...Changing views of the contribution of popular Spanish resistance to victory in the Peninsular War. The guerrillas have been viewed in a variety of different ways in the historiographical record of the Peninsular War. Until relatively recently, according to Tone, “historians have paid them scant attention” putting the focus on, according to Esdaile “great men, great armies and great battles”. This essay will explore some aspects of the guerrillas that have been the subject of debate in the historiography, focussing first on exploring who the guerrillas were and what their impact was on the war. Tone, in a study of the English language historiography and that of France and Spain identified that there was a difference in the way each treated the guerrillas. He summarised that while the British ignored the guerrillas’ role, the French overplayed the role of the church and the Spanish tended to portray the popular resistance as comprising the whole of the population. It could be argued that this reduction of three historiographic traditions to just three simple ideas is an oversimplification, but there is some justification for at least one of these ideas. To illustrate, and explain the British view, Tone cites Napier’s 1882 history of the Peninsular War as discussing the guerrillas, or partidas (the name given to guerrilla bands by the Spanish themselves) in less than glowing language. Reading the rest of the Napier, it is true that there are very few mentions of the guerrillas...
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...The (un)Official United States History Cram Packet This is not intended as a substitute for regular study ……. But it is a powerful tool for review. 1494: Treaty of Tordesillas – divides world between Portugal and Spain 1497: John Cabot lands in North America. 1513: Ponce de Leon claims Florida for Spain. 1524: Verrazano explores North American Coast. 1539-1542: Hernando de Soto explores the Mississippi River Valley. 1540-1542: Coronado explores what will be the Southwestern United States. 1565: Spanish found the city of St. Augustine in Florida. 1579: Sir Francis Drake explores the coast of California. 1584 – 1587: Roanoke – the lost colony 1607: British establish Jamestown Colony – bad land, malaria, rich men, no gold - Headright System – land for population – people spread out 1608: French establish colony at Quebec. 1609: United Provinces establish claims in North America. 1614: Tobacco cultivation introduced in Virginia. – by Rolfe 1619: First African slaves brought to British America. 15. Virginia begins representative assembly – House of Burgesses 1620: Plymouth Colony is founded. - Mayflower Compact signed – agreed rule by majority • 1624 – New York founded by Dutch 1629: Mass. Bay founded – “City Upon a Hill” - Gov. Winthrop - Bi-cameral legislature, schools 1630: The Puritan Migration 1632: Maryland – for profit – proprietorship 1634 – Roger Williams banished from Mass. Bay Colony 1635:...
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...Test 1 – Study Guide 1. Features/characteristics of a civilization * Literature * Cities * Organized Government * Specialized Labor * Monumental Architecture * Religion 2. Persian Empire – general description, major contributions, means of maintaining empire * Tried to conquer Greece * Maintained Empire through fear 3. Hebrew view of Man, view of God View of God a. One b. Sovereign c. Transcendent d. Good View of Man e. Created by God f. A rule or ethical system g. A choice or moral freedom h. Dignity and autonomy of human beings 4. Persian Wars – who fought, why, who won, how, significance i. Who Fought? i. Persians vs. Greeks j. Why? ii. Fundamental differences, East vs. West iii. Disputed territory in Asia Minor iv. Greece as a stepping-stone to Europe k. Who Won? v. The Greeks l. How? vi. Superior Military Skill m. So What? vii. Persians locked out of Europe forever viii. Athenian Imperialism ix. Delian League – Greek alliance between city states to prevent future attacks from Persia x. Launches them into Athenian Golden Age 5. Sparta –description, major contributions, contrast with Athens * Formed Delian league to fight against Athens * Experienced Land Military while Athens had an Experienced Navy * Athens...
