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| an historian or a historian: Being a Historian James M. Banner, Jr, 2012-04-30 Based on the author's more than 50 years of experience as a professional historian in academic and other capacities, Being a Historian is addressed to both aspiring and mature historians. It offers an overview of the state of the discipline of history today and the problems that confront it and its practitioners in many professions. James M. Banner, Jr argues that historians remain inadequately prepared for their rapidly changing professional world and that the discipline as a whole has yet to confront many of its deficiencies. He also argues that, no longer needing to conform automatically to the academic ideal, historians can now more safely and productively than ever before adapt to their own visions, temperaments and goals as they take up their responsibilities as scholars, teachers and public practitioners. Critical while also optimistic, this work suggests many topics for further scholarly and professional exploration, research and debate. |
| an historian or a historian: A Little Book for New Historians Robert Tracy McKenzie, 2019-03-12 Veteran historian Robert Tracy McKenzie offers a concise, clear, and beautifully written introduction to the study of history. Laying out necessary skills, methods, and attitudes for historians in training, this resource is loaded with concrete examples and insightful principles that show how the study of history—when faithfully pursued—can shape your heart as well as your mind. |
| an historian or a historian: Technology and the Historian Adam Crymble, 2021-04-13 Charting the evolution of practicing digital history Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars. Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era. |
| an historian or a historian: The Historian Elizabeth Kostova, 2005-06-01 The record-breaking phenomenon from Elizabeth Kostova is a celebrated masterpiece that refashioned the vampire myth into a compelling contemporary novel, a late-night page-turner (San Francisco Chronicle). Breathtakingly suspenseful and beautifully written, The Historian is the story of a young woman plunged into a labyrinth where the secrets of her family’s past connect to an inconceivable evil: the dark fifteenth-century reign of Vlad the Impaler and a time-defying pact that may have kept his awful work alive through the ages. The search for the truth becomes an adventure of monumental proportions, taking us from monasteries and dusty libraries to the capitals of Eastern Europe—in a feat of storytelling so rich, so hypnotic, so exciting that it has enthralled readers around the world. “Part thriller, part history, part romance...Kostova has a keen sense of storytelling and she has a marvelous tale to tell.” —Baltimore Sun |
| an historian or a historian: Thinking Like a Historian Nikki Mandell, Bobbie Malone, 2013-06-19 Thinking Like a Historian: Rethinking History Instruction by Nikki Mandell and Bobbie Malone is a teaching and learning framework that explains the essential elements of history and provides how to examples for building historical literacy in classrooms at all grade levels. With practical examples, engaging and effective lessons, and classroom activities that tie to essential questions, Thinking Like a Historian provides a framework to enhance and improve teaching and learning history. We invite you to use Thinking Like a Historian to bring history into your classroom or to re-energize your teaching of this crucial discipline in new ways. The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California. |
| an historian or a historian: A Short Guide to Writing about History Richard Marius, Melvin Eugene Page, 2007 An ideal complement for any history course,A Short Guide to Writing About Historystresses thinking and writing like an historian. This engaging and practical text helps students get beyond merely compiling dates and facts; it teaches them how to incorporate their own ideas into their papers and to tell a story about history that interests them and their peers. Covering brief essays and the documented resource paper, the text explores the writing and researching processes, different modes of historical writing (including argument), and offers guidelines for improving style as well as documenting sources. |
| an historian or a historian: Reading Like a Historian Sam Wineburg, Daisy Martin, Chauncey Monte-Sano, 2015-04-26 This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, Reading Like a Historian, in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis. |
