Making Sense of World History is a comprehensive and accessible textbook that helps students understand the key themes of world history within a chronological framework stretching from ancient times to the present day. To lend coherence to its narrative, the book employs a set of organizing devices that connect times, places, and/or themes. This narrative is supported by: Flowcharts that show how phenomena within diverse broad themes interact in generating key processes and events in world history. A discussion of the common challenges faced by different types of agent, including rulers, merchants, farmers, and parents, and a comparison of how these challenges were addressed in different times and places. An exhaustive and balanced treatment of themes such as culture, politics, and economy, with an emphasis on interaction. Explicit attention to skill acquisition in organizing information, cultural sensitivity, comparison, visual literacy, integration, interrogating primary sources, and critical thinking. A focus on historical “episodes” that are carefully related to each other. Through the use of such devices, the book shows the cumulative effect of thematic interactions through time, communicates the many ways in which societies have influenced each other through history, and allows us to compare and contrast how they have reacted to similar challenges. They also allow the reader to transcend historical controversies and can be used to stimulate class discussions and guide student assignments. With a unified authorial voice and offering a narrative from the ancient to the present, this is the go-to textbook for World History courses and students. The Open Access version of this book has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

History has always been more than just the past. It involves a relationship between past and present, perceived, on the one hand, as a temporal chain of events and, on the other, symbolically as an interpretation that gives meaning to these events through varying cultural orientations, charging it with norms and values, hopes and fears. And it is memory that links the present to the past and therefore has to be seen as the most fundamental procedure of the human mind that constitutes history: memory and historical thinking are the door of the human mind to experience. At the same time, it transforms the past into a meaningful and sense bearing part of the present and beyond. It is these complex interrelationships that are the focus of the contributors to this volume, among them such distinguished scholars as Paul Ricoeur, Johan Galtung, Eberhard Lämmert, and James E. Young. Full of profound insights into human society pat and present it is a book that not only historians but also philosophers and social scientists should engage with.

In Making Sense of History: Narrativity and Literariness in the Ottoman Chronicle of Naʿīmā, Gül Şen offers the first comprehensive analysis of narrativity in the most prominent official Ottoman court chronicle

Deliver engaging, enquiry-driven lessons and help pupils gain a coherent chronological understanding of and across periods studied with this complete offering for Key Stage 3 History. Designed for the 2014 National Curriculum this supportive learning package makes history fun and inspiring to learn. Making Sense of History consists of four Pupil's Books with accompanying Dynamic Learning Teaching and Learning resources. Structured around big picture overviews and in-depth enquiries on different topics, the course develops pupils understanding of history and their ability to ask and explore valid historical questions about the past. - Help pupils come to a sound chronological understanding of the past and identify the most significant events, connections and patterns of change and continuity with specifically tailored big pictures of the period and of the topics within it. - Develop pupils' enquiry skills and help them become motivated and curious to learn about the past with purposeful and engaging enquiries and a focus on individuals' lives. - Ensure pupils' progress in their historical thinking through clear and balanced targeted coverage of the main second order concepts in history. - Support and stretch your pupils with differentiated material, including writing frames to support literacy and ideas for more challenge provided in the Dynamic Learning Teaching and Learning Resources. - Make assessment become a meaningful and manageable process through bespoke mark schemes for individual pieces of work.

How did political power function in the communist regimes of Central and Eastern Europe after 1945? Making Sense of Dictatorship addresses this question with a particular focus on the acquiescent behavior of the majority of the population until, at the end of the 1980s, their rejection of state socialism and its authoritarian world. The authors refer to the concept of Sinnwelt, the way in which groups and individuals made sense of the world around them. The essays focus on the dynamics of everyday life and the extent to which the relationship between citizens and the state was collaborative or antagonistic. Each chapter addresses a different aspect of life in this period, including modernization, consumption and leisure, and the everyday experiences of “ordinary people,” single mothers, or those adopting alternative lifestyles. Empirically rich and conceptually original, the essays in this volume suggest new ways to understand how people make sense of everyday life under dictatorial regimes.

Hegel’s philosophy of history—which most critics view as a theory of inevitable progress toward modern European civilization—is widely regarded as a failure today. In Does History Make Sense? Terry Pinkard argues that Hegel’s understanding of historical progress is not the kind of teleological or progressivist account that its detractors claim, but is based on a subtle understanding of human subjectivity. Pinkard shows that for Hegel a break occurred between modernity and all that came before, when human beings found a new way to make sense of themselves as rational, self-aware creatures. In Hegel’s view of history, different types of sense-making become viable as social conditions change and new forms of subjectivity emerge. At the core of these changes are evolving conceptions of justice—of who has authority to rule over others. In modern Europe, Hegel believes, an unprecedented understanding of justice as freedom arose, based on the notion that every man should rule himself. Freedom is a more robust form of justice than previous conceptions, so progress has indeed been made. But justice, like health, requires constant effort to sustain and cannot ever be fully achieved. For Hegel, philosophy and history are inseparable. Pinkard’s spirited defense of the Hegelian view of history will play a central role in contemporary reevaluations of the philosopher’s work.

Presents 17 contributions written by an international group of historians addressing the intercultural dimension of historical theory. The editor's introduction discusses historical thinking as intercultural discourse and presents ten hypotheses that aim to define Western historical thinking. Scholars from Asia and Africa comment on his position in light of their own ideas about the sense and meaning of historical thinking. The volume wraps up with comments on the questions and issues raised by the authors and suggestions for the future of intercultural communication. Annotation copyrighted by Book News, Inc., Portland, OR

This 1998 book contains historical essays about how diseases change their meaning.

For millennia, messianic visions of redemption have inspired men and women to turn against unjust and oppressive orders. Yet these very same traditions are regularly decried as antecedents to the violent and authoritarian ideologies of modernity. Informed in equal parts by theology and historical theory, this book offers a provocative exploration of this double-edged legacy. Author Jayne Svenungsson rigorously pursues a middle path between utopian arrogance and an enervated postmodernism, assessing the impact of Jewish and Christian theologies of history on subsequent thinkers, and in the process identifying a web of spiritual and intellectual motifs extending from ancient Jewish prophets to contemporary radicals such as Giorgio Agamben and Slavoj Zizek.

Can today’s society, increasingly captivated by a constant flow of information, share a sense of history? How did our media-making forebears balance the tension between the present and the absent, the individual and the collective, the static and the dynamic—and how do our current digital networks disrupt these same balances? Can our social media, with its fleeting nature, even be considered social at all? In Friending the Past, Alan Liu proposes fresh answers to these innovative questions of connection. He explores how we can learn from the relationship between past societies whose media forms fostered a communal and self-aware sense of history—such as prehistorical oral societies with robust storytelling cultures, or the great print works of nineteenth-century historicism—and our own instantaneous present. He concludes with a surprising look at how the sense of history exemplified in today’s JavaScript timelines compares to the temporality found in Romantic poetry. Interlaced among these inquiries, Liu shows how extensive “network archaeologies” can be constructed as novel ways of thinking about our affiliations with time and with each other. These conceptual architectures of period and age are also always media structures, scaffolded with the outlines of what we mean by history. Thinking about our own time, Liu wonders if the digital, networked future can sustain a similar sense of history.