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...John Nix Kevin Thomas Harrel His 105 Section 28 8 December 2009 The Formation of the Confederacy: An Inevitable Occurrence When looking at the history of the United States it is necessary to look at our past in two separate halves: the first half being everything before the Civil War and the second half being everything after the Civil War. With this being said, it can be reasonably argued that the Civil War is one of the most critical events to every happen in our country’s rich history. The devastating war took over half a million American lives in just a little over four years. This tragic event in history, up until Vietnam, claimed more American lives than any other war (Rubin 11). In hindsight it is clear that this war should have been avoided at all cost but during the late 1800’s the tension was so high and hostile that the war was inevitable. Sectionalism had increased so much during that period that even citizens thought of their country divided into two halves, being the North and the South. Each section considered themselves as right and proper while the other as ridiculous and wrong. These tensions kept building until the thought of secession became not a question of if but rather a question of when. According to Cole C. Kingseed, author of The American Civil War, the seeds of the Civil War can be planted as early as the Constitutional Convention of 1787. By the time of the convention five states had already abolished slavery, which made the southern states...
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...STALIN, THE GREAT PURGE, AND RUSSIAN HISTORY: A NEW LOOK AT THE ~EW by MARSHALL SHATZ Paper No. 305 1984 CLASS' STALIN, THE GREAT PURGE, AND RUSSIAN HISTORY: A NEW LOOK AT THE 'NEW CLASS' ~ MARSHALL SHATZ Paper No. 305 1984 Marshall S. Shatz received his B.A. from Harvard College and his M.A., Certificate of the Russian Institute, and Ph.D. from Columbia University. He edited The Essential Works of Anarchism (New York: Bantam Books, 1971; Quadrangle Books, 1972) and is the author of Soviet Dissent in Historical ¥erspective (Cambridge and New York: Cambridge University Press, 1980). He is Professor of History, University of Massachusetts at Boston. 1 STALIN; THE GREAT PURGE; AND RUSSIAN HIsroRY: A NEW IOOK AT '!HE • NEW CLASS' Though nearly fifty years in the past; Stalin •s Great Purge of the 1930s still loans as one of the nost enigmatic events of the twentieth century. Whether we think of the Great Purge as a IOOre or less continuous process fran the assassination of Kirov in 1934 to Ezhov's replacement by Beria as head of the secret police at the em of 1938; or limit it to the EzhoVshchina of 1937 and 1938; When the terror reached its peak; operation is astounding. the sheer nagnitude of the The nuniber of arrests; deportations; imprisonments; and lives lost in these years is impossible to measure; and attempts to do so have varied wildly. Even the lOi/est estimates; however; are staggering.l It ...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...BECOMING ZIMBABWE TEACHING HISTORY IN CONTEXT IN ZIMBABWE Miles Tendi Published by the Institute for Justice and Reconcilation Wynberg Mews, Ground Floor, House Vincent, 10 Brodie Road, Wynberg 7800, South Africa www.ijr.org.za © 2009 Institute for Justice and Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history...
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...| Greek Bronze Age.Helladic.Cycladic.Minoan.Mycenaean | Ancient Greece.Homeric Greece.Archaic Greece.Classical Greece.Hellenistic Greece.Roman Greece | Medieval Greece.Byzantine Greece.Frankish and Latin states.Ottoman Greece | | Ancient Greece was a civilization belonging to a period of Greek history that lasted from the Archaic period of the 8th to 6th centuries BCto the end ofantiquity (c. 600 AD). Immediately following this period was the beginning of the Early Middle Ages and the Byzantine era. Included in ancient Greece is the period ofClassical Greece, which flourished during the 5th to 4th centuries BC. Classical Greece began with the repelling of a Persian invasion by Athenian leadership. Because of conquests by Alexander the Great of Macedonia, Hellenistic civilization flourished fromCentral Asia to the western end of the Mediterranean Sea. Classical Greek culture, especially philosophy, had a powerful influence on the Roman Empire, which carried a version of it to many parts of the Mediterranean Basin andEurope. For this reason Classical Greece is generally considered to be the seminal culture which provided the foundation of modern Western culture and is considered as the cradle of Western civilization. Chronology Classical Antiquity in the...
