Contrary to conventional wisdom, no area of study is outdated more quickly than history, and no time has been more turbulent for the discipline than our own. This classic point/counterpoint reader in American history, now in a completely revised and updated seventh edition, takes note of history's impermanence, giving voice to the new without disposing of the old. In ten lively chapters, essays by the editors introduce dialectical readings by distinguished historians on topics from Reconstruction to the present. The essays and readings address history's timeless questions: "Reconstruction: Change or Stasis?," "American Imperialism: Economic Expansion or Ideological Crusade?," and "The Civil Rights Movement: Top-Down or Bottom-Up?" New readings are included on African Americans, women, and immigrants. In the fray of debate, eminent historians from Samuel Hays and Alfred Chandler to John Lewis Gaddis, Walter LaFeber, and Kathryn Kish Sklar struggle to interpret the past. The editors'essays moderate.

Now in a new edition from Bedford/St. Martin’s, Interpretations of American History offers an essential collection of essays and readings on American historiography. Each chapter opens with an extended essay that explores the historiography specific to that chapter’s topic, followed by two readings by preeminent historians that highlight different — although not always diametrically opposed — historical approaches. Fully updated for the next generation of scholars, the most respected historiographical reader now comes with all the care and quality that you expect from Bedford/St. Martin’s.

This collection of essays on American history reflects recent scholarship. Contributors new to this edition include Gary Nash, Arthur Schlesinger, Richard P. McCormick, Gerda Lerner, Ellen C. DuBois, Vicki L. Ruiz, Nathan I. Huggins, John Lewis Gaddis, Paul Kennedy and Kevin P. Philips. Edited by Gerald N. Grob and George Athan Billias.

Contrary to conventional wisdom, no area of study is outdated more quickly than history, and no time has been more turbulent for the discipline than our own. This classic point/counterpoint reader in American history, now in a completely revised and updated seventh edition, takes note of history's impermanence, giving voice to the new without disposing of the old. In ten lively chapters, essays by the editors introduce dialectical readings by distinguished historians on topics from Reconstruction to the present. The essays and readings address history's timeless questions: "Reconstruction: Change or Stasis?," "American Imperialism: Economic Expansion or Ideological Crusade?," and "The Civil Rights Movement: Top-Down or Bottom-Up?" New readings are included on African Americans, women, and immigrants. In the fray of debate, eminent historians from Samuel Hays and Alfred Chandler to John Lewis Gaddis, Walter LaFeber, and Kathryn Kish Sklar struggle to interpret the past. The editors'essays moderate.

Joel Spring’s history of school policies imposed on dominated groups in the United States examines the concept of deculturalization—the use of schools to strip away family languages and cultures and replace them with those of the dominant group. The focus is on the education of dominated groups forced to become citizens in territories conquered by the United States, including Native Americans, African Americans, Asian Americans, Latino Americans, and Hawaiians. In seven concise, thought-provoking chapters, this analysis and documentation of how education is used to change or eliminate linguistic and cultural traditions in the United States looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of "equality" that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of language, culture, and deculturalization are placed in a global context. Extensively revised throughout to reflect the dramatic national events since the prior edition, the Ninth Edition discusses the rise of the Black Lives Matter movement, increased educational inequality related to the pandemic, concerns about institutional racism and White nationalism, disputes about the interpretation of U.S. history, and debates over cultural and racial identity.

This comprehensive resource is an invaluable teaching aid for adding a global dimension to students' understanding of American history. It includes a wide range of materials from scholarly articles and reports to original syllabi and ready-to-use lesson plans to guide teachers in enlarging the frame of introductory American history courses to an international view.The contributors include well-known American history scholars as well as gifted classroom teachers, and the book's emphasis on immigration, race, and gender points to ways for teachers to integrate international and multicultural education, America in the World, and the World in America in their courses. The book also includes a 'Views from Abroad' section that examines problems and strategies for teaching American history to foreign audiences or recent immigrants. A comprehensive, annotated guide directs teachers to additional print and online resources.

In rethinking and reframing the American national narrative in a wider context, the contributors to this volume ask questions about both nationalism and the discipline of history itself. The essays offer fresh ways of thinking about the traditional themes and periods of American history. By locating the study of American history in a transnational context, they examine the history of nation-making and the relation of the United States to other nations and to transnational developments. What is now called globalization is here placed in a historical context. A cast of distinguished historians from the United States and abroad examines the historiographical implications of such a reframing and offers alternative interpretations of large questions of American history ranging from the era of European contact to democracy and reform, from environmental and economic development and migration experiences to issues of nationalism and identity. But the largest issue explored is basic to all histories: How does one understand, teach, and write a national history even as one recognizes that the territorial boundaries do not fully contain that history and that within that bounded territory the society is highly differentiated, marked by multiple solidarities and identities? Rethinking American History in a Global Age advances an emerging but important conversation marked by divergent voices, many of which are represented here. The various essays explore big concepts and offer historical narratives that enrich the content and context of American history. The aim is to provide a history that more accurately reflects the dimensions of American experience and better connects the past with contemporary concerns for American identity, structures of power, and world presence.

In this landmark guide, nearly two dozen essays by scholars, educators, and museum leaders suggest the next steps in the interpretation of African American history and culture from the colonial period to the twentieth century at history museums and historic sites. This diverse anthology addresses both historical research and interpretive methodologies, including investigating church and legal records, using social media, navigating sensitive or difficult topics, preserving historic places, engaging students and communities, and strengthening connections between local and national history. Case studies of exhibitions, tours, and school programs from around the country provide practical inspiration, including photographs of projects and examples of exhibit label text. Highlights include: Amanda Seymour discusses the prevalence of "false nostalgia" at the homes of the first five presidents and offers practical solutions to create a more inclusive, nuanced history. Dr. Bernard Powers reveals that African American church records are a rich but often overlooked source for developing a more complete portrayal of individuals and communities. Dr. David Young, executive director of Cliveden, uses his experience in reinterpreting this National Historic Landmark to identify four ways that people respond to a history that has been too often untold, ignored, or appropriated—and how museums and historic sites can constructively respond. Dr. Matthew Pinsker explains that historic sites may be missing a huge opportunity in telling the story of freedom and emancipation by focusing on the underground railroad rather than its much bigger "upper-ground" counterpart. Martha Katz-Hyman tackles the challenges of interpreting the material culture of both enslaved and free African Americans in the years before the Civil War by discussing the furnishing of period rooms. Dr. Benjamin Filene describes three "micro-public history" projects that lead to new ways of understanding the past, handling source limitations, building partnerships, and reaching audiences. Andrea Jones shares her approach for engaging students through historical simulations based on the "Fight for Your Rights" school program at the Atlanta History Center. A exhibit on African American Vietnam War veterans at the Heinz History Center not only linked local and international events, but became an award-winning model of civic engagement. A collaboration between a university and museum that began as a local history project interpreting the Scottsboro Boys Trial as a website and brochure ended up changing Alabama law. A list of national organizations and an extensive bibliography on the interpretation of African American history provide convenient gateways to additional resources.