A leading scholar of Jewish history's bracing and challenging case for the role of the historian today Why do we study history? What is the role of the historian in the contemporary world? These questions prompted David N. Myers's illuminating and poignant call for the relevance of historical research and writing. His inquiry identifies a number of key themes around which modern Jewish historians have wrapped their labors: liberation, consolation, and witnessing. Through these portraits, Myers revisits the chasm between history and memory, revealing the middle space occupied by modern Jewish historians as they work between the poles of empathic storytelling and the critical sifting of sources. History, properly applied, can both destroy ideologically rooted myths that breed group hatred and create new memories that are sustaining of life. Alive in these investigations is Myers's belief that the historian today can and should attend to questions of political and moral urgency. Historical knowledge is not a luxury to society but an essential requirement for informed civic engagement, as well as a vital tool in policy making, conflict resolution, and restorative justice.

Non-academic history – ‘public history’ – is a complex, dynamic entity which impacts on the popular understanding of the past at all levels. In Consuming History, Jerome de Groot examines how society consumes history and how a reading of this consumption can help us understand popular culture and issues of representation. This book analyzes a wide range of cultural entities – from computer games to daytime television, from blockbuster fictional narratives such as Da Vinci Code to DNA genealogical tools – to analyze how history works in contemporary popular culture. Jerome de Groot probes how museums have responded to the heritage debate and the way in which new technologies have brought about a shift in access to history, from online game playing to internet genealogy. He discusses the often conflicted relationship between ‘public’ and academic history, and raises important questions about the theory and practice of history as a discipline. Whilst mainly focussing on the UK, the book also compares the experiences of the USA, France and Germany. Consuming History is an important and engaging analysis of the social consumption of history and offers an essential path through the debates for readers interested in history, cultural studies and the media.

Yves Charles Zarka shows you how Hobbes established the framework for modern political thought. Discover the origin of liberalism in the Hobbesian theory of negative liberty; that Hobbesian interest and contract are essential to contemporary discussions of the comportment of economic actors; and how state sovereignty returns anew in the form of the servility of the state. At the same time, Zarka controversially argues against received readings claiming that Hobbes is a thinker of a state monopoly on legitimate violence.

Long remembered chiefly for its modernist exhibitions on the South Bank in London, the 1951 Festival of Britain also showcased British artistic creativity in all its forms. In Tonic to the Nation, Nathaniel G. Lew tells the story of the English classical music and opera composed and revived for the Festival, and explores how these long-overlooked components of the Festival helped define English music in the post-war period. Drawing on a wealth of archival material, Lew looks closely at the work of the newly chartered Arts Council of Great Britain, for whom the Festival of Britain provided the first chance to assert its authority over British culture. The Arts Council devised many musical programs for the Festival, including commissions of new concert works, a vast London Season of almost 200 concerts highlighting seven centuries of English musical creativity, and several schemes to commission and perform new operas. These projects were not merely directed at bringing audiences to hear new and old national music, but to share broader goals of framing the national repertory, negotiating between the conflicting demands of conservative and progressive tastes, and using music to forge new national definitions in a changed post-war world.

Demystifying the subject with clarity and verve, History: An Introduction to Theory, Method and Practice familiarizes the reader with the varied spectrum of historical approaches in a balanced, comprehensive and engaging manner. Global in scope, and covering a wide range of topics from the ancient and medieval worlds to the twenty-first century, it explores historical perspectives not only from historiography itself, but from related areas such as literature, sociology, geography and anthropology. Clearly written, accessible and student-friendly, this second edition is fully updated throughout to include: An increased spread of case studies from beyond Europe, especially from American and imperial histories. New chapters on important and growing areas of historical inquiry, such as environmental history and digital history Expanded sections on political, cultural and social history More discussion of non-traditional forms of historical representation and knowledge like film, fiction and video games. Accompanied by a new companion website (www.routledge.com/cw/claus) containing valuable supporting material for students and instructors such as discussion questions, further reading and web links, this book is an essential introduction for all students of historical theory and method.

J.M.W. Turner and the Subject of History is an in-depth consideration of the artist's complex response to the challenge of creating history paintings in the early nineteenth century. Structured around the linked themes of making and unmaking, of creation and destruction, this book examines how Turner's history paintings reveal changing notions of individual and collective identity at a time when the British Empire was simultaneously developing and fragmenting. Turner similarly emerges as a conflicted subject, one whose artistic modernism emerged out of a desire to both continue and exceed his eighteenth-century aesthetic background by responding to the altered political and historical circumstances of the nineteenth century.

A practical and engaging guide to the art of teaching history Well-grounded in scholarly literature and practical experience, Teaching History offers an instructors’ guide for developing and teaching classroom history. Written in the author’s engaging (and often humorous) style, the book discusses the challenges teachers encounter, explores effective teaching strategies, and offers insight for managing burgeoning technologies. William Caferro presents an assessment of the current debates on the study of history in a broad historical context and evaluates the changing role of the discipline in our increasingly globalized world. Teaching History reveals that the valuable skills of teaching are highly transferable. It stresses the importance of careful organization as well as the advantages of combining research agendas with teaching agendas. Inspired by the Scholarship of Teaching and Learning movement, the book encourages careful reflection on teaching methods and stresses the importance of applying various approaches to promote active learning. Drawing on the author’s experience as an instructor at the high school and university levels, Teaching History: Contains an authoritative and humorous look at the profession and the strategies and techniques of teaching history Incorporates a review of the current teaching practice in terms of previous methods, examining nineteenth and twentieth century debates and strategies Includes a discussion of the use of technology in the history classroom, from the advent of course management (Blackboard) systems to today’s digital resources Covers techniques for teaching the history of any nation not only American history Written for graduate and undergraduate students of history teaching and methods, historiography, history skills, and education, Teaching History is a comprehensive book that explores the strategies, challenges, and changes that have occurred in the profession.

A born-digital project that asks how recent technologies have changed the ways that historians think, teach, author, and publish

For the statement above quoted, also for full bibliographical information regarding this publication, and for the contents of the volumes [1st ser.] v. 1- 7th series, v. 5, cf. Griffin, Bibl. of Amer. hist. society. 2d edition, 1907, p. 346-360.