Creation of an Hgis Database
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Postcolonial Geographies
Chapter 30 Postcolonial Geographies James R. Ryan Introduction ...He sees that more children have raised their hands to ask questions. “Yes, Joseph.” “You have told us about black history. You have been telling us about our heroes and our glorious victories. But most seem to end in defeat. Now I want to ask my question . If what you say is true, why then was it possible for a handful of Europeans to conquer a continent and to lord it over us for four hundred years? How was it possible, unless it is because they have bigger brains, and that we are the children of Ham, as they say in the Christian Bible?” He suddenly starts fuming with anger. He knows that a teacher should not erupt into anger but he feels his defeat in that question. Maybe the journey has been long and they have wandered over too many continents and over too large a canvas of time. “Look, Joseph. You have been reading eeh, American children’s encyclopedia and the Bible. They used the Bible to steal the souls and minds of ever-grinning Africans, caps folded at the back, saying prayers of gratitude for small crumbs labelled aid, loans, famine relief while big companies are busy collecting gold and silver and diamonds, and while we fight among ourselves saying I am a Kuke, I am a Luo, I am a Luhyia, I am a Somali ...and... and . There are times, Joseph, when victory is defeat and defeat is victory.” (Ngu˜gı˜ wa Thiong’o, Petals of Blood, 1977: 238) This short passage is taken from Ngu˜gı˜ wa Thiong’o’s 1977 novel Petals of Blood. -
Teaching the Voices of History Through Primary Sources and Historical Fiction: a Case Study of Teacher and Librarian Roles
Syracuse University SURFACE School of Information Studies - Dissertations School of Information Studies (iSchool) 2011 Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles Barbara K. Stripling Syracuse University Follow this and additional works at: https://surface.syr.edu/it_etd Recommended Citation Stripling, Barbara K., "Teaching the Voices of History Through Primary Sources and Historical Fiction: A Case Study of Teacher and Librarian Roles" (2011). School of Information Studies - Dissertations. 66. https://surface.syr.edu/it_etd/66 This Dissertation is brought to you for free and open access by the School of Information Studies (iSchool) at SURFACE. It has been accepted for inclusion in School of Information Studies - Dissertations by an authorized administrator of SURFACE. For more information, please contact [email protected]. ABSTRACT The ability to analyze alternative points of view and to empathize (understand the beliefs, attitudes and actions of another from the other’s perspective rather than from one’s own) are essential building blocks for learning in the 21 st century. Empathy for the human participants of historical times has been deemed by a number of educators as important for the development of historical understanding. The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding. This case study was designed to investigate the idea -
Historical Geography and Environmental History in China Zhaoqing Han
Han Journal of Chinese Studies (2016) 1:4 Journal of Chinese Studies DOI 10.1186/s40853-016-0002-z RESEARCHARTICLE Open Access Historical geography and environmental history in China Zhaoqing Han Correspondence: [email protected] Abstract Center for Historical Geographic “ Studies, Fudan University, 220 This paper was originally prepared for a roundtable on Chinese Environmental Handan Road, Shanghai 200433, History: Current Research and Future Prospects” at the Eighth International China Convention of Asia Scholars. This is a large and complex topic covering a broad range of disciplines. Except for those publications which clearly marked their titles as “environmental history,” it is difficult for us to classify which is indeed a study of “environmental history,” let alone provide a comprehensive summary of the current research of Chinese environmental history. However, I would like to share with you my view on this topic from the perspective of historical geography. This paper consists of the current research of Chinese environmental history, its relationship with Chinese historical geography and my view on its future prospects. Keywords: Environmental history, Historical geography, Relation, Future prospects Background This paper was originally prepared for a roundtable on “Chinese Environmental History: Current Research and Future Prospects” at the Eighth International Convention of Asia Scholars. This is a large and complex topic covering a broad range of disciplines. Except for those publications which clearly marked their titles as “environmental history,” it is difficult for us to classify which is indeed a study of “environmental history,” let alone provide a comprehensive summary of the current research of Chinese environmental history. -
