Academic literature on the topic 'Children's books United States History'
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Journal articles on the topic "Children's books United States History"
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Pohl, Jana. ",,Only darkness in the Goldeneh Medina?" Die Lower East Side in der US-amerikanischen Kinder- und Jugendliteratur." Zeitschrift für Religions- und Geistesgeschichte 58, no. 3 (2006): 227–42. http://dx.doi.org/10.1163/157007306777834546.
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AbstractThe paper deals with the Lower East Side as a site of memory in children's literature in the United States. Contemporary children's books depict the Lower East Side in migration narratives about Eastern European Jews who came to America around the turn of the last century. They do so both verbally and visually by incorporating an often reproduced photograph that has come to symbolize the imaginary place. The Lower East Side is a Jewish site of immigrant poverty, crowded tenement houses, and sweat shops. In the examples given, it is used to dismantle the image of the Goldeneh Medina.
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Schulze-Hagen, Karl, and Tim R. Birkhead. "Nikolaas Tinbergen’s children’s book Kleew (1947): the story of a herring gull." Archives of Natural History 49, no. 2 (October 2022): 231–48. http://dx.doi.org/10.3366/anh.2022.0787.
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In September 1942, the pioneering ethologist Nikolaas (Niko) Tinbergen (1907–1988), together with other intellectuals who had protested against the expulsion of Jewish academics from Leiden University, The Netherlands, by the invading Nazi forces, was incarcerated in Beekvliet hostage camp in North Brabant. In his weekly letters home Tinbergen wrote Klieuw, the serialized story of a herring gull ( Larus argentatus), based on his previous field work, for his three children. Another inmate in the camp, Louis (L. J. C.) Boucher, a publisher, encouraged Tinbergen to publish the story as a book. Tinbergen and his fellow prisoners were released in September 1944 and with academic life returning to normal, Tinbergen went on a three-month lecture tour to the United States in 1946. It was there that the book, translated into English, was first published in 1947 under the title Kleew. The Dutch edition titled appeared a year later and was more successful than the English version, with many adults and children reading and memorizing the book’s contents. Because of Tinbergen’s extraordinary clarity of expression, Klieuw was considered one of the best Dutch children’s books of its time.
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Morgan, David. "Seeing Protestant Icons: The Popular Reception of Visual Media in Nineteenth- and Twentieth-Century America." Studies in Church History 42 (2006): 406–28. http://dx.doi.org/10.1017/s0424208400004113.
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Although it is commonly asserted that Protestantism bears an intrinsic antagonism toward images, this claim is manifestly, contradicted by a long history of the production and use of images among Protestants the world over. At the end of the eighteenth century and the beginning of the nineteenth, British organizations such as Hannah More’s Cheap Repository and the Religious Tract Society, and a host of tract and Sunday school societies formed in the United States, all made zealous use of illustrated tracts, handbills, broadsides, newspapers, magazines and books in order to address the disparity between the small number of evangelists and the vast number of those requiring evangelization. Founded in 1825, the American Tract Society invested unprecedented sums in materials and technology to illustrate its tracts and children’s literature and attracted the best wood engraver in the United States to do so. British and American tract producers explicitly felt that illustrations were a strong form of appeal to children and the semi-literate, such as immigrants and the poor. And they happily relied on images in urban settings to compete with secular advertisements and the rival trade of books and pamphlet sellers.
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Merskey, Harold. "History of Pain Research and Management in Canada." Pain Research and Management 3, no. 3 (1998): 164–73. http://dx.doi.org/10.1155/1998/270647.