| an historian or a historian: The Complete Guide to Article Writing Naveed Saleh, 2014-01-14 Master the art of article writing! The world of journalism is changing rapidly, and the modern journalist needs more than a basic knowledge of article writing to navigate it. The Complete Guide to Article Writing provides a compass for freelancers and students of journalism looking to write successfully on a wide variety of topics and for many different markets--both in print and online. From researching and interviewing to writing features, reviews, news articles, opinion pieces, and even blog posts, this one-stop guide will illuminate the intricacies of article writing so you can produce entertaining, informative, and salable articles. • Learn how to write coherently, cohesively, and concisely. • Choose the proper structure for the article you want to write. • Weave narrative and fact seamlessly into your pieces. • Develop your freelance platform with the latest in social media outlets. • Pitch your ideas like a pro. • Develop a professional relationship with editors. • And much more! Modern journalism can be a treacherous terrain, but with The Complete Guide to Article Writing as your companion, you'll not only survive the journey--you'll be able to write pieces that inform, entertain, inspire, delight--and sell! |
| an historian or a historian: History, Historians, and Autobiography Jeremy D. Popkin, 2005-05-09 Though history and autobiography both claim to tell true stories about the past, historians have traditionally rejected first-person accounts as subjective and therefore unreliable. What then, asks Jeremy D. Popkin in History, Historians, and Autobiography, are we to make of the ever-increasing number of professional historians who are publishing stories of their own lives? And how is this recent development changing the nature of history-writing, the historical profession, and the genre of autobiography? Drawing on the theoretical work of contemporary critics of autobiography and the philosophy of Paul Ricoeur, Popkin reads the autobiographical classics of Edward Gibbon and Henry Adams and the memoirs of contemporary historians such as Emmanuel Le Roy Ladurie, Peter Gay, Jill Ker Conway, and many others, he reveals the contributions historians' life stories make to our understanding of the human experience. Historians' autobiographies, he shows, reveal how scholars arrive at their vocations, the difficulties of writing about modern professional life, and the ways in which personal stories can add to our understanding of historical events such as war, political movements, and the traumas of the Holocaust. An engrossing overview of the way historians view themselves and their profession, this work will be of interest to readers concerned with the ways in which we understand the past, as well as anyone interested in the art of life-writing. |
| an historian or a historian: Who is the Historian? Nigel A. Raab, 2016-01-01 Who Is the Historian? highlights the skill set imparted to those pursuing a historical education, and clearly demonstrates the value of the historian in the contemporary world |
| an historian or a historian: Becoming a Historian Corfield HITCHCOCK, 2022-04 An accessible guide to completing research projects and building a career as a practicing historian. Writing history is both an art and a craft. This handbook is designed as an instructional guide to support students, independent scholars, and more. Becoming a Historian guides prospective historians on how best to participate in this vibrant community of scholars. This friendly guide will teach readers how to design research projects, how to differentiate between quantitative and qualitative research methodologies, and how to follow a project through to a positive conclusion. Becoming a Historian is also frank about the pains and pleasures of sticking with a long-term project. Finally, this guide explains how to present original research to wider audiences, including the appropriate use of social media, the art of public lecturing, and strategies for publication. Written by esteemed historians Penelope J. Corfield and Tim Hitchcock, who bring more than forty years of collective experience to the project, Becoming a Historian explodes the myths and systems that can make the world of research seem intimidating. Instead, this guide offers step-by-step advice designed to make it easier to join this community of scholarship. |
| an historian or a historian: Slavery and Freedom on the Middle Ground Barbara Jeanne Fields, 1987-01-01 Examines the history of slavery in Maryland and discusses the conditions of life of Maryland's slaves and free Blacks. |
| an historian or a historian: Lectures on History, and General Policy Joseph Priestley, 1793 |
