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Social History-New History, 2008.
A look at new history and multiculturalism within the context of historical studies in Britain.
2,739 words (approx. 11.0 pages), 11 sources, MLA, £ 57.95
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Abstract
The paper discusses the conception of 'new history" or 'history from below' and states that it has its foundations in a wide range of connected disciplines and contemporary theoretical trajectories and stances. The paper comments that the foundation of 'history from below' lies in the questioning of the hegemony of old and more elitist views of history and the context of historical reality The paper concludes that the writing of 'history from below' provides a much-needed and important part of historical research and discourse in contemporary scholarship.
Outline:
Introduction and Overview
British Multiculturalism
Conclusion
From the Paper
" In conclusion it should be noted that the "new history" and the stance that takes its point of departure from 'below" in Britain owes much to the earlier Marxist historians. These historians are in fact seen as the "progenitors" of contemporary "history from below." (Kaye 182) Given this legacy in the British context it is not surprising that much of the historical research has been focused on the marginalized and disenfranchised cultures and sections of the population.
"For example there has been a great deal of research on the Asian and Pakistan immigration to the country. After the Second World War there was a large scale immigration of Muslims from various counties including North Africa to Britain. The central reason for this was the need in Britain for cheap industrial labor and they "...turned towards their former colonies in South Asia and North Africa to fill labour shortages... (What perspectives for Islam and Muslims in Europe?) Research into this area has produced numerous studies dealing with the prejudice and the alienation that these immigrants experienced. This type of research clearly shows the link and the connection between 'history from below' and multiculturalism and also suggests that these two concepts are inextricably intertwinwed in this new approach to history. While there are many detractors and critics of this new historical approach, there are also many who see 'new history' as advancing the aims of the discipline."
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The Analysis of History, 2002.
Examines quotations by historian Thomas Carlyle and philosopher Karl Marx regarding history and the study of history.
1,423 words (approx. 5.7 pages), 4 sources, MLA, £ 33.95
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Abstract
Historians approach the subject of history from different perspectives and interpret their findings according to underlying beliefs, attitudes, methodologies and even ideologies. Whatever method is used is usually found to be adequate and most correct by the person using it, but not all methods are equal. This paper examines two quotations regarding history and the study of history to show different views of what history is and how it is to be analyzed - "The history of the world is but the biography of great men" (Scottish historian, Thomas Carlyle) and "The history of all hitherto existing society is the history of class struggle" (German political philosopher, Karl Marx).
From the Paper
"The kind of history envisioned by Carlyle would focus on individual leaders and their exploits as the subject matter of history and would define how history is studied. The lives of great men would be examined in detail, and the events of their lives would be attributed to their actions as warriors, statesmen, political leaders, and so on. History is organized around this idea when we talk of different regimes, as when we order British history according to the succession of kings and speak of different eras as Elizabethan, Victorian, Edwardian, and so on."
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?Our History Syllabus Has Us Gasping?, 2004.
This paper analyzes "'Our History Syllabus Has Us Gasping': History in Canada Schools?Past, Present, and Future" by Ken Osborne, which discusses the problem of teaching history to Canada?s young students.
1,340 words (approx. 5.4 pages), 1 source, APA, £ 32.95
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Abstract
This paper explains that Osborne categorizes the methods of teaching history in Canada?s educational system into two periods: the traditional mode used from 1930 to the 1950s, and the progressive mode used from the 1960s to the present. The author points out that, in the traditional mode of teaching history, the focus is on the teaching of facts. The paper relates that the progressive mode interrelates history with different fields of study in the social sciences, such as economics, sociology, politics, and other disciplines and does a better job of imparting knowledge of the nation?s history, an essential requirement in developing national identity, patriotism, and a sense of Canadian citizenship.
From the Paper
"Thus, as the 20th century arrived, Canada is rebuilding its country as a nation. Social institutions were established, which includes the educational system, considered as an essential tool in developing Canada?s citizens as future leaders and providers to the country?s progress. After two world wars that left the whole world crippled, Canadians had once again rebuilt their nation during the years 1930s-1940s, wherein significant social changes have occurred. These social changes involves themes like Canadian Nationalism, emphasizing on the role of each citizen to partake in knowing the country?s historical heritage and the vital role of the society and the individual to do their duties and responsibilities as citizens of the nation."
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"Why Study History?", 2002.
A review of Paul Gagnon's "Why Study History?" about the importance of history in everyday life.
900 words (approx. 3.6 pages), 1 source, £ 24.95
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Abstract
This essay will argue that Gagnon's ultimate answer to this question is that history teaches people about the past so that democratic societies will possess enough of a collective memory to survive the inevitable bad times that challenge, and sometimes destroy, societies. In the process, Gagnon discusses the advantages and disadvantages of various modes of teaching history; from traditional political history to more contemporary social history.
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"Gender and the Politics of History", 2002.
A book review of Joan Wallach Scott's "Gender and the Politics of History" which discusses history, politics and women's studies as disciplines.