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Scattered accounts of the treatment of pain by aboriginal Canadians are found in the journals of the early explorers and missionaries. French and English settlers brought with them the remedies of their home countries. The growth of medicine through the 18th and 19th centuries, particularly in Europe, was mirrored in the practice and treatment methods of Canadians and Americans. In the 19th century, while Americans learned about causalgia and the pain of wounds, Canadian insurrections were much less devastating than the United States Civil War. By the end of that century, a Canadian professor working in the United States, Sir William Osler, was responsible for a standard textbook of medicine with a variety of treatments for painful illnesses. Yet pain did not figure in the index of that book. The modern period in pain research and management can probably be dated to the 20 years before the founding of the International Association for the Study of Pain. Pride of place belongs toThe management of painby John Bonica, published in Philadelphia in 1953 and based upon his work in Tacoma and Seattle. Ideas about pain were evolving in Canada in the 1950s with Donald Hebb, Professor of Psychology at McGill University in Montreal, corresponding with the leading American neurophysiologist, George H Bishop. Hebb's pupil Ronald Melzack engaged in studies of early experiences in relation to pain and, joining with Patrick Wall at Massachusetts Institute of Technology, published the 1965 paper in Science that revolutionized thinking. Partly because of this early start with prominent figures and partly because of its social system in the organization of medicine, Canada became a centre for a number of aspects of pain research and management, ranging from pain clinics in Halifax, Kingston and Saskatoon - which were among the earliest to advance treatment of pain - to studying the effects of implanted electrodes for neurosurgery. Work in Toronto by Moldofsky and Smythe was probably responsible for turning ideas about fibromyalgia from the quaint concept of 'psychogenic rheumatism' into the more fruitful avenue of empirical exploration of brain function, muscle tender points and clinical definition of disease. Tasker and others in Toronto made important advances in the neurophysiology of nociception by the thalamus and cingulate regions. Their work continues while a variety of basic and clinical studies are advancing knowledge of fundamental mechanisms, including work by Henry and by Sawynok on purines; by Salter and by Coderre on spinal cord mechanisms and plasticity; by Katz on postoperative pain; by several workers on children's pain; and by Bushnell and others in Montreal on cerebral imaging. Such contributions reflect work done in a country that would not want to claim that its efforts are unique, but would hope to be seen as maintaining some of the best standards in the developed world.
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Smetanina, Karina Yu. "19th-Century American Schoolbooks as Primary Sources in Cultural Studies: Their Production and Use." Observatory of Culture 16, no. 3 (July 19, 2019): 310–20. http://dx.doi.org/10.25281/2072-3156-2019-16-3-310-320.
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The article focuses on the 19th-century American history schoolbooks as primary sources in historiography and cultural studies. The relevance of the topic is determined by the fact that historically several regions with different economic, cultural and ideological characteristics existed and developed in the USA. Therefore, broad political powers of the state governments that traditionally made laws in the field of education may give us the reason to assume that the narration of the American history in books produced and used in different parts of the country might have reflected values and beliefs of those particular states.The study was based on the principle of historicism, which let us closely analyze such questions as the authorship, places of schoolbook publishing and areas of their distribution with reference to the changing sociocultural realia of the 19th-century America.The following conclusions were drawn. The advent and development of public education as well as the blossom of the printing industry in New England contributed to the fact that in the 1820s there emerged a big group of authors who wrote the most popular American histories. Simultaneously with the growth of the number and influence of publishing firms in New York and Philadelphia, the center of the textbook production moved to the Mid-Atlantic Region in the latter half of the century.The United States territorial acquisitions of the 19th century predetermined the mass migration of the American citizens who amongst other possessions carried their children’s textbooks to new places. Due to the fact that the system of public education was still in its juvenile years and did not enjoy authority among the citizens, school administrations and teachers were not able to make parents buy new schoolbooks from the lists approved by schools, counties, or states, which led to the problem of textbook diversity and to the distribution of the northern books throughout the whole country. Concurrently, high profits in textbook business attracted many people who tried to write and sell as many histories as possible. This resulted in the problem of oversupply of schoolbooks.
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Marshall, D. "Review: Formative Years. Children's Health in the United States, 1880-2000." Social History of Medicine 17, no. 2 (August 1, 2004): 315–16. http://dx.doi.org/10.1093/shm/17.2.315.
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Yoon, Bogum. "How does children's literature portray global perspectives?" Journal of Global Education and Research 6, no. 2 (December 2022): 206–22. http://dx.doi.org/10.5038/2577-509x.6.2.1090.
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The need for global education is increasing in this global era, and children's literature becomes an essential resource to address this need. However, there is little research on how global perspectives are depicted in children's literature. The current study fills the gap in our understanding by examining contemporary children's picture books that were published in the United States from 2010 to 2016. Findings show that the picture books reflect several important elements of global education. However, there is an imbalance among the topics and genres. Although global awareness through environmental issues was emphasized through informational texts, transnational story lines on how individuals as world citizens connect to the other people around the world were lacking. The findings provide future directions for more diverse topics to support critical global education in this interconnected world.