| an historian or a historian: Nothing Happened Susan A. Crane, 2021-01-19 The past is what happened. History is what we remember and write about that past, the narratives we craft to make sense out of our memories and their sources. But what does it mean to look at the past and to remember that nothing happened? Why might we feel as if nothing is the way it was? This book transforms these utterly ordinary observations and redefines Nothing as something we have known and can remember. Nothing has been a catch-all term for everything that is supposedly uninteresting or is just not there. It will take some—possibly considerable—mental adjustment before we can see Nothing as Susan A. Crane does here, with a capital n. But Nothing has actually been happening all along. As Crane shows in her witty and provocative discussion, Nothing is nothing less than fascinating. When Nothing has changed but we think that it should have, we might call that injustice; when Nothing has happened over a long, slow period of time, we might call that boring. Justice and boredom have histories. So too does being relieved or disappointed when Nothing happens—for instance, when a forecasted end of the world does not occur, and millennial movements have to regroup. By paying attention to how we understand Nothing to be happening in the present, what it means to know Nothing or to do Nothing, we can begin to ask how those experiences will be remembered. Susan A. Crane moves effortlessly between different modes of seeing Nothing, drawing on visual analysis and cultural studies to suggest a new way of thinking about history. By remembering how Nothing happened, or how Nothing is the way it was, or how Nothing has changed, we can recover histories that were there all along. |
| an historian or a historian: How History Gets Things Wrong Alex Rosenberg, 2018-10-09 Why we learn the wrong things from narrative history, and how our love for stories is hard-wired. To understand something, you need to know its history. Right? Wrong, says Alex Rosenberg in How History Gets Things Wrong. Feeling especially well-informed after reading a book of popular history on the best-seller list? Don't. Narrative history is always, always wrong. It's not just incomplete or inaccurate but deeply wrong, as wrong as Ptolemaic astronomy. We no longer believe that the earth is the center of the universe. Why do we still believe in historical narrative? Our attachment to history as a vehicle for understanding has a long Darwinian pedigree and a genetic basis. Our love of stories is hard-wired. Neuroscience reveals that human evolution shaped a tool useful for survival into a defective theory of human nature. Stories historians tell, Rosenberg continues, are not only wrong but harmful. Israel and Palestine, for example, have dueling narratives of dispossession that prevent one side from compromising with the other. Henry Kissinger applied lessons drawn from the Congress of Vienna to American foreign policy with disastrous results. Human evolution improved primate mind reading—the ability to anticipate the behavior of others, whether predators, prey, or cooperators—to get us to the top of the African food chain. Now, however, this hard-wired capacity makes us think we can understand history—what the Kaiser was thinking in 1914, why Hitler declared war on the United States—by uncovering the narratives of what happened and why. In fact, Rosenberg argues, we will only understand history if we don't make it into a story. |
| an historian or a historian: The American Historian Harvey Wish, 1960 A survey of American historiography with an eye toward illustrating how various historians' viewpoints toward national crisis were influenced by their particular social conditioning. |
| an historian or a historian: Practicing History Barbara W. Tuchman, 2011-07-13 Celebrated for bringing a personal touch to history in her Pulitzer Prize–winning epic The Guns of August and other classic books, Barbara W. Tuchman reflects on world events and the historian’s craft in these perceptive, essential essays. From thoughtful pieces on the historian’s role to striking insights into America’s past and present to trenchant observations on the international scene, Barbara W. Tuchman looks at history in a unique way and draws lessons from what she sees. Spanning more than four decades of writing in The New York Times Magazine, The Atlantic, Foreign Affairs, Harper’s, The Nation, and The Saturday Evening Post, Tuchman weighs in on a range of eclectic topics, from Israel and Mao Tse-tung to a Freudian reading of Woodrow Wilson. This is a splendid body of work, the story of a lifetime spent “practicing history.” Praise for Practicing History “Persuades and enthralls . . . I can think of no better primer for the nonexpert who wishes to learn history.”—Chicago Sun-Times “Provocative, consistent, and beautifully readable, an event not to be missed by history buffs.”—Baltimore Sun “A delight to read.”—The New York Times Book Review |
| an historian or a historian: The Historian's Toolbox Robert Chadwell Williams, 2007 The first part of the book is a stimulating intoduction to the key elements of history-evidence, narrative, judgement-that explores how the study and concepts of history have evolved over the centuries. The second part guides readers through the workshop of history. Unlocking the historian's toolbox, it reveals the tricks of the trade including documents, sources, footnotes, bibiliographies, chronologies, and more. This section also covers issues of interpretation, speculation, professional ethics, and controversial issues such as plagiarism, historical hoaxes, and conspiracy theories. |
