Journal articles: '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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7

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.

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O'Sullivan, Emer. "Comparative Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (January 2011): 189–96. http://dx.doi.org/10.1632/pmla.2011.126.1.189.

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The most striking change in children's culture, including children's literature, over the last few decades has been its commercialization and globalization (O'Sullivan, Comparative Children's Literature 149–52). The children's book industry in the United States, the leading market, is increasingly dominated by a handful of large media conglomerates whose publishing operations are small sections of their entertainment businesses. As a consequence, as Daniel Hade observes, “the mass marketplace selects which books will survive, and thus the children's book becomes less a cultural and intellectual object and more an entertainment looking for mass appeal” (511). The influence of these multimedia giants is immense: manufacturing mass-produced goods for children, they sell their products beyond the borders of individual countries, further changing and globalizing what were once regionally contained children's cultures. As a discipline that engages with phenomena that transcend cultural and linguistic borders and also with specific social, literary, and linguistic contexts, comparative children's literature is a natural site in which to tease out the implications of these recent developments.

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Wiggins, David K. "A Worthwhile Effort? History of Organized Youth Sport in the United States." Kinesiology Review 2, no. 1 (February 2013): 65–75. http://dx.doi.org/10.1123/krj.2.1.65.

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This essay examines the evolution of highly organized youth sports in the United States. Through an examination of both secondary and primary source material, an analysis is made of children's participation in sport from the turn of the twentieth century to the present day. Particular attention is paid to the types of sports programs established for children as well as the various discussions involving the supposed benefits and negative aspects of youth sports. Included is information on Progressive Reformers, youth sport programs outside of educational institutions, and guidelines, reports, assessments, and scholarly evaluation of children and their involvement in sport.

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Federle, Katherine Hunt, and Mary Ann Mason. "From Father's Property to Children's Rights: The History of Custody in the United States." American Journal of Legal History 39, no. 2 (April 1995): 285. http://dx.doi.org/10.2307/845933.

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Patterson, Meagan M., Erin Pahlke, and Rebecca S. Bigler. "Witnesses to History: Children's Views of Race and the 2008 United States Presidential Election." Analyses of Social Issues and Public Policy 13, no. 1 (January 2, 2013): 186–210. http://dx.doi.org/10.1111/j.1530-2415.2012.01303.x.

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Whitin, Phyllis, and David J. Whitin. "Making Connections through Math-Related Book Pairs." Teaching Children Mathematics 13, no. 4 (November 2006): 196–202. http://dx.doi.org/10.5951/tcm.13.4.0196.

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Mirella Rizzo regularly used children's books to give her second graders meaningful contexts for mathematical ideas. The composition of her class reflected its urban setting: culturally and ethnically diverse, including several students who had recently immigrated to the United States. As a naturalized citizen herself, Mirella was especially sensitive to the needs of her English Language Learner (ELL) students. She believed that reading, discussing, and extending math–related books gave her students opportunities to build both English and mathematical proficiency.

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Kozak, Lola Jean, Catherine Norton, Margaret McManus, and Eileen McCarthy. "Hospital Use Patterns for Children in the United States, 1983 and 1984." Pediatrics 80, no. 4 (October 1, 1987): 481–90. http://dx.doi.org/10.1542/peds.80.4.481.