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Apple, Rima D. (Rima Dombrow). "Formative Years: Children's Health in the United States, 1880-2000 (review)." Bulletin of the History of Medicine 78, no. 1 (2004): 240–41. http://dx.doi.org/10.1353/bhm.2004.0003.
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Sonia, Kerry M. "The Creation of Adam and the Biblical Origins of Race in The Slave’s Friend (1836–1838)." Religions 12, no. 10 (October 12, 2021): 860. http://dx.doi.org/10.3390/rel12100860.
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The creation of Adam out of dust is a familiar tradition from the Book of Genesis. In abolitionist literature of the nineteenth century, this biblical narrative became the basis for a theory about the origins of race, arguing that because Adam was formed from red clay, neither he nor his descendants were white. This interpretation of Genesis underscored the value of non-white ancestors both in the biblical narrative and in human history and undermined popular theological arguments that upheld color-based racial hierarchies that privileged whiteness in the United States. This article examines the creation of Adam in Genesis 2 and its use in racial theory and abolitionist rhetoric, focusing on the children’s anti-slavery periodical The Slave’s Friend, published from 1836 to 1838.
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Egnal, Marc. "Evolution of the Novel in the United States." Social Science History 37, no. 2 (2013): 231–54. http://dx.doi.org/10.1017/s0145553200010646.
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This article examines the evolution of the novel in the United States using a remarkable new source, the Ngram database. This database, which spans several centuries, draws on the 15 million books that Google has scanned. It allows researchers to look at year-to-year fluctuations in the use of particular words. Using one of the available filters, the article is based on English-language books published in the United States between 1800 and 2008. But making sense of these data requires a framework. That framework is provided by the four periods that emerge from much recent writing on the novel. Four epochs—the sentimental era (1789–1860), the genteel era (1860–1915), the modern era (1915–60), and the postmodern era (1960–)—define the evolution of the novel and, more broadly, changes in American society and values. The article argues that a study of key words drawn from the Ngram database confirms the existence of these periods and deepens our understanding of them.
Dissertations / Theses on the topic "Children's books United States History"
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Butler, August M. "Liberty's Kids: Toys, Children's Literature, and the Promotion of Nationalism in the Early Nineteenth-Century United States." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539626766.
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Howard, Robert Joshua. "Where Was the Outrage? The Lack of Public Concern for the Increasing Sensationalism in Marvel Comics in a Conservative Era 1978-1993." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1406.
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This thesis explains the connection between comics and public reactions in two separate eras of conservatism. Comic books were targeted by critics in the 1950s because their content challenged conservative norms. In 1954, a U.S. Senate subcommittee hearing on Juvenile Delinquency tried to determine if comic books were having a harmful impact on children. The senators were concerned that comic books objectified women, taught children to engage in violence, promoted bigotry, and perhaps even encouraged homosexuality. The concerns caused outrage that was encouraged by the press. As a result, comic books adopted a form of self-censorship through the Comic Code Authority. The censorship combined with challenges from other media collapsed the comic book market until the next decade. Between 1978 through 1993, the United States entered a second period of conservatism. During this period, comic books reflected far more sensational content than that which had caused the public to react so strongly in 1954. And yet this time, there was almost no public outrage directed at comics. The purpose of this study is to find out why sensational content did not result in the same degree of public outrage that had occurred in 1954. This thesis starts with an overview of the controversies about comics in the 1950s era. Then, in the remainder of the thesis, comic books produced between 1978 and 1993 by the most popular mainstream comic book company, Marvel Comics, focusing on Daredevil, The Amazing Spider-Man, The Fantastic Four, Ghost Rider, and the X-Men. The thesis also draws extensively on fan mail from the Stan Lee Archives in Laramie, Wyoming, and in the comic books themselves. Comparing comic books and the period’s changing media landscape, I show that comic books were deemed subversive and a source of scandalously sensational material out of step with much popular culture in the 1950s, but blended so well into the media landscape of the 1970s and 80s that they were safe from public outrage. Therefore, even though comic books became more violent and engaged in escalating levels of sexual objectification of female characters, fans approved of the new tone.
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Beaty, Bart H. "Good expectations : adaptation and middlebrow literacy." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104369.