| an historian or a historian: The Education of a Historian John O'Malley, 2021-07-31 In this autobiographical memoir, John W. O'Malley recounts how his life-story is unintelligible apart from his craft as an historian and from the passion his craft inspired. The narrative is the straightforward story of how a young man of modest background from a small town in Ohio achieved international eminence as a historian of the religious culture of modern Europe. In some detail, therefore, this book tells how four of the twelve monographs that O'Malley published during his career had field-changing influence: Praise and Blame in Renaissance Rome (1979), The First Jesuits (1993), Trent and All That (2000), and What Happened at Vatican II (2008). The book is, however, much more than a tedious review of scholarship. It teaches the reader lessons in historical method and lessons in what good history does for us. They are lessons easy to digest because they are taught not by abstract principles, but by following a historian in action as he learns in fits and starts how to interpret the past in ways that do less injustice to it than other ways-- |
| an historian or a historian: Global Crisis Geoffrey Parker, 2013-03-15 The acclaimed historian demonstrates a link between climate change and social unrest across the globe during the mid-17th century. Revolutions, droughts, famines, invasions, wars, regicides, government collapses—the calamities of the mid-seventeenth century were unprecedented in both frequency and severity. The effects of what historians call the General Crisis extended from England to Japan and from the Russian Empire to sub-Saharan Africa and the Americas. In this meticulously researched volume, historian Geoffrey Parker presents the firsthand testimony of men and women who experienced the many political, economic, and social crises that occurred between 1618 to the late 1680s. He also incorporates the scientific evidence of climate change during this period into the narrative, offering a strikingly new understanding of the General Crisis. Changes in weather patterns, especially longer winters and cooler and wetter summers, disrupted growing seasons and destroyed harvests. This in turn brought hunger, malnutrition, and disease; and as material conditions worsened, wars, rebellions, and revolutions rocked the world. |
| an historian or a historian: The Engaged Historian Stefan Berger, 2019-04-01 On the surface, historical scholarship might seem thoroughly incompatible with political engagement: the ideal historian, many imagine, is a disinterested observer focused exclusively on the past. In truth, however, political action and historical research have been deeply intertwined for as long as the historical profession has existed. In this insightful collection, practicing historians analyze, reflect on, and share their experiences of this complex relationship. From the influence of historical scholarship on world political leaders to the present-day participation of researchers in post-conflict societies and the Occupy movement, these studies afford distinctive, humane, and stimulating views on historical practice and practitioners |
| an historian or a historian: Never Fall for Your Fiancee Virginia Heath, 2021-11-09 Filled with fabulously British banter, wit, and heart, this delightful book is one of my must-read rom coms of the year. - Evie Dunmore, USA Today bestselling author of Portrait of a Scotsman “Virginia Heath’s fun characters and situations will have you laughing out loud! Don’t miss this wonderful read!” - Sabrina Jeffries, New York Times bestselling author The first in a new historical rom-com series, a handsome earl hires a fake fiancée to keep his matchmaking mother at bay, but hilarity ensues when love threatens to complicate everything. The last thing Hugh Standish, Earl of Fareham, ever wants is a wife. Unfortunately for him, his mother is determined to find him one, even from across the other side of the ocean. So Hugh invents a fake fiancée to keep his mother’s matchmaking ways at bay. But when Hugh learns his interfering mother is on a ship bound for England, he realizes his complicated, convoluted but convenient ruse is about to implode. Until he collides with a beautiful woman, who might just be the miracle he needs. Minerva Merriwell has had to struggle to support herself and her two younger sisters ever since their feckless father abandoned them. Work as a woodcut engraver is few and far between, and the Merriwell sisters are nearly penniless. So when Hugh asks Minerva to pose as his fiancée while his mother is visiting, she knows that while the scheme sounds ludicrous, the offer is too good to pass up. Once Minerva and her sisters arrive at Hugh's estate, of course nothing goes according to his meticulous plan. As hilarity and miscommunication ensue while everyone tries to keep their tangled stories straight, Hugh and Minerva’s fake engagement starts to turn into a real romance. But can they trust each other when their relationship started with a lie? The first book in the Merriwell Sisters series, Never Fall for Your Fiancée is a hilarious, sparkling historical romantic comedy from Virginia Heath. |
