Over the last four decades, women's history has developed from a new and marginal approach to history to an established and flourishing area of the discipline taught in all history departments. Clio in the Classroom makes accessible the content, key themes and concepts, and pedagogical techniques of U.S. women's history for all secondary school and college teachers. Editors Carol Berkin, Margaret S. Crocco, and Barbara Winslow have brought together a diverse group of educators to provide information and tools for those who are constructing a new syllabus or revitalizing an existing one. The essays in this volume provide concise, up-to-date overviews of American women's history from colonial times to the present that include its ethnic, racial, and regional changes. They look at conceptual frameworks key to understanding women's history and American history, such as sexuality, citizenship, consumerism, and religion. And they offer concrete approaches for the classroom, including the use of oral history, visual resources, material culture, and group learning. The volume also features a guide to print and digital resources for further information. This is an invaluable guide for women and men preparing to incorporate the study of women into their classes, as well as for those seeking fresh perspectives for their teaching.

Now students, general readers, advocates, rehabilitation professionals, and others seeking to learn more about the history and progress of the disability rights movement can turn to a valuable new reference book, The ABC-CLIO Companion to the Disability Rights Movement. The book is designed as a general introduction to the many varied influences on the growth of this movement, including notable individuals, some of whom will be familiar to general readers, while others remain virtually unknown outside of the communities they have affected. Here, through fascinating biographical narratives, their contributions are highlighted. Nearly 500 alphabetically arranged entries explore landmark laws and court cases, prominent figures, historic events, issues, notable programs, key concepts, and centers of disability culture and education. With a detailed chronology, extensive cross-referencing, illustrations, and a subject index, this volume is an exceptionally useful reference for anyone seeking to better understand the people and events shaping the American disability rights movement.

Poems sepatated into two parts by an interlude in prose "Dichtung und Wahrheit". Also includes some "Academic graffiti", clerihews, limericks & a poem specially composed to celebrate the eightieth birthday of Dr. Claude Jenkins.

Hoffer traces history's complicated partnership with its coordinate disciplines of religion, philosophy, the social sciences, literature, biography, policy studies, and law. As in ancient days, when Clio was preeminent among the other eight muses, so today, the author argues that history can and should claim pride of place in the study of past human action and thought.

Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions. In Critiquing Social and Emotional Learning:Psychodynamic and Cultural Perspectives, Clio Stearns draws on qualitative classroom observations, teacher interviews, and analysis of prominent SEL program materials to offer a critique of SEL as a codified phenomenon. Stearns questions undergirding presumptions about children, teachers, and SEL’s interplay with cultural and educational trends. Claiming that SEL participates in cultural demands for “hegemonic positivity,” Stearns illustrates the dangers and undesirable demands of this impossible curricular regime. In particular, Stearns highlights how closeness and understanding in the classroom are repeatedly circumvented and how normative and necessary parts of life like negative affect and interpersonal conflict are disregarded. In Stearns's view, the educational community should not consider children's social and emotional worlds as fair domain for mastery or learning. Instead, we should consider social and emotional education as something without a predetermined endpoint, requiring the joint and ongoing participation of teachers and students

Monarchs throughout the ages have commissioned official histories that cast their reigns in a favorable light for future generations. These accounts, sanctioned and supported by the ruling government, often gloss over the more controversial aspects of a king's or queen’s time on the throne. Instead, they present highly selective and positive readings of a monarch’s contribution to national identity and global affairs. In Clio and the Crown, Richard L. Kagan examines the official histories of Spanish monarchs from medieval times to the middle of the 18th century. He expertly guides readers through the different kinds of official histories commissioned: those whose primary focus was the monarch; those that centered on the Spanish kingdom as a whole; and those that celebrated Spain’s conquest of the New World. In doing so, Kagan also documents the life and work of individual court chroniclers, examines changes in the practice of official history, and highlights the political machinations that influenced the redaction of such histories. Just as world leaders today rely on fast-talking press officers to explain their sometimes questionable actions to the public, so too did the kings and queens of medieval and early modern Spain. Monarchs often went to great lengths to exert complete control over the official history of their reign, physically intimidating historians, destroying and seizing manuscripts and books, rewriting past histories, and restricting history writing to authorized persons. Still, the larger practice of history writing—as conducted by nonroyalist historians, various scholars and writers, and even church historians—provided a corrective to official histories. Kagan concludes that despite its blemishes, the writing of official histories contributed, however imperfectly, to the practice of historiography itself.

A gothic retelling of the myth of Faust, set in Hungary in the 1970s and 1990s. Eighteen-year-old Sandor Esterhazy, rich and entitled, is descended from a long line of talented pianists, but he has no intention of following in their footsteps. One afternoon, in a fit of pique, he calls up the devil, using an old book of magic spells, and offers to exchange his soul for a life free to choose his own destiny. Afterwards Sandor laughs it off as a joke, but that night he sees the shape of a man approaching the house. He is dragging someone - or something - behind him through the snow. Sandor goes down to the piano room. The devil has delivered a bare-foot young man who Sandor instantly recognizes. But what is this creature? And what exactly is to be done with him

In these visionary essays, Roy Rosenzweig charts the impact of new media on teaching, researching, preserving, presenting, and understanding history. Negotiating between the "cyberenthusiasts" who champion technological breakthroughs and the "digitalskeptics" who fear the end of traditional humanistic scholarship, Rosenzweig re-envisions academic historians' practices and professional rites while analyzing and advocating for amateur historians' achievements. While he addresses the perils of "doing history" online, Rosenzweig eloquently identifies the promises of digital work, detailing innovative strategies for powerful searches in primary and secondary sources, the increased opportunities for dialogue and debate, and, most of all, the unprecedented access afforded by the Internet. Rosenzweig draws attention to the opening up of the historical record to new voices, the availability of documents and narratives to new audiences, and the attractions of digital technologies for new and diverse practitioners. Though he celebrates digital history's democratizing influences, Rosenzweig also argues that we can only ensure the future of the past in this digital age by actively resisting the efforts of corporations to put up gates and profit from the Web.

Clio's Warriors examines how the Canadian world war experience has been constructed and reconstructed over time. Tim Cook elucidates the role of historians in codifying the sacrifice and struggle of a generation as he discusses historical memory and writing, the creation of archives, and the war of reputations that followed each of the world wars on the battlefield. Only recently have military historians pushed the discipline to explore the impact of war on society. In analyzing where the practice of academic military history has come from and where it needs to go, Clio's Warriors plays a vital role in the ongoing challenge of writing critical history.