"History as an academic discipline has dramatically changed over the last few decades and has become much more exciting and varied as a result of ideas from other disciplines, the influence of postmodernism and historians' incorporation of their own theoretical reflections into their work. The way history is studied at university level can vary greatly from history at school or as represented in the media and Doing History bridges that gap. Aimed at students of history in their final year of secondary education or beginning degrees, this is the ideal introduction to studying history as an academic subject at university. "Doing History" presents the ideas and debates that shape how we "do" history today, covering arguments about nature of historical knowledge and the function of historical writing, whether we can really ever know what happened in the past, what sources historians depend on, and whether the historians' version of history has more value than popular histories. This practical and accessible introduction to the discipline introduces students to these key discussions, familiarises them with the important terms and issues, equips them with the necessary vocabulary and encourages them to think about, and engage with, these questions. Clearly structured and accessibly written, it is an essential volume for all students embarking on the study of history"--
Max Weber was a German sociologist writing in the early twentieth century. His most famous work, The Protestant Ethic and the Spirit of Capitalism (1904—1905), responds to Marxist claims of economic materialism by pointing out the ...
In addition, the integrated workbook in Part Two: Doing History Workbook Exercises allows them to hone their skills with assessment exercises and skill-building assignments.
This text is not a hodge-podge of activities, but a consistent and theoretically grounded illustration of meaningful history instruction. *Diversity of perspectives. This is emphasized in two ways.
Explores the difficulties of writing histories of recent events, due to the lack of perspective, hindsight, and developed historiography.
In the 1960s, historians on both sides of the Atlantic began to challenge the assumptions of their colleagues and push for an understanding of history “from below.” In this collection of writings, Staughton Lynd, one of the pioneers of ...
First published in 1986, revised in 2003, this book offers not only discussion of practical matters, but also a deeper reflection on local, public history, what it means, and why it is done.
342 On the functions of civil society groups at the Rome Conference, see generally, Pearson (n 341) 271–281; Glasius (n 339) 37–44; Grey (n 60) 99–121. 343 UN General Assembly Resolution 52/160, UN Doc A/ RES/ 52/ 160 (15 December 1997) ...
This basic manual offers detailed advice on setting up an oral history project, conducting interviews, making video recordings, preserving oral history collections in archives and libraries, and teaching and presenting oral history.
How should the history of the present be written? In this book, Niels Brügger offers an original methodological framework for approaching the web of the past, both as a source and as an object of study in its own right.
The average of 1,150 pages derives from these six books: Joyce Appleby, Alan Brinkley, and James McPherson, The American Journey (NYC: Glencoe McGrawHill, 2000); Daniel Boorstin and Brooks Mather Kelley, A History of the United States ...