| an historian or a historian: Why Learn History (When It’s Already on Your Phone) Sam Wineburg, 2018-09-17 A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization |
| an historian or a historian: The Historian At Work John Cannon, 2018-10-24 This volume, originally published in 1980 discusses the way in which distinguished historians such as Gibbon, Ranke, Macaulay, De Tocqueville, Marx, Maitland, Bloch, Namier, Wheeler, Butterfield and Braudel have regarded and tackled their discipline. As well as chapters by individual authors who are experts on their chosen historian, there is a substantial introduction by the editor which serves as the basis for a discussion about the problems involved in the writing of history. |
| an historian or a historian: The Zionist Career of Louis Lipsky, 1900-1921 Deborah E. Lipstadt, 1976 |
| an historian or a historian: An Introduction to and an History of Ireland Sylvester O'Halloran, 1803 |
| an historian or a historian: History and Historians Mark T. Gilderhus, 2010 For undergraduate and graduate courses in Historiography, Philosophy of History, and Historical Methods. Also an ideal supplemental text for Western Civilization and Intellectual History courses. A comprehensive and balanced look at historical thought from antiquity to present day that will keep readers at all levels engaged and interested in the material. This concise, best-selling volume presents a thorough and comprehensive overview of Western historical thinking from ancient times until the present. History and Historians surveys the main issues and problems in areas such as historiography, philosophy of history, and historical methodology. The book strives for a balanced coverage and attempts to make the subject accessible to readers at all levels. |
| an historian or a historian: A New Philosophy of History Frank Ankersmit, Hans Kellner, 1995-10-15 What is history? From Thucydides to Toynbee historians and nonhistorians alike have wondered how to answer this question. A New Philosophy of History reflects on developments over the last two decades in historical writing, not least the renewed interest in the status of narrative itself and the presence of the authorial voice. Subjects include the problems of Grand Narrative, multiple voices and the personal presence of the historian in his text, the ambitions of the French Annales school and the so-called Grand Chronicler, and the relevance of non-literary models—museum presentations and picturings—regarding historical discourse. The range of approaches found in A New Philosophy of History ensures that this book will establish itself as required reading not only for historians, but for everyone interested in literary theory, philosophy, or cultural studies. This volume presents essays by Hans Kellner, Nancy F. Partner, Richard T. Vann, Arthur C. Danto, Linda Orr, Philippe Carrard, Ann Rigney, Allan Megill, Robert Berkhofer, Stephen Bann, and Frank Ankersmit. |
| an historian or a historian: The Historian and Film Paul Smith, 1976-01-29 Film is increasingly engaging the attention of students of history at all levels. In its manifold forms from the newsreel to the 'feature', it is a major source of evidence for, and an important influence upon, contemporary history, and a vivid means of bringing the recent past to life. For earlier periods, it provides a medium in which the often widely dispersed visual evidences of the past can be brought together for the student. It offers the historian a new form in which to interpret and present his subject, and, as television has shown, it is by far the most important vehicle for the presentation of history to mass audiences. The analysis of its content and impact and the exploration of its uses are especially fitted to bring history into an interdisciplinary relationship with other fields, from sociology to the visual arts. |
| an historian or a historian: Debunking Howard Zinn Mary Grabar, 2019-08-20 Howard Zinn’s A People’s History of the United States has sold more than 2.5 million copies. It is pushed by Hollywood celebrities, defended by university professors who know better, and assigned in high school and college classrooms to teach students that American history is nothing more than a litany of oppression, slavery, and exploitation. Zinn’s history is popular, but it is also massively wrong. Scholar Mary Grabar exposes just how wrong in her stunning new book Debunking Howard Zinn, which demolishes Zinn’s Marxist talking points that now dominate American education. In Debunking Howard Zinn, you’ll learn, contra Zinn: How Columbus was not a genocidal maniac, and was, in fact, a defender of Indians Why the American Indians were not feminist-communist sexual revolutionaries ahead of their time How the United States was founded to protect liberty, not white males’ ill-gotten wealth Why Americans of the “Greatest Generation” were not the equivalent of Nazi war criminals How the Viet Cong were not well-meaning community leaders advocating for local self-rule Why the Black Panthers were not civil rights leaders Grabar also reveals Zinn’s bag of dishonest rhetorical tricks: his slavish reliance on partisan history, explicit rejection of historical balance, and selective quotation of sources to make them say the exact opposite of what their authors intended. If you care about America’s past—and our future—you need this book. |