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The hospital discharge rate of children less than 15 years of age in the United States declined 12% from 1983 to 1984. This was the first time in the 20-year history of the National Hospital Discharge Survey that there was a statistically significant decrease in children's hospital discharge rates in a 1-year period. The change occurred during a period when prospective hospital payment systems were introduced and when prepaid group health plans and alternative systems of providing health care were expanding. The unprecedented decrease in children's hospital use was evaluated using data from the National Hospital Discharge Survey. This is a continuous survey in which data from a national sample of medical records of discharged patients are collected. Children's hospital use rates were reviewed by age, sex, region, and expected principal source of payment. Significant decreases in discharge rates were found for the age group 1 to 4 years and for all children with private insurance. The patterns and changes in hospital use by diagnostic category were also investigated. The major finding was a 19% decrease in children's discharge rate for diseases of the respiratory system. Mortality statistics and data from the National Health Interview Survey were evaluated for indications of changes in children's health status or use of physician services accompanying the decline in hospital use. Although there were fewer deaths due to respiratory diseases for children less than 5 years of age in 1984 than in 1983, most measures of health status were unchanged. The only significant change in physician use was a decrease in the percentage of acute conditions that were medically attended, also among children less than 5 years of age. It is important to continue monitoring children's hospital use patterns, as well as their health status and use of alternative health services, to further assess the impact of changes in the organization and financing of health services.

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Colston, Nicole, and Julie Thomas. "Climate change skeptics teach climate literacy? A critical discourse analysis of children's books." Journal of Science Communication 18, no. 04 (July 8, 2019): A02. http://dx.doi.org/10.22323/2.18040202.

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This critical discourse analysis examined climate change denial books intended for children and parents as examples of pseudo-educational materials reproduced within the conservative echo chamber in the United States. Guided by previous excavations in climate change denial discourses, we identified different types of skepticism, policy frames, contested scientific knowledge, and uncertainty appeals. Findings identify the ways these children's books introduced a logic of non-problematicity about environmental problems bolstered by contradictory forms of climate change skepticism and polarizing social-conflict frames. These results pose pedagogical dilemmas for educators, environmental advocates, and communication experts interested in advancing understanding and action in the face of rapid climate change.

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Freeman, Joshua B. "The Leading Labor Historian in the United States." International Labor and Working-Class History 82 (2012): 30–31. http://dx.doi.org/10.1017/s0147547912000269.

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David Montgomery, the leading labor historian in the United States, died on December 2, 2011, at age eighty-four. His many articles and books, especially Beyond Equality: Labor and the Radical Republicans, 1862–1872; Workers' Control in America: Studies in the History of Work, Technology, and Labor Struggles; and The Fall of the House of Labor: The Workplace, the State, and American Labor Activism, 1865–1925, profoundly reshaped our understanding of the history of American workers.

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Schwebel, Sara L. "Rewriting the Captivity Narrative for Contemporary Children: Speare, Bruchac, and the French and Indian War." New England Quarterly 84, no. 2 (June 2011): 318–46. http://dx.doi.org/10.1162/tneq_a_00091.

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Juxtaposing the French and Indian War stories of Elizabeth George Speare, a mid-twentieth- century Anglo-American children's author, against those of Joseph Bruchac, a twenty-first- century Abenaki children's author, reveals how flexible and powerful captivity narratives have been in shaping arguments about gender, nationhood, citizenship, and land in the postwar United States.

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Grossberg, Michael, and Mary Ann Mason. "From Father's Property to Children's Rights: The History of Child Custody in the United States." Journal of American History 82, no. 1 (June 1995): 183. http://dx.doi.org/10.2307/2081939.

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Hawes, Joseph M., and Mary Ann Mason. "From Father's Property to Children's Rights: A History of Child Custody in the United States." American Historical Review 100, no. 5 (December 1995): 1655. http://dx.doi.org/10.2307/2170053.

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Hunter, Jean E. "From Father's Property to Children's Rights: The History of Child Custody in the United States." History: Reviews of New Books 23, no. 3 (April 1995): 117–18. http://dx.doi.org/10.1080/03612759.1995.9951093.

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23

Livingston, Carolyn. "Women in Music Education in the United States: Names Mentioned in History Books." Journal of Research in Music Education 45, no. 1 (April 1997): 130–44. http://dx.doi.org/10.2307/3345470.

