Pilibosian's book interlaces the Armenian-American experience with the voices of those in Armenia or the Middle East. These poems are written in a narrative style with a refreshing respect for language as it describes rhyme, addresses contemporary issues peculiar to Armenians, shows a respect for roots. Some of her characters are real and some convenient creations for poetic dialogue. She can be very first person personal: 'I spilled my American hopes of many afternoons on the pavements that wore my life. An Armenian daughter doesn't forget the name that gets her born, the long curls that were shorn.' She can be a resource for history: 'Oral history is a vagrant as a goat ... Orphans were necessary for survival. America and Europe were the pills ... Remembrance is the epitaph/for ghosts of humble glory.' She pays homage to some of the great Armenian artists as in 'Letter to Khachaturian on his 100th Birthday, 2003, to painter Arshile Gorky, Mihran Manoukian, Aivazovsky and others. € She is most effective in her longer poem 'Letter to Nazeli', an exchange of thoughts and feelings between one who stayed in the homeland and one whose physical presence is in America.

Throughout American history, many speeches and documents were prepared for events that might have happened, but never did: Eisenhower's personal note apologizing for the failure of D-Day; Lincoln's plans for post-Civil War Reconstruction; the CIA's memo discussing the use of Americans as guinea pigs in drug tests, among many others. Almost History includes more than eighty selections, many supported by photographs of the actual documents, and each is introduced with the story of how they came to be and where they fit in our history. They are compiled here for the first time, by a deputy director of the National Archives, illustrating how close America came to defeat, disaster, and distress -- and providing chilling proof that history can change in an instant.

"This book will make you cry, think, and then cry some more." —Nicola Yoon, #1 New York Times bestselling author of Everything, Everything From the New York Times bestselling author of More Happy Than Not comes an explosive examination of grief, mental illness, and the devastating consequences of refusing to let go of the past. When Griffin’s first love and ex-boyfriend, Theo, dies in a drowning accident, his universe implodes. Even though Theo had moved to California for college and started seeing Jackson, Griffin never doubted Theo would come back to him when the time was right. But now, the future he’s been imagining for himself has gone far off course. To make things worse, the only person who truly understands his heartache is Jackson. But no matter how much they open up to each other, Griffin’s downward spiral continues. He’s losing himself in his obsessive compulsions and destructive choices, and the secrets he’s been keeping are tearing him apart. If Griffin is ever to rebuild his future, he must first confront his history, every last heartbreaking piece in the puzzle of his life.

The New World History is a comprehensive volume of essays selected to enrich world history teaching and scholarship in this rapidly expanding field. The forty-four articles in this book take stock of the history, evolving literature, and current trajectories of new world history. These essays, together with the editorsÕ introductions to thematic chapters, encourage educators and students to reflect critically on the development of the field and to explore concepts, approaches, and insights valuable to their own work. The selections are organized in ten chapters that survey the history of the movement, the seminal ideas of founding thinkers and todayÕs practitioners, changing concepts of world historical space and time, comparative methods, environmental history, the Òbig historyÓ movement, globalization, debates over the meaning of Western power, and ongoing questions about the intellectual premises and assumptions that have shaped the field.

Hesketh challenges accepted notions of a single scientific approach to history. Instead, he draws on a variety of sources – monographs, lectures, correspondence – from eminent Victorian historians to uncover numerous competing discourses.

The Idea of History is the best known work of the Oxford philosopher and historian RG Collingwood. Published posthumously in 1946 it is, in effect, two books: a historiography and a philosophy of history. Students look to Collingwood for a history of thinking about history, and to discover his ideas about the nature of historical understanding. It is an indispensable text for historians and philosophers yet it is also highly challenging and many of Collingwood's innovations have been seriously misunderstood. The primary focus of this book is on Collingwood's actual arguments, especially the most radical of these, with the aim of elucidating their construction and appraising them in the clearest possible way. This guide is the ideal companion to Collingwood's classic text both for students coming to it for the first time and for those wishing to consider its arguments afresh. It offers clear and concise accounts of the book's composition; the intellectual context of Collingwood's ideas; its central arguments concerning the nature of history; and its reception and influence.

This book analyzes the common narrative residing in American History textbooks published in the first half of the 19th century. That story, what the author identifies as the American “creation” or “origins” narrative, is simultaneously examined as both historic and “mythic” in composition. It offers a fresh, multidisciplinary perspective on an enduring aspect of these works. The book begins with a provocative thesis that proposes the importance of the relationship between myth and history in the creation of America’s textbook narrative. It ends with a passionate call for a truly inclusive story of who Americans are and what Americans aspire to become. The book is organized into three related sections. The first section provides the context for the emergence of American History textbooks. It analyzes the structure and utility of these school histories within the context of antebellum American society and educational practices. The second section is the heart of the book. It recounts and scrutinizes the textbook narrative as it tells the story of America’s emergence from “prehistory” through the American Revolution—the origins story of America. This section identifies the recurring themes and images that together constitute what early educators conceived as a unified cultural narrative. Section three examines the sectional bifurcation and eventual re-unification of the American History textbook narrative from the 1850s into the early 20th century. The book concludes by revisiting the relationship between textbooks, the American story, and mythic narratives in light of current debates and controversies over textbooks, American history curriculum and a common American narrative.

For over thirty years, Carol Kammen’s On Doing Local History has been a valuable guide to professional and “amateur” historians alike. 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. It is used in classrooms and found on the shelves of local historians across the U.S. The third edition features: Updates to chapters that focus on the current concerns and situation of local historians A new chapter on how the field of history cooperates with other arts A new chapter on writing a congregational history Updated references With the same passion (and now even more experience) that drove her to write the first edition, Kammen has brought her seminal work into today’s context for the next generation of local historians. The new edition ensures that this classic will continue to move anyone interested in public history towards a better understanding of why they do what they do and how it benefits their communities.

This essential new collection of key articles from critical thinkers and practicing historians focuses on where history is now in terms of its theory and practice. For students, teachers and historians alike, this is an indispensable reader.

Now in its sixth edition, Doing History offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The book is grounded in the view that children can engage in valid forms of historical inquiry—asking questions, collecting and analyzing evidence, examining the varied perspectives and experiences of people in the past, and creating evidence-based historical accounts and interpretations. Grounded in contemporary sociocultural theory and research, the text features vignettes in each chapter showing communities of teachers and students doing history in environments rich in literature, art, writing, and discussion. The authors explain how these classrooms reflect contemporary principles of teaching and learning, and thus, the descriptions not only provide specific examples of successful activities but also place them in a context that allows teachers to adapt and apply them in a wide range of settings. Doing History emphasizes diversity in two ways: Readers encounter students from a variety of backgrounds and see how their diverse experiences can form the foundation for learning, and they also see examples of how teachers can engage students with diverse experiences and perspectives in the past, including those that led to conflict and oppression. The book also discusses principles for working with English learners and newcomers, and it provides guidance in using multiple forms of assessment to evaluate the specifically historical aspects of children’s learning. Updates to this edition include updated historical and instructional examples to ensure currency, new suggestions for children’s literature to support good teaching, expanded attention to teaching about oppressed groups in history, and greater attention to when historical perspective taking is and is not appropriate.