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The goal of this thesis is to advance understanding of the ways in which discourses of reading, literacy and culture were used to reify class stratification in mid-twentieth-century America. This project uses the examples of The Reader’s Digest magazine and Classics Illustrated comic books to assess the adaptation and the ideologies surrounding textual form. It examines the efforts of self-proclaimed cultural elites to identify and denigrate middlebrow reading habits through dismissive critiques of texts and audiences as one moment in an on-going historical process of domination and exclusion. These avenues of exploration will reveal the complexity and variance of class definition in a pluralist democracy which, it turns out, are still very much a part of contemporary culture. [Pages 101 and 102 are missing.)Le but de cette thèse est de faire progresser la connaissance des manières dont les contexts discursifs de la lecture, de l’alphabétisation et de la culture étaient utilisés en Amérique, au milieu du vingtième siècle, afin de réifier la stratification sociale. Des exemples tels que la revue The Reader ‘s Digest et la bande dessinée Classics Illustrated seront utilisés, dans ce projet, pour illustrer l’adaptation et les idéologies autour de la forme textuelle. Cet ouvrage examine comment ceux qui proclamés par eux-mêmes élites culturelles, ont tenté d’identifier et de dénigrer les habitudes de lecture du lecteur moyen par des critiques dédaigneuses des textes et du public, en un procédé historique persistant de domination et d’exclusion. Ces voies d’exploration révèleront la complexité et la diversité des définitions du concept de classes à l’intérieur d’une démocratie pluraliste, lesquelles, somme toute, cotinuent de faire partie intégrante de la culture contemporaine. [Il manque de pages 101 et 102.]
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Din, Herminia Weihsin. "A history of children's museums in the United States, 1899-1997: implications for art education and museum education in art museums." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247850292.
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Din, Herminia. "A history of children's museums in the United States, 1899-1997 : implications for art education and museum education in art museums /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204279663.
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Bousalis, Rina Roula. "The Portrayal of Immigrants in Children's and Young Adults' American Trade Books During Two Peak United States Immigration Eras (1880-1930 and 1980-2010s)." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5190.
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ABSTRACT
Although immigrants are an integral part of the nation's founding and history, it is unclear how they have been historically portrayed in children's and young adults' American trade books, especially at the turn of the 20th century. This study offers a critical and comparative analysis focusing on the historical evolution, depiction of immigrants, and authors' perspectives of selected trade books written during two peak United States immigration eras (1880-1930 and 1980-2010s).
Utilizing a discourse analysis approach, this study examined how first-generation immigrants were portrayed in selected trade books and how various themes and representations may have affected students and the social studies curriculum. After studying 98 books, it was determined that in both peak immigration eras, first-generation immigrants were depicted as inferior to native-born Americans. Although the time period and countries of origin changed, the issues that immigrants faced and the problems they experienced were similar; first-generation immigrants were scorned, harshly criticized, and viewed as inferior not only by Americans, but also by fellow immigrants who were members of other cultures. Overall, the books left out the immigration experience, and were mostly tales of assimilation and mistreatment in the United States.
Because children's ideas and understandings of people and cultural groups are formed by what they learn from others and by the media, it is important that books which portray immigrants and their experience provide accurate and meaningful representations of these individuals. Although many of these books reviewed in this study are considered classics and offer an immense amount of valuable information about historical events which can benefit the social studies curriculum, teachers should be wary of serious overt and covert criticism of ethnicities before introducing them in the classroom.
There is a need for literature that sends positive messages about accepting those from other countries and that focuses on how first-generation immigrants helped shape America. Teachers should use trade books in the classroom as they can help children read about history. However, new books need to be written about immigrants. Future research should look into effective ways to use the existing body of trade book literature in the classroom, investigate if (and to what degree) trade books were or are used in schools, compare trade books' portrayal of immigrants to that of textbooks' portrayal, and examine how immigrants were portrayed during the time periods (1940-1970) not covered in this study.
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GRAY, FRED ALLEN. "CHILDREN'S MUSICALS, 1973-1985: ANNOTATIONS WITH SOURCEBOOK FOR PRODUCTION (DRAMA, ELEMENTARY, HISTORY, VOICE, CHORAL)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188089.
