS TO THE FIELDS OF HISTORY, MEDIA, AND EDUCATION 17 VII. 2006 GRANTS, HONORS, AND AWARDS 18 VIII. GOVERNANCE AND STAFFING 19 American Social History Project/Center for Media and Learning Staff ASHP/CML Board of Advisors American Social History Productions, Inc. Board of Directors IX. APPENDIX 20 ASHP/CML Education Program Calendar, 2006 1 I. HISTORY AND MISSION For twenty-fi ve years, the American Social History Project/Center for Media and Learning (ASHP/CML) has revived interest in history by challenging the traditional ways that people learn about the past. -
Pathfinder for Women's History Research in the National Archives and Records Administration Library
DOCUMENT RESUME ED 387 137 IR 055 664 AUTHOR Faulkner, Carol, Comp. TITLE Pathfinder for Women's History Research in the National Archives and Records Administration Library. Pathfinders: Guides to Research in NARA Library Resources, Number 1, Pathfinder Series. INSTITUTION National Archives and Records Services (GSA), College Park, MD. Archives Library Information Center. PUB DATE Aug 94 NOTE 21p. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Annotated Bibliographies; History; *Library Collections; *Library Materials; Womens Studies IDENTIFIERS *National Archives and Records Administration; *Womens History ABSTRACT The subdiscipline of women's history began in the 1960s. Both the feminist movement and the new study of social history contributed to the development of women's history. Because of these connections, women's history generally expounds a certain political viewpoint and focuses on a specific type of history. The women's history collection in the library of the National Archives and Records Administration (NARA)is small and concentrates on works that are relevant to NARA's record holdings. This pathfinder to 125 documents is organized into seven categories: bibliographies; reference works/biographical sources; journals; collections of primary materials; monographs and anthologies; archival research; and guides to archives. Monographs and anthologies are further subdivided thematically. The themes are: overviews; African-American women; family and children; revolutionary women; suffrage; temperance; theory; women and labor; women and reform; women and society; women and war; and women and the West. Some of the major themes and problems in women's history are conveyed through the descriptions of works. Each entry includes: author; title; publisher information; a short description/summary of the document; and Library of Congress call number. -
Race and the Working-Class Past in the United States: Multiple Identities and the Future of Labor History
Race and the Working-Class Past in the United States: Multiple Identities and the Future of Labor History DAVID ROEDIGER In concluding his 1935 masterpiece, Black Reconstruction in America, W.E.B. DuBois observed: The most magnificent drama in the last thousand years of human history is the transportation of ten million human beings out of the dark beauty of their mother continent into the new-found Eldorado of the West. They descended into Hell; and in the third century they arose from the dead, in the finest effort to achieve democracy for the working millions which this world had ever seen. It [post-Civil War Reconstruction in the U.S.] was a tragedy that beggared the Greek; it was an upheaval of humanity like the Reformation and the French Revolution. Yet we are blind and led by the blind. We discern in it no part of our labour movement [ • •. V Since DuBois wrote those lines historians have made substantial strides toward portraying the drama of African-American labor history, but have only begun to appreciate how a consideration of race might change the way the broader drama of labor in the U.S. past it itself plotted. This article argues that we may now at last be on the verge of a redramatization of U.S. labor history which moves race from the margins to the center of the story and which fully historicizes and problematizes the racial con- sciousness of white workers, as DuBois does from the earliest pages of Black Reconstruction. However, in advancing this hopeful argument, I would stress that the grounds for hope have been present before, but not fully realized. -
Fifth Report of the Advisory Committee on the Records of Congress