| an historian or a historian: The Historian and his Evidence. An Essay Emmanuel Twum Mensah, 2016-03-17 Essay from the year 2016 in the subject History - Miscellaneous, Kwame Nkrumah University of Science and Technology (Department of History and Political Studies), course: Ba. Hisotry, language: English, abstract: The reconstruction of the past has always been dependent on evidence from events of the past. This means that history cannot be written without evidence. Evidence used in history can be defined as “materials” that gives signs or proofs of the existence of historical events. However, the accumulation of evidence alone doesn’t make history as they must be supported with interpretation by the historian. The relationship between the historian and the evidence used in historical deconstruction is one of the major themes in history today. Historical reconstructing can be explained as “studying history at its most basic level” and “value” as used in the question means the significance of the evidence in historical explanation of past events. This essay seeks to explain why the evidence used in historical deconstruction owes its value to the interpreter of sources with three main points namely; it is the historian who pick the evidence, the historian interprets the evidence and it is the historian who organizes and present the evidence to his readers. |
| an historian or a historian: Historian's Handbook Wood Gray, 1959 |
| an historian or a historian: A Most English Princess Clare McHugh, 2020-09-22 In this sweeping, immersive novel, Clare McHugh draws readers into the mesmerizing world of the eldest daughter of Queen Victoria – Princess Vicky – as she emerges into a powerful force in her own right and ascends to become the first German Empress.” —Marie Benedict, New York Times bestselling author of The Only Woman in the Room Perfect for fans of the BBC's Victoria, Alison Pataki's The Accidental Empress, and Daisy Goodwin's Victoria, this debut novel tells the gripping and tragic story of Queen Victoria’s eldest daughter, Victoria, Princess Royal. To the world, she was Princess Victoria, daughter of a queen, wife of an emperor, and mother of Kaiser Wilhelm. Her family just called her Vicky…smart, pretty, and self-assured, she changed the course of the world. January 1858: Princess Victoria glides down the aisle of St James Chapel to the waiting arms of her beloved, Fritz, Prince Frederick, heir to the powerful kingdom of Prussia. Although theirs is no mere political match, Vicky is determined that she and Fritz will lead by example, just as her parents Victoria and Albert had done, and also bring about a liberal and united Germany. Brought up to believe in the rightness of her cause, Vicky nonetheless struggles to thrive in the constrained Prussian court, where each day she seems to take a wrong step. And her status as the eldest daughter of Queen Victoria does little to smooth over the conflicts she faces. But handsome, gallant Fritz is always by her side, as they navigate court intrigue, and challenge the cunning Chancellor Otto von Bismarck, while fighting for the throne—and the soul of a nation. At home they endure tragedy, including their son, Wilhelm, rejecting all they stand for. Clare McHugh tells the enthralling and riveting story of Victoria, the Princess Royal—from her younger years as the apple of her father Albert's eyes through her rise to power atop the mighty German empire to her final months of life. |
| an historian or a historian: The Critical Historian G Kitson Clark, 2016-04-14 Originally published in 1967, this book analyses the method by which historical evidence is built up and compares the nature of historical proof with that of other disciplines such as the law and natural sciences. It examines an extraordinary series of forgeries and distortions from the False Decretals to the biographies of Lytton Strachey, as well as discussing how an historical reputation such as that enjoyed by Judge Jefferies was created. |
| an historian or a historian: Ask a Historian Greg Jenner, 2023-01-31 'Brilliantly funny' SHAPARAK KHORSANDI 'Immensely enjoyable' BBC HISTORY MAGAZINE 'Every page contains delights' LINDSEY FITZHARRIS Why is Italy called Italy? How old is curry? How fast was the medieval Chinese post system? How do we know how people sounded in the past? Who invented maths? Responding to fifty genuine questions from the public, Greg Jenner takes you on an entertaining tour through history from the Stone Age to the Swinging Sixties, revealing the best and most surprising stories, facts and historical characters from the past. From ancient joke books, African empires and the invention of meringues, to mummies, mirrors and menstrual pads - Ask A Historian is a deliciously amusing and informative smorgasbord of historical curiosities. |
