Through reconstruction of oral testimony, folk stories and poetry, the true history of Hausa women and their reception of Islam's vision of Muslim in Western Africa have been uncovered. Mary Wren Bivins is the first author to locate and examine the oral texts of the 19th century Hausa women and challenge the written documentation of the Sokoto Caliphate. The personal narratives and folk stories reveal the importance of illiterate, non-elite women to the history of jihad and the assimilation of normative Islam in rural Hausaland. The captivating lives of the Hausa are captured, shedding light on their ordinary existence as wives, mothers, and providers for their family on the eve of European colonial conquest.

What would it be like if your existence was erased for half a century? This is the reality for the Korean comfort girls-women whose lives had been erased since the time of the expansion of comfort stations by the Japanese military in 1937. This book is an effort to bring these women back to life and to make their voices, experiences and memories available to future generations. The experiences of Korean comfort girls-women are a paradigmatic example of how military sexual violence can obliterate the dignity of women and shame them into nonexistence. This book examines how the turning of their innocence into inadequacy, actively by the Japanese government and passively by the Korean government and its people, and also by the world, compounded their long, miserable suffering for half a century until Kim Hak-sun broke the silence in 1991 with the support of Korean activists. The relentless and courageous efforts of Korean comfort girls-women and activists on the road to healing and justice are shared here. These efforts made it possible for us to hear their horrific stories, which are embedded with numerous and intense traumas, allowing them to unfold and be shared on the road to justice and healing.

MAKING HISTORY is an epic exploration of who writes about the past and how the biases of certain storytellers - whether Julius Caesar, William Shakespeare or Simon Schama - continue to influence our ideas about history (and about who we are) today. In this authoritative and entertaining book, Richard Cohen reveals how professional historians and other equally significant witnesses (such as the writers of the Bible, major novelists, dramatists, journalists and political propagandists) influence what become the accepted records of human experience. Is there, he asks, even such a thing as 'objective' history? The depth of Cohen's inquiry and the delight he takes in his subjects includes the practitioners of what he calls 'Bad History,' those thieves of history who twist reality to glorify themselves and conceal their or their country's behaviour. Cohen investigates the published works and private utterances of our greatest historical thinkers to discover the agendas that informed their views of the world, and which in so many ways have informed ours. From the origins of history-writing, when such an idea seemed itself revolutionary, through to television and the digital age, MAKING HISTORY abounds in captivating figures brought to vivid life, from Thucydides and Tacitus to Voltaire and Gibbon, from Winston Churchill to Mary Beard. Rich in character, complex truths and surprising anecdotes, the result is a unique exploration of both the aims and craft of history-making. It will lead us to think anew about our past and ourselves.

Make History with Your Students From bestselling author Paul Bambrick-Santoyo and Art Worrell, Uncommon Schools’ Director of History Instruction, comes Make History, an inspiring book on how educators can take history instruction to the next level. History teachers face unique challenges in introducing history lessons to students, and they are under increasing pressure to get it “right” in an age of social progress and social divisiveness. This book is a guide to bring the past to life while teaching students how to make sense of history. Use the ideas and techniques to turn your history students into writers, readers, and thinkers who are ready not only to succeed in college, but also to become leaders and change agents. By showing how to teach rigorous, engaging lessons that center student thinking and voice, Make History turns history class into the most exciting part of a student’s day. Reimagine history education to help students build their own unique arguments about the past Ask tough questions to help students grapple with difficult historical periods Set the stage for authentic discourse that students remember long past the bell Give students the tools to become socially aware, build their own identity, and think and write like historians Teachers and instructional coaches in grades 5-12 will love this new, insightful approach to history—one that works for today’s classrooms.

How did the Gospel of Mark come to exist? And how was the memory of Jesus shaped by the experiences of the earliest Christians? For centuries, biblical scholars examined texts as history, literature, theology, or even as story. Curiously absent, however, has been attention to processes of collective memory in the creation of biblical texts. Drawing on modern explorations of social memory, Sandra Huebenthal presents a model for reading biblical texts as collective memories. She demonstrates that the Gospel of Mark is a text evolving from collective narrative memory based on recollections of Jesus’s life and teachings. Huebenthal investigates the principles and structures of how groups remember and how their memory is structured and presented. In the case of Mark’s Gospel, this includes examining which image of Jesus, as well as which authorial self-image, this text as memory constructs. Reading Mark’s Gospel as a Text from Collective Memory serves less as a key to unlock questions about the historical Jesus and more as an examination of memory about him within a particular community, providing a new and important framework for interpreting the earliest canonical gospel in context.

A PDF version of this book is available for free in open access via the OAPEN Library platform, www.oapen.org. Arguing that neo-Victorian fiction enacts and celebrates cultural memory, this book uses memory discourse to position these novels as dynamic participants in the contemporary historical imaginary.

Making History Move: Five Principles of the Historical Film consolidates decades of scholarship investigating history in visual culture in the fields of film and media, cultural studies, and history. The book develops insights across these fields, including philosophical considerations of film and history, to clarify the form and function of history in moving images. It addresses the implications of the historical film on public historical consciousness in a systematic way, presenting criteria for engaging and assessing the truth status of depictions of the past. Its chapters offer a detailed methodology for analyzing history in moving images for the digital age, proposing five principles of analysis to organize past and future scholarship in this vital, interdisciplinary field of study. Including films such as The Birth of a Nation, Gone with the Wind, Lawrence of Arabia, and Saving Private Ryan the book sets the stage to examine the most influential form of history with the most significant impact on public perceptions of the past.

If historical culture is the specific and particular ways that a society engages with its past, this book aims to situate the professional practice of public history, now emerging across the world, within that framework. It links the increasingly varied practices of memory and history-making such as genealogy, podcasting, re-enactment, family histories, memoir writing, film-making and facebook histories with the work that professional historians do, both in and out of the academy. Making Histories asks questions about the role of the expert and notions of authority within a landscape that is increasingly concerned with connection to the past and authenticity. The book is divided into four parts: 1. Resistance, Rights, Authority 2. Memory, Memorialization, Commemoration 3. Performance, Transmission, Reception 4. Family, Private, Self The four sections outline major themes emerging in public history across the world in the 21st century which are all underpinned by the impact of new media on historical practice and our central argument for the volume which advocates a more capacious definition of what constitutes ‘public history‘.

This book is the first in 30 years to take transport museums seriously as vehicles for the making of public histories. Drawing upon many years' experience of visiting and working in transport museums around the world, the authors argue that the sector's historical roots are more complex than is usually thought. Written from a multidisciplinary perspective but firmly rooted in the practice of making public histories, this book brings the study of transport museums firmly into the mainstream of academic and professional debate.>

Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.