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The purpose of this study was to collect and annotate the musical dramas for children of elementary school age published since 1972. Musical dramas selected were limited to those having a story line rather than just a narrator and chorus, having dialogue interaction between the characters, containing mostly original music, and written for grades kindergarten through six. This document is intended as a resource for elementary school teachers and church workers who are searching for appropriate material for performance or study. Annotations of 210 musicals for children, sacred and secular, are the main emphasis of the study. Pertinent information in each annotation includes: basic story line, voice span (extreme range of the music), tessitura (range where most of the tones lie), recommended grade level, duration, type of accompaniment available, 1985 prices and required purchase for performance rights, staging requirements, number and characteristics of the songs, and personnel needed. Musicals were obtained through publishers, music retailers, and leasing firms. A part of the study is a history of musical drama in America and in America's schools. Musical drama has been a part of elementary education in America almost from its inception. The first musical drama in America was presented in Charleston, S.C., in 1735, and the first school music drama was presented in New York in 1853. Because children's musicals involve the child voice, information is contained in the study concerning practices which might cause vocal damage. Current research and theory about children's voice range is reported. Opinion is divided about proper natural voice range for children. Each viewpoint has supporting research. The study shows that an abundance of musical drama material is available for children of elementary age, especially the upper grades. A sourcebook for directors and producers of children's musicals has been included to assist those who have a limited knowledge of stage lighting, choreography, make-up, sound systems, sets, and costumes. Suggestions are provided for choosing a musical, holding auditions, scheduling rehearsals, and involving parents and community. 1973 was selected as the beginning date for inclusion of musicals in the study because of the resurgence of writing and publishing elementary school musicals and because of the growing number of musicals written for church children's groups. Recommended areas for further research concerning children's musicals include the present usage figures for published musicals, an annotated list of musicals using only narrators and choir, and usage figures of musicals by geographic areas.
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Haas, Benjamin D. "Singing Songs of Social Significance: Children's Music and Leftist Pedagogy in 1930s America." Thesis, connect to online resource, 2008. http://digital.library.unt.edu/permalink/meta-dc-9777.
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Railsback, Diane Estelle. "Reading for equality: An examination of gender-bias in children's literature." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/680.
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Broxson, Gene Marshall. "A comprehensive examination of the precode horror comic books of the 1950's." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2429.
Full textBooks on the topic "Children's books United States History"
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Stich, Paul. United States history and government: A competency review text. Edited by Pingel Susan and Farrell John. Middletown, N.Y: N & N Publishing, 1997.
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Multicultural and ethnic children's literature in the United States. Lanham, MD: Scarecrow Press, 2008.
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Mora, Oge, and Rita Lorraine Hubbard. The Oldest Student: How Mary Walker Learned to Read. New York: Schwartz & Wade, 2020.
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Avery, Gillian. Behold the child: American children and their books, 1621-1922. London: Bodley Head, 1994.
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Avery, Gillian. Behold the child: American children and their books, 1621-1922. Baltimore, Md: Johns Hopkins University Press, 1994.
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Teaching U.S. history through children's literature: Post-World War II. Englewood, Colo: Teacher Ideas Press, 1998.
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Manifest destiny: A primary source history of America's territorial expansion in the 19th century. New York: Rosen Pub. Group, 2005.
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Jerome, Agel, ed. Into the third century: The Supreme Court. New York: Walker, 1989.
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Jerome, Agel, ed. Into the third century: The Presidency. New York: Walker, 1989.
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Jerome, Agel, ed. Into the third century: The Congress. New York: Walker, 1989.
Find full textBook chapters on the topic "Children's books United States History"
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Peary, Alexandria. "Taking Self-Help Books Seriously: The Informal Aesthetic Education of Writers." In New Directions in Book History, 217–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_9.
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AbstractAesthetic education with a writing focus has occurred in the United States through two vehicles: textbooks in classroom-based instruction or self-help books in extracurricular instruction. Writing self-help books, or texts which address a readership interested in learning about writing independent of a teacher or university, played a significant role in guiding countless individuals during the twentieth century and continue to do so today (For the purposes of this article, “self-help” refers exclusively to self-help literature offering advice about the act of writing and not to any of the myriad of other self-help topics [dieting, relationships, and so forth]). The evolution of these self-help books paralleled the development of college and university writing courses that arose early in the twentieth century: indeed, a powerful informal aesthetic education has been occurring through self-help books. In this chapter, I perform a textual analysis of five twentieth-century self-help books, all attracting substantial readership: Dorothea Brande’s Becoming a Writer (1934); Brenda Ueland’s If You Want to Write (1938); Peter Elbow’s Writing Without Teachers (1973); Natalie Goldberg’s Writing Down the Bones (1986); and Anne Lamott’s Bird by Bird (1995). An examination of these popular twentieth-century self-help books reveals four areas of overlapping content. Collectively, self-help books on writing address the role of the unconscious in composing, issues of control, the holistic nature of composing, and failures in traditional teaching, and they all formulate a broader argument about the universal ability of humans to be creative.