ADVISORY COMMITTEE ON THE RECORDS OF CONGRESS THE RECORDS ON COMMITTEE ADVISORY ADVISORY COMMITTEE ON THE Fift RECORDS OF CONGRESS h Report • December 31, 2012 h Report FIFTH REPORT DECEMBER 31, 2012 Advisory Committee on the Records of Congress (Established under Authority of Public Law 101-509, November 5, 1990) Fifth Report December 31, 2012 Compiled by Karen Paul, Archivist, United States Senate; Robin Reeder, Archivist, United States House of Representatives; and Richard Hunt, Director, Center for Legislative Archives at the National Archives Under the direction of Secretary of the Senate Nancy Erickson, Chairman and Clerk of the House of Representatives Karen L. Haas, Vice Chairman Ex Officio Members Hon. Nancy Erickson, Chair (Secretary, U.S. Senate, Washington, DC 20510-7100) Hon. Karen L. Haas, Vice Chair (Clerk, U.S. House of Representatives, Washington, DC 20515-6601) Hon. David S. Ferriero (Archivist of the United States, National Archives and Records Administration, 700 Pennsylvania Avenue, NW, Washington, DC 20408) Donald A. Ritchie (Historian, U.S. Senate, Washington, DC 20510- 7108) Matthew Wasniewski (Historian, U.S. House of Representatives, Washington, DC 20515-6701) Appointed Members Terry L. Birdwhistell (Dean of Libraries, University of Kentucky, Lexington, KY 40506) (Senate Republican Leader) Sharon Leon (Director of Public Projects, Roy Rosenzweig Center for History and New Media and Research Associate Professor in the History and Art History Department, George Mason University, Fairfax, VA 22030) (Clerk of the House) Jeffrey W. Thomas (Archivist of the Ohio Congressional Archives, Ohio State University, Columbus, OH 43210-1286) (Speaker of the House) Sheryl B. Vogt (Director of the Richard B. -
Can History Be Open Source? Wikipedia and the Future of the Past
Can History Be Open Source? Wikipedia and the Future of the Past Roy Rosenzweig History is a deeply individualistic craft. The singly authored work is the standard for the profession; only about 6 percent of the more than 32,000 scholarly works indexed since 2000 in this journal's comprehensive bibliographic guide, "Recent Scholarship," have more than one author. Works with several authors—common in the sciences—are even harder to find. Fewer than 500 (less than 2 percent) have three or more authors.1 Historical scholarship is also characterized by possessive individualism. Good profes sional practice (and avoiding charges of plagiarism) requires us to attribute ideas and words to specific historians—we are taught to speak of "Richard Hofstadter's status anxi ety interpretation of Progressivism."2 And if we use more than a limited number of words from Hofstadter, we need to send a check to his estate. To mingle Hofstadter's prose with your own and publish it would violate both copyright and professional norms. A historical work without owners and with multiple, anonymous authors is thus al most unimaginable in our professional culture. Yet, quite remarkably, that describes the online encyclopedia known as Wikipedia, which contains 3 million articles (1 million of them in English). History is probably the category encompassing the largest number of articles. Wikipedia is entirely free. And that freedom includes not just the ability of any one to read it (a freedom denied by the scholarly journals in, say, JSTOR, which requires an expensive institutional subscription) but also—more remarkably—their freedom to use it. -
The True & Tragical History of 'Time on the Cross'
The True & Tragical History of 'Time on the Cross' - The New Yor... http://www.nybooks.com/articles/9075 VOLUME 22, NUMBER 15 · OCTOBER 2, 1975 The True & Tragical History of 'Time on the Cross' By Thomas L. Haskell Slavery and the Numbers Game: A Critique of Time on the Cross by Herbert G. Gutman University of Illinois Press, 192 pp., $2.95 (paper) "A Symposium on Time on the Cross" edited by Gary M. Walton Explorations in Economic History, Vol. 12 pp. Reckoning with Slavery: Critical Essays in the Quantitative History of American Negro Slavery by Paul A. David, by Herbert G. Gutman, by Richard Sutch, by Peter Temin, by Gavin Wright, with an introduction by Kenneth M. Stampp Oxford University Press, 352 pp., $4.50 (to be published next spring) (paper) Anyone who recalls the uncritical enthusiasm that greeted the publication of Time on the Cross a year and a half ago will be shocked by the three volumes of criticism under review. Their combined effect is devastating. A study of slavery that at first seemed exceptionally important, if contentious, now appears at least to be severely flawed and possibly not even worth further attention by serious scholars. This is hardly the fate one would have predicted for a book that the Harvard historian Stephan Thernstrom called "a remarkable achievement," "absolutely stunning, quite simply the most exciting and provocative book I've read in years." Or which inspired the Columbia economist Peter Passell, in his review for The New York Times, to declare: "If a more important book about American history -
The Black Family in Slavery and Freedom, 1750-1925 TH[ ART~