1,450 words (approx. 5.8 pages), 1 source, MLA, £ 34.95
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Abstract
History and politics, at least according to most college course catalogues, are separate disciplines. 'Women's Studies' also forms its own separate category, apart from these two disciplines. Yet in her work "Gender and the Politics of History", Joan Wallach Scott makes it clear that for as long as women's studies has existed as a discipline, feminist historians have suggested that all three elements are intertwined in a proper analysis of history.
From the Paper
"Scott writes her work both in response to these feminist historians, and as a part of the tradition of the rash of academic and popular womens writing about women in history in recent years. (15) Although it is impossible to reduce these writings on women's histories to a particular political stance she suggests a certain commonality between all of them in their lack of commonality. She pinpoints a problem that arises because of the lack of a tradition of historiography when writing about gender. Historians with political projects, such as Marxists, employ different historiographic techniques than those mainly interested in studying the construction of the feminine narrative of reproduction, and how women have attempted to control their bodies throughout history, for example. (16) "
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God and Government: An Interpretation of Modern History., 2002.
This paper examines Catherine Millard's book, "The Rewriting of American History" in comparison to three other history texts.
1,900 words (approx. 7.6 pages), 4 sources, £ 50.95
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Abstract
These texts are Jack N. Rakove's "Original Meanings: Politics and Ideas in the Making of the Constitution", M. E. Bradford's "Founding Fathers : Brief Lives of the Framers of the United States Constitution", and Howard Zinn's "A People's History of the United States". The comparison shall be made on the grounds that Millard mistakenly argues that modern American historians are atheists and therefore wish to exclude all mention of God from historical texts.
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Ohio History, 2002.
An analysis of American history, specifically the history of the State of Ohio and America's 20th president.
2,347 words (approx. 9.4 pages), 8 sources, APA, £ 51.95
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Abstract
This paper examines the history of the United States, focusing particularly on Ohio and the twentieth president of the United States of America, James Abram Garfield, who was born there. The paper illustrates the scenario James Abram Garfield was born into, and describes the role played by his family and religion in his life. His early academic career as well as his further studies are detailed, and Garfield?s political career is comprehensively presented. The paper discusses the assassination of Garfield and outlines his legacy.
From the Paper
"The United States of America is a nation that has a significantly rich and eventful history, particularly when considered in the light of such things as the assassinations of presidents like that of Kennedy and Garfield. Consider also the violence that erupted as a result of the slavery and racism that was prevailing during the era prior to the American civil war, somewhere during the early 1860s. The instability that was inherent to the country at the time was virtually unimaginable in so much as the extremity prevalent to them."
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Walter Benjamin's "Theses on the Philosophy of History", 2008.
A discussion of various interpretations of history, with a focus on historian Walter Benjamin's 1940 book "Theses on the Philosophy of History".
2,820 words (approx. 11.3 pages), 9 sources, MLA, £ 58.95
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Abstract
This paper explains that, in his 1940 book "Theses on the Philosophy of History", Walter Benjamin, using the analogy of an Angel of History, warns that false interpretations of history can be as deadly as the historical tragedies themselves. The author points out that a means of avoiding this is not to emphasis and understand history as a rigid sequence of absolutely true events, which must be accepted as the definitive truth. The paper stresses that it must be remembered that history is written by the triumphant winners. The author discuses examples of history from the ancient Greeks to modern times to emphasize that human nature has changed very little over thousands of years: Intolerance still causes ignorance, which causes wars and kills people.
From the Paper
"The exploitation and abuse of women throughout human history is another refutation of the triumphalist conception of history. As Mohanty notes, even in modern times, women are still struggling for equality, for social movements such as women's liberation tend to trigger resistance because many people prefer the status quo and feel threatened by social change. For example, in recent years some feminist organizations have drawn increasing criticism from mainstream America due to strategies and tactics which seem too aggressive and divisive."
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Howard Zinn's "Call for a True People's History", 1990.
This paper reviews Howard Zinn's "Call for a True People's History": Concept of history, racism in the U.S., gender roles, U.S. imperialism, capitalism and workers' movements and the origins of the civil rights movement.
2,925 words (approx. 11.7 pages), 1 source, £ 73.95
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From the Paper
"Howard Zinn looks at the way history has been written and finds a high degree of conformity, with most American history beginning with a celebration of the conquest of the New World by Columbus. The emphasis is on heroic discovery, and this also involves highlighting the important characters like Columbus and either ignoring or downplaying their faults. Zinn finds that Samuel Eliot Morison, for instance, is too good a historian to ignore the truth completely, but he gives the unpleasant details no more than a mention and then passes on to something more in keeping with the emphasis on the hero and on progress.
Zinn makes the valuable point that history is generally written from the standpoint of the collective memory of the state. The state in this case is the American state, and it has been built by the white European settlers who conquered the Native
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"The History Book", 2007.
An analysis of "The History Book," a series of documentary cartoons that dramatize modern Western history.