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...THE CAUSES OF AMERICAN BUSINESS CYCLES: AN ESSAY IN ECONOMIC HISTORIOGRAPHY Peter Temin* This paper surveys American business cycles over the past century. Its task is to identify the causes of these cycles; other papers in this collection address the nature of policy responses to these causes. This paper can be seen as a test to discriminate between two views of the American economy. The first is expressed in a characteristically vivid statement by Dornbusch, who proclaimed recently: “None of the U.S. expansions of the past 40 years died in bed of old age; every one was murdered by the Federal Reserve” (Dornbusch 1997). This stark view can be contrasted with its opposite in the recent literature: “[N]one of the popular candidates for observable shocks robustly accounts for the bulk of business-cycle fluctuations in output” (Cochrane 1994, p. 358). I expand the time period to consider the past century, but it is easy to distinguish the past 40 years, that is, the period since World War II. A survey of business cycle causes over an entire century runs into several problems, of which three seem noteworthy. First, it is not at all clear what “cause” means in this context. Second, the Great Depression was such a large cycle that it cannot be seen as just another data point. Third, the survey relies on the existing literature on business cycles, which is why I have entitled it an essay in economic historiography. The paper proceeds by discussing each of these problems in turn, then...
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...OE B CLASS ICAL LIBR ARY 2013 Founded by JAMES LOEB 1911 Edited by JEFFREY HENDERSON NEW TITLES XENOPHON Volume IV. Memorabilia. Oeconomicus. Symposium. Apology AND SALLUST Volume I. The War with Catiline. The War with Jugurtha TRANSLATED BY J. C. ROLFE REVISED BY JOHN T. RAMSEY Sallust, Gaius Sallustius Crispus (86–35 BC), a Sabine from Amiternum, acted against Cicero and Milo as tribune in 52, joined Caesar after being expelled from the Senate in 50, was restored to the Senate by Caesar and took part in his African campaign as praetor in 46, and was then appointed governor of New Africa (Numidia). Upon his return to Rome he narrowly escaped conviction for malfeasance in office, retired from public life, and took up historiography. Sallust’s two extant monographs take as their theme the moral and political decline of Rome, one on the conspiracy of Catiline and the other on the war with Jugurtha. For this edition, J. C. Rolfe’s text and translation of the Catiline and Jugurtha have been thoroughly revised in line with the most recent scholarship. Vol. I. ISBN 978-0-674-99684-7 LCL TRANSLATED BY E. C. MARCHANT O. J. TODD REVISED BY JEFFREY HENDERSON This volume collects Xenophon’s (c. 430 to c. 354 BC) portrayals of his associate, Socrates. In Memorabilia (or Memoirs of Socrates) and in Oeconomicus, a dialogue about household management, we see the philosopher through Xenophon’s eyes. Here, as in the accompanying Symposium, we also obtain insight on life in...
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...1 The Foundations of International Society 2013-2014 Part I: Politics 2 (International Relations I) Paper organiser: Professor Christopher Hill (POLIS): Room 105, Alison Richard Building Email: cjh68@cam.ac.uk Lecturers: Professor Hill (CH), Dr Elisabetta Brighi (EB), Dr Aaron Rapport (AR) and Dr Stefano Recchia (SR). Aims and Objectives The course aims to introduce students to the subject of International Relations (IR), whose main focus is the nature of politics at the international level. Students will acquire the empirical and conceptual foundations needed to understand a world political system which cannot be accurately described as either pure anarchy or a coherent form of ‘global governance’. The starting point is the notion of ‘international society’, which refers to the set of institutions and common procedures generated by states over the last three and a half centuries in their attempts to achieve some minimal form of co-existence, but which has gradually evolved to include many non-state actors and different levels of activity – diplomatic, economic and cultural, as well as that of military competition. By the end of the course you should be able to have an informed discussion about: the historical origins of the present system; what is distinctive about international politics as opposed to politics inside the state; and the main challenges which confront humanity in the twenty-first century. You will also acquire a basic familiarity with the main theories needed...