Past Looking: Using Arts As Historical Evidence in Teaching History
Social Studies Research and Practice www.socstrp.org Past Looking: Using Arts as Historical Evidence in Teaching History Yonghee Suh Old Dominion University This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching of history and why? Data were collected from three sources: interviews, observations, and classroom materials. Grounded theory was utilized to analyze the data. Findings suggest these teachers use the arts as historical evidence roughly for three purposes: First, to teach the spirit of an age; second, to teach the history of ordinary people invisible in official historical records; and third, to teach, both with and without art, the process of writing history. Two of the three teachers, however, failed to teach historical thinking skills through art. Keywords: history, history instruction, art, interdisciplinary approach, thinking skills, primary sources. Introduction Encouraging historical thinking in students is not a new idea in history education. Since the turn of the 20th century, many historians and history educators have argued that history consists of not only facts, but also historians’ interpretation of those facts, commonly known as the process of historical thinking, or how to analyze and interpret historical evidence, make historical arguments, and engage in historical debates (Bain, 2005; Holt, 1990; VanSledright; 2002; Wineburg, 2001). Many past reform efforts in history education have shared this commitment to teach students to think historically, in part by being engaged in the process of historical inquiry (Bradley Commission on History in Schools, 1988; National Center for History in the Schools, 1995). -
Some Primary Sources
National History Day in Nevada Primary and Secondary Source Documents The story of the past is told through information gathered from primary and secondary sources. Secondary sources are accounts created by individuals who were NOT eyewitnesses to or participants in the events they recorded. These sources include textbooks, magazine articles, books written about past events, and encyclopedias. Secondary sources are especially important for developing an understanding of the historical context of the event, person, or idea that is the focus of research. Primary sources are original documents, official records, or physical objects created by individuals who participated in or witnessed past events. Virtually anything from the time period being studied can be a primary source, including written documents, photographs, audio or film recordings, works of art, household furnishings, personal belongings, and even buildings. Using primary sources, students can interpret history through the eyes and experiences of the people who actually lived it. Primary sources enlarge students’ view of history, making it more than simply a series of facts and dates. Analyzing primary sources helps students establish historical context and attach meaning and significance to basic facts. Primary sources should never be taken solely at face value. Informed, critical, objective evaluation is essential. Primary sources are pieces of historical evidence that are subject to interpretation. Every historian’s challenge is to establish the authenticity of each primary source and to determine how it reflects the personal, social, political, or economic perspective of its creator. At the same time, every historian must be acutely aware of the bias that her or she brings to the interpretation process. -
Method and Meaning in Canadian Environmental History
00_fm.qxd 2/5/08 9:00 AM Page i Method and Meaning in Canadian Environmental History EDITED BY Alan MacEachern The University of Western Ontario William J. Turkel The University of Western Ontario 00_fm.qxd 2/5/08 9:00 AM Page iii Dedicated to 51°50'1.93" N 122°33'22.54" W and 46°10'26.32" N 63°18'20.75" W 00_fm.qxd 2/5/08 9:00 AM Page iv Contents Geographical and Temporal Coverage Chart . vi Alan MacEachern, “An Introduction, in Theory and Practice” . ix Section I: Approaching Environmental History . 1 Graeme Wynn, “Travels with George Perkins Marsh: Notes on a Journey into Environmental History” . 2 Donald Worster, “Ice, Worms, and Dirt: The Power of Nature in North American History”. 24 Section II: Reading Landscapes. 35 Peter E. Pope, “Historical Archaeology and the Maritime Cultural Landscape of the Atlantic Fishery” . 36 Carolyn Podruchny, “Writing, Ritual, and Folklore: Imagining the Cultural Geography of Voyageurs”. 55 Section III: Manipulating Scale . 75 Lyle Dick, “People and Animals in the Arctic: Mediating between Indigenous and Western Knowledge” . 76 Liza Piper, “Colloquial Meteorology” . 102 R. W. Sandwell, “History as Experiment: Microhistory and Environmental History” . 124 Section IV: Learning by Looking . 139 Colin M. Coates, “Seeing and Not Seeing: Landscape Art as a Historical Source”. 140 Catriona Mortimer-Sandilands, “Finding Emily”. 158 Section V: Finding the Nation in Nature . 181 John F. Varty, “Trust in Bread and Bologna: Promoting Prairie Wheat in the Twentieth Century”. 182 Alan MacEachern, “Lost in Shipping: Canadian National Parks and the International Donation of Wildlife” . -