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Reimers, Fernando M. "In Search of a Twenty-First Century Education Renaissance after a Global Pandemic." In Implementing Deeper Learning and 21st Education Reforms, 1–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_1.
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Abstract The COVID-19 Pandemic renewed interest on the question of what goals should be pursued by schools in a world rapidly changing and uncertain. As education leaders developed strategies to continue to educate during the Pandemic, through alternative education arrangements necessitated by the closure of schools, the question of re-prioritizing curriculum became essential. In addition, the anticipated disruptions and impacts that the Pandemic would cause brought the question of what capacities matter to the fore. This chapter reviews the history of mass education and examines the role of the United Nations and other international organizations advocating for schools to educate the whole child and to cultivate the breath of skills essential to advance individual freedoms and social improvement. The chapter makes the case that the aspiration to cultivate a broad range of competencies is not only necessary to meet the growing demands of civic and economic participation, but also critical to close opportunity gaps. The development of a science of implementation of system level reform to educate the whole child is fundamental to close the growing gap between more ambitious aspirations for schools and the learning opportunities that most children experience and that are at the root of their low levels of knowledge and skills as demonstrated in international comparative assessments. Implementation strategies need to take into account the stage of institutional development of the education system, and align the components and sequence of the reform to the existing capacities and structures, while using the reform to help the system advance towards more complex forms of organization that enable it to achieve more ambitious goals. The chapter makes the case for examining the implementation of large scale reforms in countries at varied stages of educational development in order to overcome the limitations of the current knowledge base that relies excessively on the study of a narrow range of countries at similar levels of development, many of them with stagnant or declining performance of their students in international assessments of knowledge and skills. Effective implementation requires also coherence across the various levels of governance of the education system and good communication and collaboration across a wide spectrum of stakeholders. Such communication can be facilitated by a good theory of mind of how others view reform. A reform can be viewed through five alternative frameworks: cultural, psychological, professional, institutional and political, or through a combination of those, and each reform is based on elements reflecting one or several of those frames. Understanding these frames, can help better understand how others view change, thus facilitating communication and the development of a shared theory of change. The chapter concludes describing the methods of this study and introducing the six large scale reforms examined in the book.
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Phulari, Basavaraj. "History of Orthodontics in United States of America." In History of Orthodontics, 28. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/12065_4.
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"1. A Brief History of Children’s Rights in the United States." In What's Wrong with Children's Rights, 1–16. Harvard University Press, 2005. http://dx.doi.org/10.4159/9780674038028-001.
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Kanter, Deborah E. "Introduction." In Chicago Católico, 1–8. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252042973.003.0001.
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This chapter explains the book’s origins. Visits to Chicago’s Mexican churches suggested a complex, multiethnic history that required learning about Chicago’s eastern European immigrants. Mexican immigrants and their children shared memories of the communities they encountered, reshaped, and made anew in Chicago. The ability to carry out Catholic devotions and to join parishes proved essential for most Mexicans and the communities that they built in the United States. The chapter considers relevant scholarship in Latino studies, which lacks attention to religion. US Catholic history, meanwhile, sorely needs more work on Latino communities and religious life. This book underlines religion’s critical role in urban adjustment and racial politics while recasting the Eurocentric assumptions of immigration history narratives.
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Woodhouse, Barbara Bennett. "A Tale of Two Villages." In The Ecology of Childhood, 41–73. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9780814794845.003.0003.