New Directions Volume 4 | Issue 4 Article 10 10-1-1977 Book Review: The lB ack Family in Slavery and Freedom, 1750-1925 Lewis Suggs Follow this and additional works at: http://dh.howard.edu/newdirections Recommended Citation Suggs, Lewis (1977) "Book Review: The lB ack Family in Slavery and Freedom, 1750-1925," New Directions: Vol. 4: Iss. 4, Article 10. Available at: http://dh.howard.edu/newdirections/vol4/iss4/10 This Article is brought to you for free and open access by Digital Howard @ Howard University. It has been accepted for inclusion in New Directions by an authorized administrator of Digital Howard @ Howard University. For more information, please contact [email protected]. Suggs: Book Review: The Black Family in Slavery and Freedom, 1750-1925 TH[ ART~ Books 28 The Black Family Scholars have long debated the Frazier- arguments over slavery. They failed. Moynihan thesis. Historian Carter G. In Slavery and Freedom, Woodson launched the most successful No scholarly work published in this 1750-1925 attack in the 1940s when he published century has agitated the intellectual lengthy histories of several Black community as much as Time on the By Herbert Gutman families in the Negro History Bulletin. Cross, by Robert Fogel and Stanley Pantheon Books, New York Still the myths endured. John Blas- Engerman. Their work is an example ri. 644 pp., $15.95 singame's The Slave Community, "climometrics" or "econometric Reviewed by Lewis Suggs published in 1972, convincingly refuted history," which uses sophisticated -point by point-Elkins' thesis. mathematical techniques that depend Whatever else the civil rights movement Blassingame described a plantation heavily on the computer for manipulaz- of the 1960s may have accomplished or community in which slaves resisted the ing quantitative data. -
Teaching History in the Digital
Teaching History in the Digital Age Digital Humanities The Digital Humanities series provides a forum for ground- breaking and benchmark work in digital humanities, lying at the intersections of computers and the disciplines of arts and humanities, library and information science, media and communications studies, and cultural studies. Series Editors: Julie Thompson Klein, Wayne State University Tara McPherson, University of Southern California Paul Conway, University of Michigan Manifesto for the Humanities: Transforming Doctoral Education in Good Enough Times Sidonie Smith Teaching History in the Digital Age T. Mills Kelly Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities Daniel J. Cohen and Tom Scheinfeldt, Editors Writing History in the Digital Age Jack Dougherty and Kristen Nawrotzki, Editors Pastplay: Teaching and Learning History with Technology Kevin Kee, Editor Interdisciplining Digital Humanities: Boundary Work in an Emerging Field Julie Thompson Klein Digital Rhetoric: Theory, Method, Practice Douglas Eyman Ethical Programs: Hospitality and the Rhetorics of Software James J. Brown Jr. diGitalculturebooks, an imprint of the University of Michigan Press, is dedicated to publishing work in new media studies and the emerging field of digital humanities. Teaching History in the Digital Age < T. Mills Kelly > The University of Michigan Press Ann Arbor First paperback edition 2016 Copyright © by T. Mills Kelly 2013 Some rights reserved This work is licensed under the Creative Commons Attribution- Noncommercial- No Derivative Works 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. -
Labor History and the "Sartre Question'' by Herbert Gutman
NATIONAL ENDOWMENT FOR THE HUMANITIES • VOLUME 1 NUMBER 5 • SEPTEMBER/OCTOBER 1980 Labor History and the "Sartre Question'' by He r b e r t g u t m a n Some may be surprised to find American working-class history .defined as part of the humanities. What, they may wonder, can the study of changing employment patterns, work processes, employer practices, and trade union activities tell us about the human condition? Humanists, of course, vary in their inter ests. But their concerns often focus on those as pects of everyday experiences which deal with the quality or condition of being human. The changing work experiences of ordinary Ameri cans are central to such discourse. Jean-Paul Sartre tells us why. "The essen tial,” he observed, "is not what 'one' has done to man, but what man does with what 'one' has done to him." Sartre's emphasis redefines the important questions we should ask in studying the history of dependent American social classes: slaves and poor free blacks, immigrant and native-born wage earners, male and female blue- and white-collar workers, and union and non-union laborers. What such men and women experienced (that is, what "one" has done to them) retains interest, but how they interpreted and then dealt with changing patterns of economic, so cial, and political dependence and inequality becomes our major concern. Studying the choices working men and women made and how their behavior affected important historical processes enlarges our understanding of "the condition of being human." That has become very clear to me in the past few summers when I directed an NEH A meeting called to protest strikebreaking turned into Chicago's bloody Haymarket Riot, as this 1886 en seminar (Americans at Work: Changing Social graving from the Bettmann Archive shows. -
Bulletin 2017-18.Pdf