The Problem of Moral Statements in Historical Writing
Montclair State University Montclair State University Digital Commons Theses, Dissertations and Culminating Projects 5-2012 The rP oblem of Moral Statements in Historical Writing Alexandra Katherine Perry Montclair State University Follow this and additional works at: https://digitalcommons.montclair.edu/etd Part of the Education Commons, and the History Commons Recommended Citation Perry, Alexandra Katherine, "The rP oblem of Moral Statements in Historical Writing" (2012). Theses, Dissertations and Culminating Projects. 20. https://digitalcommons.montclair.edu/etd/20 This Dissertation is brought to you for free and open access by Montclair State University Digital Commons. It has been accepted for inclusion in Theses, Dissertations and Culminating Projects by an authorized administrator of Montclair State University Digital Commons. For more information, please contact [email protected]. THE PROBLEM OF MORAL STATEMENTS IN HISTORICAL WRITING A DISSERTATION Submitted to the Faculty of Montclair State University in partial fulfillment of the requirements for the degree of Doctor of Education by ALEXANDRA KATHERINE PERRY Montclair State University Upper Montclair, NJ 2012 Dissertation Chair: Dr. Jaime Grinberg Copyright © 2012 by Alexandra Katherine Perry. All rights reserved. ABSTRACT THE PROBLEM OF MORAL STATEMENTS IN HISTORICAL WRITING by Alexandra Katherine Perry Bernard Williams (1985) begins his skeptical look at the history of ethical theory with a reminder of where it began, with Socrates’ question, "how should one live?" (pg. 1). This question is relevant to historians, who ask a similar question, “how did people live?” in their own work, To wonder “how one should live” or to make statements about the ways in which people have lived is to rely on the work of historians. -
“History and Philosophy of Geography I: the Slow, the Turbulent, and the Dissenting”
“HISTORY AND PHILOSOPHY OF GEOGRAPHY I: THE SLOW, THE TURBULENT, AND THE DISSENTING” INNES M. KEIGHREN AUTHOR’S POST-PRINT VERSION ACCEPTED FOR PUBLICATION IN PROGRESS IN HUMAN GEOGRAPHY DOI: 10.1177/0309132516653285 History and philosophy of geography I: The slow, the turbulent, and the dissenting Innes M Keighren Royal Holloway, University of London, UK Abstract This report takes as its prompt John K Wright’s 1925 ‘plea for the history of geography’—an early call for an inclusive account of geographical thought and practice, embracing both professional and amateur ways of knowing. In reflecting on the extent to which contemporary histories of geography realise the scope of Wright’s ambition, the paper considers how external pressures, such as neoliberalism and academia’s audit culture, function to shape and constrain the writing of those histories. The paper argues for the value of ‘slow’ scholarship as an act of political resistance and as a sine qua non of nuanced and comprehensive historiography. The report concludes by examining how biographical and genealogical approaches to narrating geography’s histories have important implications for the decisions made about inclusion and exclusion, about what and who counts in geography. Keywords biography, genealogy, geosophy, histories of geography, John K Wright, neoliberal academia, slow scholarship The history of geography is often regarded as a somewhat antiquarian and useless background to modern geography … or as the harmless hobby of collectors of old maps. (Wright, 1925a: 194) The history of geography as a whole and in its wider bearings has been neglected … or at least it has not received the attention which any enthusiast may, perhaps, be permitted to regard as its due. -
Chapter One Historiography and Sources
CHAPTER ONE HISTORIOGRAPHY AND SOURCES Publications devoted to the writing of library history in the United States date from the 1950s but did not begin to appear with regularity until the latter stages of the 1970s. Articles on the "value of library history" have been produced by Jesse H. Shera (1952, 1.12), Haynes McMullen (1952, 1.11), Raymond Irwin (1958, 1.17), Louis Shores (1961, 1.26), and John C. Colson (1969, 1.44) and collectively constitute a genre in their own right. More traditional contributions reviewing and evaluating the literature stem from classic essays by Felix Reichmann ("Historical Research and Library Science," 1964, 1.29) and Sidney L. Jackson ("Materials for Teaching Library History in the U.S.A.," 1972, 1.76). These were followed by two fine articles on public library historiography by Sidney Ditzion and Francis Miksa, respectively (1973, 1.82; 1982, 1.139); overviews of the literature encompassing academic, public, and private libraries as well as key individuals and landmark publications by Shera (1973, 1.87) and Colson (1976, 1.100); general analyses of recent scholarship by David Kaser (1978, 1.121) and Lee Shiflett (1984, 1.145); and a statistical and analytical study of the historical monograph from 1975 to 1985 by Laurel A. Grotzinger (1986, 1.155). Thematic and methodological issues came under the scrutiny of Michael H. Harris (1975, 1.97; 1976, 1.105; 1986, 1.157), Elaine Fain (1979, 1.128), Wayne A. Wiegand (1983, 1.143), and Robert V. Williams (1984, 1.147). Interpretive concerns, in particular, dominated the writings of Harris, an avowed revisionist, and were featured with rejoinders in two issues of the Journal of Library History (vol. -
Postmodernism and Historiography
Durham E-Theses 'How warped the mirrors': postmodernism and historiography Olson, Ryan Scott How to cite: Olson, Ryan Scott (2002) 'How warped the mirrors': postmodernism and historiography, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/3971/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 'How Warped the Mirrors' Postmodernism and Historiography Ryan Scott Olson The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. 2 1 JAN 200~l Submitted for the Master of Arts degree University of Durham Department of Theology 2002 The Copyright of this thesis rests with the author. No quotation of its contents should be published without his prior written consent and information derived from it should be acknowledged. -
The Great Depression, Alternate Lesson 1 with Primary Sources
Alternate Lesson 1 with Primary Sources: Measuring the Great Depression Lesson Authors Eva Johnston, Federal Reserve Bank of St. Louis Genevieve Podleski, Federal Reserve Bank of St. Louis Standards and Benchmarks (see page 35) Lesson Description This lesson describes how we measure the economy’s health with tools such as gross domestic product (GDP), the unemployment rate, and the consumer price index (CPI). Developing an understanding of these concepts is critical to understanding the magnitude of the economic problems during the Great Depression. This lesson also illustrates the differences between these modern economic measurements and the measurements available at the time through primary source materials from FRASER®, the Federal Reserve Bank of St. Louis digital library of economic history. Students work in groups to examine excerpts from primary source documents and create relevant definitions of economics concepts in their own words. In an optional exten- sion, students may read and answer questions on an essay that provides an overview of how economists understand the Great Depression. Grade Level 9-12 Concepts Consumer price index (CPI) Nominal gross domestic product (GDP) Deflation Prices Depression Production Economic indicators Real gross domestic product (real GDP) Employment Recession Inflation Unemployment ©2020, Federal Reserve Bank of St. Louis. Permission is granted to reprint or photocopy this lesson in its entirety for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, www.stlouisfed.org/education. -
Rationality and History
Rationality and History By Georg G. Iggers (Lecture which he gave at East China Normal University, 2007) I The past two decades have seen a lively theoretical discussion internationally on how history is to be written and at the same time a conscious reorientation in the writing of history itself. The term "postmodernism" has at times been applied to the new theoretical outlook and the new historiography.1 The discussion has raised certain very fundamental questions regarding the nature of historical inquiry similar to those which have been asked regarding other forms of intellectual activity. These questions have revolved around the assumptions which have underlain historical writing - and philosophical thought - since the beginning of the Western tradition of secular history. There were two assumptions which were central to this tradition from Herodotus and Thucydides to the very recent past, namely, that there is a distinction, even if not necessarily an absolute dividing line, between fact and fiction, and similarly that there is a difference between rational thought and free imagination, even if the two may intersect In dealing with the problems of reality and rationality raised in those segments of recent philosophic thought which have identified themselves as post-modern or deconstructionist,2 this article proceeds from the assumption, rejected by this thought, that a historical text must be understood with reference to the context to which it refers and that this context contains an element of objectivity not fully identical with the subjectivity of the historian and an element of rationality which presumes elements of intersubjectivity in the methods of historical inquiry.