1,373 words (approx. 5.5 pages), 3 sources, MLA, £ 32.95
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Abstract
The paper explains that "The History Book" begins during the end of the Middle Ages and extends its narrative up to World War II and the post-colonial aftermath. The paper portrays how cartoons provide a fresh and vivid way of looking at history. The paper is of the opinion that "The History Book" provides a satisfying companion to more conventional views of history, although it remains lacking in terms of offering a clear program to remedy the historical ills that it highlights.
From the Paper
"The narrator of the film is a rat, a perfect choice of a storyteller, given that this allows the viewer to see history from the perspective of the lowest of the low, from the point of view of a creature that must scrounge for food rather than a person who could possibly profit from the economic system of any particular point in historical time. The films shows how modern history has made several major paradigmatic shifts, beginning with feudalism to mercantilism, then to a mix of capitalism, colonialism, and imperialism, and finally to the modern capitalism, socialism, or communism of the late 20th century."
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Canadian History, 2007.
A review of three articles: Ramsay Cook's, "1942 and All That: Making a Garden out of Wilderness"; Alan Gordon's "Heroes, History, and Two Nationalisms: Jacques Cartier" and Ken Coates and William Morrison's, "Winter and the Shaping of Northern History: R
1,099 words (approx. 4.4 pages), 3 sources, MLA, £ 27.95
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Abstract
In this article review, the author demonstrates through the use of three articles how the presentation of history may be slanted. The articles include Ramsay Cook's , "1942 and All That: Making a Garden out of Wilderness ", Alan Gordon's "Heroes, History, and Two Nationalisms: Jacques Cartier" and Ken Coates and William Morrison's, "Winter and the Shaping of Northern History: Reflections from the Canadian North". The review further describes how and why an author may slant history. The paper then evaluates each article independently. The paper concludes by explaining that these writings are particularly important, because they criticize the history we have always taken for granted as a truthful depiction of what really happened, and point out the obvious flaws.
From the Paper
"What all these writings share is the idea that history is written by people, and is never totally objective or valid. When we read (or write) historical documents, we need to look Also at the surrounding culture, the background of the writer and the social structures and politics of the time. It is true that history of wars is written by the winners, so the losers always become the evil aggressors and the winners the champions of the people."
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Art, Personal, World, and National History, 2005.
This paper compares the different ways in which histories are portrayed by South African, American and Czech sources.
1,350 words (approx. 5.4 pages), 13 sources, £ 33.95
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Abstract
In this article, the writer offers a comparison of how South African, American, and Czech sources portray national history, art history, world history and personal history. The writer examines a selection of texts to identify to what extent each amplifies linkages between world history, natural history, art history and personal history.
From the Paper
"History as a record of events and dates can be a dull affair because it does not necessarily capture the dynamics of personal or even state actions as they were experienced by the people involved. Yet people are what make history and what made up the culture or cultures in which events and actions unfolded. Professional historians, if they are skilled enough, can make an account of an era or a significant set of events lively, but the life's blood of a culture a people a person or ... "
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Teaching Canadian History, 2007.
The paper looks at the Jack Granatstein's "Who Killed Canadian History?", which discusses how Canadian history should be taught in Canadian schools.
1,216 words (approx. 4.9 pages), 6 sources, MLA, £ 29.95
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Abstract
The paper looks at Jack Granatstein's "Who Killed Canadian History?" where he claims that the history of Canada has been seriously damaged by the practice of studying differences rather than commonalities. The paper asserts that Granatstein fails to appreciate that there is ample room for group and particularist histories that do not fit easily within an over-arching historical narrative. The paper maintains that Granatstein fails to recognize that Canadians, living in an evermore diverse society, need to have an ever-expanding and ever-diversifying view of history too.
From the Paper
"In fairness to Jack Granatstein, there are various problems afflicting public memory in Canada - or at least there were in 1998 when his tome was released. For instance, one online source notes that a 1997 Angus Reid poll found only one-third of Canadians knew that Remembrance Day commemorates the end of World War One whereas a scant five percent knew that the Upper and Lower Canada rebellions took place in 1837. More unsettling, given its political relevance today, only 10 percent of Canadians between the ages of 18 and 24 who were contacted by pollsters knew what the Quiet Revolution was all about and 17 percent of respondents - nearly one out of every five - inexplicably claimed Tennessee Williams and Andy Warhol were Canadian. To this melange of error and misunderstanding could be added numerous other instances drawn from the same survey. The end result of all of this, in the view of Dr. Granatstein, will be - may already be fast becoming - disaster."
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"Texans, Guns and History" ., 2002.
A review of the book "Texans, Guns and History" by Colonel Charles Askins on the relevance of guns in history.
650 words (approx. 2.6 pages), 1 source, £ 18.95
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Abstract
This paper will report on the book "Texans, Guns and History" by Colonel Charles Askins and reveal what the book is about and how it was written as a history on guns. By analyzing the different aspects of this book, we can see how the history of guns in Texas has been an integral part in the study warfare in general for United States. The aim of the author is to use the relevance of guns, as pertains to history and this will be explained here.
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