Bulletin 2017–18 Bulletin The Graduate Center The City University of New York 2017–18 Volume Forty / NUMBER ONE 365 Fifth Avenue, New York, NY 10016-4309 www.gc.cuny.edu General: 1.212.817.7000 Admissions Office: 1.212.817.7470 (TDD users should call the New York Relay Center at 1.800.662.1220.) 2017–18 Bulletin, The Graduate Center, City University of New York NOTICE OF POSSIBLE CHANGES The City University of New York reserves the right, because of changing conditions, to make modifications of any nature in the academic programs and requirements of the University and its constituent colleges without advance notice. Tuition and fees set forth in this publication are similarly subject to change by the Board of Trustees of the City University of New York. The Uni- versity regrets any inconvenience this may cause. ACCREDITATION The City University of New York is registered by the New York State Department of Education: Office of Higher Education and the Professions, Cultural Education Center, Room 5B28, Albany, NY 12230; Telephone: 1.518.474.5851; http://www.nysed.gov/heds/IRPSL1.html. The Graduate Center has been accredited by the Commission on Higher Education of the Middle States As- sociation of Colleges and Schools since 1961, last reaffirmed in 2010. Seehttp://www.gc.cuny. edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Policies/General/Accreditation.pdf. 2 THE GRADUATE CENTER CALENDAR / 2017–18 FALL 2017 August 2 (Wed.) ........................ Financial aid registration deadline. Last day for returning students to register full-time in order to ensure fellowship payment during the first week of classes. -
AFRICAN AMERICAN COMMUNITY DEVELOPMENT in ARLINGTON, VIRGINIA, from the CIVIL WAR THROUGH CIVIL RIGHTS By
BUILT BY THE PEOPLE THEMSELVES – AFRICAN AMERICAN COMMUNITY DEVELOPMENT IN ARLINGTON, VIRGINIA, FROM THE CIVIL WAR THROUGH CIVIL RIGHTS by Lindsey Bestebreurtje A Dissertation Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy History Committee: _____Dr. Jennifer Ritterherhouse________________ Director _____Dr. Zachary Schrag _______________ ______Dr. Suzanne Smith ________________ _____Dr. Stephen Robertson __________________ ______Dr. Brian Platt _______________ Department Chairperson ______Dr. Cynthia Kierner ________________ Program Director Date: _____March 27, 2017 ____________ Spring Semester 2017 George Mason University Fairfax, VA Built By the People Themselves – African American Community Development in Arlington, Virginia, From the Civil War through Civil Rights A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at George Mason University by Lindsey Bestebreurtje Master of Art George Mason University, 2011 Director: Jennifer Ritterhouse, Associate Professor Department of History and Art History for Doctor of Philosophy Spring Semester 2017 George Mason University Fairfax, VA This work is licensed under a creative commons attribution-noderivs 3.0 unported license. ii DEDICATION To my loving husband, Justin Rodgers. Nevertheless She Persisted. iii ACKNOWLEDGEMENTS I would like to take this time to thank some of the people who contributed to the success of this dissertation. First and foremost, I would like to thank the many archivists, librarians, and professionals who helped me through the research process. A big thank you to Heather Crocetto and the entire team at Arlington Central Library’s Center for Local History, where I conducted the vast majority of my research. Appreciation goes to John McClure, Laura Gilmour Stoner, and the dedicated professionals at the Virginia Historical Society for their assistance. -
American Intro III File:///W:/OFFICE/Website%20Docs/Grad%20Reading%20Lists%20Old%
American Intro III file:///W:/OFFICE/Website%20Docs/grad%20reading%20lists%20old%... Problems and Directed Readings II: Nineteenth-Century America Revised by Ann Fabian and Jan Lewis 8/2002. The following reading list is divided into twenty-four sections to parallel the introductory course. The list is meant to work on three levels: a specialist in the 19th century should have a working familiarity with the entire list; someone studying for his/her examination should have read several books from each section; and faculty members teaching the recent American introductory course will generally assign books from this list. The list should not be assumed to represent a comprehensive bibliography of historiography on the Middle Period, and in most cases, supplemental bibliographies will be available when the course is taught. But the list should provide some structure when studying for qualifying examinations. Students should also be familiar with a basic textbook in American history; for example, Jeanne Boydston, et al., Making a Nation or Christopher Clark, et al., Who Built America. 1. The New Nation Catherine Allgor, Parlor Politics; In Which the Ladies of Washington Help Build a City and a Government (2000). Joyce Appleby, Inheriting the Revolution: The First Generation of Americans (2000). David Brion Davis, The Problem of Slavery in the Age of Revolution, 1770-1823 (1975). Joanne B. Freeman, Affairs of Honor: National Politics in the New Republic (2000). Richard Hofstadter, The Idea of a Party System: The Rise of Legitimate Opposition in the United States, 1780-1840 (1969). Drew R. McCoy, The Last of the Fathers: James Madison and the Republican Legacy (1989).