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...HISTORY 1500 WINTER 2014 RESEARCH ESSAY TOPICS 1. Select a crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution...
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...the 15th century (Tatars). To a large extent, the Mongols allowed Russians to maintain their way of life: - Slavic based languages including writing system (Cyrillic) - Orthodox religion The Russians adopted much from Asian culture and this led western Europeans to think less of the Russians Geographically Russia was isolated from the rest of Europe: - Entirely land locked (mostly) - Huge Plains of Eastern Europe prevented overland travel During these early years there were a series of muscovite princes based in Moscow and called themselves Tsars. By the 17th century the Romanov family became the ruling dynasty: - Alexander I (1801-1825) - Nicholas I (1825-1855) - Alexander II (1855-1881) - Alexander III (1881-1894) - Nicholas II (1894-1917) Under the rule of Peter the Great (1689-1728) Russia grew greatly in size and entered the European World www.ibscrewed.org The Russia of 1800 was one of the greatest autocracies in Europe where: - The Tsar’s rule was absolute - There was a small, but powerful landowning elite - The vast majority of the population existed in a state called serfdom Serfdom: refers to the legal and economic status of peasants (serf). In Russia Serfdom practically equaled slavery - In 1646, landowners registered peasants living on their land. From then they are considered property of the estate. - Serfs could not leave the estates...
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...Journal of American Studies, 45 (2011), 1, 113–129 f Cambridge University Press 2010 doi:10.1017/S0021875810001271 First published online 19 July 2010 Jazz as a Black American Art Form : Definitions of the Jazz Preservation Act JEFF FARLEY Jazz music and culture have experienced a surge in popularity after the passage of the Jazz Preservation Act (JPA) in 1987. This resolution defined jazz as a black American art form, thus using race, national identity, and cultural value as key aspects in making jazz one of the nation’s most subsidized arts. Led by new cultural institutions and educational programs, millions of Americans have engaged with the history and canon of jazz that represent the values endorsed by the JPA. Record companies, book publishers, archivists, academia, and private foundations have also contributed to the effort to preserve jazz music and history. Such preservation has not always been a simple process, especially in identifying jazz with black culture and with America as a whole. This has required a careful balancing of social and musical aspects of jazz. For instance, many consider two of the most important aspects of jazz to be the blues aesthetic, which inevitably expresses racist oppression in America, and the democratic ethic, wherein each musician’s individual expression equally contributes to the whole. Balanced explanations of race and nationality are useful not only for musicologists, but also for musicians and teachers wishing to use jazz as an example...
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...MODULE C – History and Memory Sample 1 How has your understanding of events, personalities or situations been shaped by their representations in the texts you have studied. Refer to your prescribed text and at least TWO other related texts of your own choosing. History can be defined as “the methodical record of public events” where memory is defined as “the faculty by which events are recalled or kept in mind”. Thus history and memory interrelate as history can be seen as the contextual justification for memory. “The Fiftieth Gate” is a poignant interweaving of history and memory. The text follows protagonist, Mark Baker an historian, son of Holocaust survivors Genia and Yossl (Joe), on an historical journey through memory, to uncover the origins of his past and act as a catalyst for future generations to also connect with their history. Mark Baker’s journey through history and memory is also executed through his conventional ideas that memory is biased and less valid than history. There are numerous references to the discrepancies between the personal memories of his parents and the documented history Mark as an historian believes. In this way it is apparent that Mark is on a quest for verification, “my facts from the past are different”. This displays the flaw Mark traditionally notes in memory and his need for historical evidence. As responders accompany Mark on his journey, they also encounter the complexity of simultaneously being a son and an historian. This...
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