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Chapter three opens with detailed the two villages that are compared in this book, Scanno Italy and Cedar Key Florida. The portraits cover demography, history, political structure, geography, natural surroundings, social customs and traditions, with a particular focus on the lives of children. Both communities serve populations hovering around 1,700; both are majority Caucasian; both have strong community identities and traditions; and both are located in remote natural environments, with Scanno tucked in a valley of the Apennine Mountains in the Abruzzo region of Central Italy and Cedar Key occupying a chain of islands on the sparsely settled Gulf Coast of Florida in the South of the United States. The village portraits are followed by explicit comparisons of similarities and differences that are most relevant to the ecology of childhood, including early childhood and education systems, access to free play spaces, living on the edge of natural disaster, children’s sense of history and place, economic trauma and resilience, and presence or absence of racial and ethnic tension. The chapter closes with an exercise in triangulation, using multiple sources and uncomfortable conversations to explore attitudes towards racial and ethnic diversity.
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Shnookal, Deborah. "Introduction." In Operation Pedro Pan and the Exodus of Cuba's Children, 1–20. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401551.003.0001.
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The story of Operation Pedro Pan (or Operation Peter Pan) and the Cuban Children’s Program remains a highly contested one, still regarded in Miami as an urgent humanitarian “rescue” mission while in Havana it is viewed as a scheme that hoodwinked parents into sending their offspring out of the country as unaccompanied minors and sometimes even described as a mass kidnapping. This book moves beyond Cold War tropes about threats to the Cuban family by the revolutionary government and uses the episode to examine in detail the social reforms that unfolded in the wake of the 1959 Cuban Revolution and how these changes encouraged a new revolutionary youth culture of political activism and challenged the United States’ historical, political, and economic control and cultural influence in Cuba. By focusing on the generation of young Cubans who came to maturity in the early 1960s and tracking the parallel trajectories of the Pedro Pan children and their siblings, friends, and classmates who stayed on the island (100,000 of whom participated in the 1961 national literacy campaign), this book for the first time takes a broader view and presents a more nuanced explanation of this history.
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Anderson, Elisabeth. "Appeasing Labor, Protecting Capital." In Agents of Reform, 193–229. Princeton University Press, 2021. http://dx.doi.org/10.23943/princeton/9780691220895.003.0009.
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This chapter talks about the Massachusetts labor reformers who had cause to celebrate in summer 1874. After decades of disappointing defeats, the state legislature had finally yielded to the labor movement's demand for a normal working day for women. The chapter points out how the law restricted the daily working hours of women and minors to ten, noting of exceptions that were allowed in the event of mechanical disruption, but the workweek could never exceed sixty hours. The chapter considers Massachusetts on par with the United Kingdom, where the ten-hour day for women and children had been on the books since 1847. The law's supporters knew from studying the history of labor legislation in England as well as their own state that labor laws were often ignored in the absence of strong enforcement mechanisms.
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Schweiger, Beth Barton. "Toward a History of Books in the American South." In Insiders, Outsiders, 56–75. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469663562.003.0004.
Full textAbstract:
What is the history of books and readers in the South, a place that has been considered uniquely illiterate in the United States? Beth Barton Schweiger argues that finding and seeing southern readers requires reimagining how we study the practice of literacy and the uses of print. Shifting our attention from how and where print was produced to how it was distributed and used allows us to see that the southern states were full of readers and of printed texts, especially ephemera. Most reading matter, although not all, was produced in other places. But print did not respect local, regional, or national boundaries because those who made it sought readers wherever profits could be made. Self-taught readers, both enslaved and free, used print daily, and even those who could not read were influenced by it. Oral tradition was a source for printed texts, and people who could not read routinely memorized texts, including songs, that circulated through their society. All of this challenges the prevailing view that culture somehow respected the border between slave and free states before the Civil War, enabling a fuller understanding of literacy and readers in the United States.
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Ferguson, Eugene S. "A Sense of the Past: Historical Publications of the American Society of Mechanical Engineers." In Chronicles of Mechanical Engineering in the United States, 1–16. ASME, 2021. http://dx.doi.org/10.1115/1.356056_ch1.
Full textAbstract:
The American Society of Mechanical Engineers has both a tradition and a solid record of encouraging and supporting historical publications, particularly in the field of biography but also in the history of technical achievements. The numerous books, articles, and commemorative brochures that have been published under Society auspices or with the encouragement of the Society provide a great deal of historical information, much of which would not be otherwise available. These publications make collectively a substantial and tangible witness to the sense of the past that has inspired and, in some measure, informed a surprisingly large number of prominent individuals who are or have been members of the Society.