| an historian or a historian: To America Stephen E. Ambrose, 2002-11-11 Completed shortly before Ambrose's untimely death, To America is a very personal look at our nation's history through the eyes of one of the twentieth century's most influential historians. Ambrose roams the country's history, praising the men and women who made it exceptional. He considers Jefferson and Washington, who were progressive thinkers (while living a contradiction as slaveholders), and celebrates Lincoln and Roosevelt. He recounts Andrew Jackson's stunning defeat of a superior British force in the battle of New Orleans with a ragtag army in the War of 1812. He brings to life Lewis and Clark's grueling journey across the wilderness and the building of the railroad that joined the nation coast to coast. Taking swings at political correctness, as well as his own early biases, Ambrose grapples with the country's historic sins of racism; its ill treatment of Native Americans; and its tragic errors such as the war in Vietnam, which he ardently opposed. He contrasts the modern presidencies of Eisenhower, Kennedy, Nixon, and Johnson. He considers women's and civil rights, immigration, philanthropy, and nation building. Most powerfully, in this final volume, Ambrose offers an accolade to the historian's mighty calling. |
| an historian or a historian: History and the Christian Historian Ronald Wells, 1998 What is the relation of faith to history? What difference should Christian commitment make to historical investigation? In this volume thirteen widely respected scholars consider such important questions and demonstrate the implications of a Christian perspective for the study of history and historiography. |
| an historian or a historian: Thinking About History Sarah Maza, 2017-09-18 What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza’s Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it. Designed for the classroom, Thinking About History is organized around big questions: Whose history do we write, and how does that affect what stories get told and how they are told? How did we come to view the nation as the inevitable context for history, and what happens when we move outside those boundaries? What is the relation among popular, academic, and public history, and how should we evaluate sources? What is the difference between description and interpretation, and how do we balance them? Maza provides choice examples in place of definitive answers, and the result is a book that will spark classroom discussion and offer students a view of history as a vibrant, ever-changing field of inquiry that is thoroughly relevant to our daily lives. |
| an historian or a historian: The Historian and Historical Evidence Allen Johnson, 1926 When Blanket is hung on the clothesline overnight to dry, the rest of the clothes, the dog, the cat, and the wind work together to get it safely inside to its owner. |
| an historian or a historian: Eight Flavors Sarah Lohman, 2016-12-06 This unique culinary history of America offers a fascinating look at our past and uses long-forgotten recipes to explain how eight flavors changed how we eat. The United States boasts a culturally and ethnically diverse population which makes for a continually changing culinary landscape. But a young historical gastronomist named Sarah Lohman discovered that American food is united by eight flavors: black pepper, vanilla, curry powder, chili powder, soy sauce, garlic, MSG, and Sriracha. In Eight Flavors, Lohman sets out to explore how these influential ingredients made their way to the American table. She begins in the archives, searching through economic, scientific, political, religious, and culinary records. She pores over cookbooks and manuscripts, dating back to the eighteenth century, through modern standards like How to Cook Everything by Mark Bittman. Lohman discovers when each of these eight flavors first appear in American kitchens—then she asks why. Eight Flavors introduces the explorers, merchants, botanists, farmers, writers, and chefs whose choices came to define the American palate. Lohman takes you on a journey through the past to tell us something about our present, and our future. We meet John Crowninshield a New England merchant who traveled to Sumatra in the 1790s in search of black pepper. And Edmond Albius, a twelve-year-old slave who lived on an island off the coast of Madagascar, who discovered the technique still used to pollinate vanilla orchids today. Weaving together original research, historical recipes, gorgeous illustrations and Lohman’s own adventures both in the kitchen and in the field, Eight Flavors is a delicious treat—ready to be devoured. |
Historian - Wikipedia
A historian is a person who studies and writes about the past and is regarded as an authority on it. [1] Historians are concerned with the continuous, methodical narrative and research of past …
Historians : Occupational Outlook Handbook: : U.S. Bureau of ...
Apr 18, 2025 · Historians conduct research and analysis for governments, businesses, individuals, nonprofits, historical associations, and other organizations.
What is a Historian and How Do You Become One? | Norwich ...
To be a historian is to develop and test hypotheses, gather applicable data, and publish subsequent research. People in this field may have to travel and work long hours when …
What does a historian do? - CareerExplorer
What is a Historian? Historians are scholars who study and interpret the past, examining historical records, events, and developments to understand and explain human societies' evolution over …
What Is a Historian and How Do You Become One? (With Skills)
Mar 26, 2025 · Learning about the skills of a historian and the roles they can fulfill can help you prepare for a career in the field. In this article, we discuss what a historian is, explain what …
What Is the Role of the Historian? — History News Network
Feb 4, 2025 · What Is the Role of the Historian? Rethinking the job of history — and the American Historical Association — after the veto of the Gaza “scholasticide” resolution. by Barbara …
How to Become a Historian - Salary, Qualification, Skills ...
A historian studies and interprets past events using sources like documents, artefacts, and oral histories. They conduct research, preserve historical materials, write scholarly content, and …
Historian Career Profile | Job Description, Salary, and ...
Historians research, analyze, interpret, and write about the past by studying historical documents and sources. Historians typically do the following: Historians conduct research and analysis for …
HISTORIAN Definition & Meaning - Merriam-Webster
The meaning of HISTORIAN is a student or writer of history; especially : one who produces a scholarly synthesis. How to use historian in a sentence.
Historian - Definition, Types, Work Area - Research Method
Mar 25, 2024 · A historian is a scholar who studies, interprets, and analyzes past events, cultures, and societies through primary and secondary sources. By examining historical records, …
Historian - Wikipedia
A historian is a person who studies and writes about the past and is regarded as an authority on it. [1] Historians are concerned with the continuous, methodical narrative and research of past …
Historians : Occupational Outlook Handbook: : U.S. Bureau of ...
Apr 18, 2025 · Historians conduct research and analysis for governments, businesses, individuals, nonprofits, historical associations, and other organizations.
What is a Historian and How Do You Become One? | Norwich ...
To be a historian is to develop and test hypotheses, gather applicable data, and publish subsequent research. People in this field may have to travel and work long hours when …
What does a historian do? - CareerExplorer
What is a Historian? Historians are scholars who study and interpret the past, examining historical records, events, and developments to understand and explain human societies' evolution over …
What Is a Historian and How Do You Become One? (With Skills)
Mar 26, 2025 · Learning about the skills of a historian and the roles they can fulfill can help you prepare for a career in the field. In this article, we discuss what a historian is, explain what …
What Is the Role of the Historian? — History News Network
Feb 4, 2025 · What Is the Role of the Historian? Rethinking the job of history — and the American Historical Association — after the veto of the Gaza “scholasticide” resolution. by Barbara …
How to Become a Historian - Salary, Qualification, Skills ...
A historian studies and interprets past events using sources like documents, artefacts, and oral histories. They conduct research, preserve historical materials, write scholarly content, and …
Historian Career Profile | Job Description, Salary, and ...
Historians research, analyze, interpret, and write about the past by studying historical documents and sources. Historians typically do the following: Historians conduct research and analysis for …
HISTORIAN Definition & Meaning - Merriam-Webster
The meaning of HISTORIAN is a student or writer of history; especially : one who produces a scholarly synthesis. How to use historian in a sentence.
Historian - Definition, Types, Work Area - Research Method
Mar 25, 2024 · A historian is a scholar who studies, interprets, and analyzes past events, cultures, and societies through primary and secondary sources. By examining historical records, …