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The purpose of the study was to determine which women were mentioned most frequently in general United States music education history books and to examine the contexts in which the authors discussed women's work. A survey of individuals interested in music education history was then conducted to determine whether they would recognize the names of these women and whether they would consider them important to the music education field. An examination of five histories revealed 334 citations for 164 women. Only 11 women's names were mentioned five or more times. A questionnaire was sent to 39 respondents, who were invited to rate each of the 11 names for recognition of the woman's name and her work in music education. Agreement regarding name recognition was found to exist between histories and the 28 respondents who returned the questionnaire.

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Cottrell, R. C. "Learning from the Left: Children's Literature, the Cold War, and Radical Politics in the United States." Journal of American History 93, no. 3 (December 1, 2006): 927. http://dx.doi.org/10.2307/4486532.

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Taxel, Joel. "Multicultural Literature and the Politics of Reaction." Teachers College Record: The Voice of Scholarship in Education 98, no. 3 (March 1997): 417–48. http://dx.doi.org/10.1177/016146819709800302.

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The social climate of the United States of today is dramatically different from that which gave birth to multicultural children's literature. Conservatism's rise to political ascendancy has sharpened the contentious “culture wars” that surround virtually all aspects of American culture. One important dimension of today's conservative movement is a backlash against the multicultural movement. Conservative defenders of the traditional literary canon, for example, see multicultural literature as a threat to the very fabric of Western civilization. Within children's literature circles, charges abound that advocates of multicultural literature are ignoring traditional literary values and are focusing instead on ill-defined notions of “political correctness.” This article explores this complex issue and the challenges it poses to those concerned with the creation, production, distribution, and consumption of children's literature. The discussion addresses questions that speak to the very nature and function of children's literature: its status as art, as entertainment, as a source of role models and ideology for children's “impressionable” minds. Also discussed is the relation between the politically charged question of whether books about African Americans are to be written only by African Americans, books about Native Americans by Native Americans, and so forth, and the freedom of writers to write without restriction.

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Sciurba, Katie. "Depicting Hate: Picture Books and the Realities of White Supremacist Crime and Violence." Teachers College Record: The Voice of Scholarship in Education 122, no. 8 (August 2020): 1–44. http://dx.doi.org/10.1177/016146812012200813.

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Background/Context Since the 2016 presidential election, hate-based speech, crime, and violence have been on the rise in the United States, (re)creating a need for adults to engage children in dialogue related to white supremacy as it exists today, instead of framing it as a problem that ended with the civil rights movement. Following an incident of racist vandalism at her home, the author of this article (a White mother) conducted a search for picture books that could serve as vehicles to discuss race-based hate and whiteness with children like her young Black son. Purpose/Objective/Research Question/Focus of Study This study draws upon Critical Race Theory, Critical Whiteness Studies, and Critical Multicultural Analysis to explore the emancipatory possibilities of literacy education. Given that children's literature has the potential to engage young readers in transactions that promote critical literacy, this study focuses on the following research questions: 1) To what extent do picture books set in a post-civil-rights era United States address explicit and physical acts of white supremacy or hate directed against Black people's bodies, families, or properties? 2) How might such picture books aid parents, educators, and other adults in their attempts to raise children's awareness about white supremacy/hate? Research Design The first part of this article, which documents the author's search for children's picture books about explicit and physical acts of white supremacy/hate, utilizes first person narrative. The second part of this article consists of a multimodal content analysis of five texts, all meeting the following criteria: 1) written and illustrated in picture book format, 2) include child characters, 3) set in the United States, 4) set in a post-civil-rights era, 5) include an incident of white supremacist crime or violence (a physical act directed toward a person or property), 6) depict/address an incident directed against a Black individual or group. Conclusions/Recommendations Findings of this study point to the need for more picture books that challenge whiteness in its overt and covert forms, particularly in contemporary contexts, in order to provide children with opportunities to engage critically with current issues that have emerged in this heightened era of white supremacy and hate-based crime and violence. The picture books that do address white supremacy, in its current manifestation, tend to include stories about White police killing and shooting Black individuals and the protests that follow such incidents. Yet these stories, as well as one about an incident in which a group of White gang members physically attack two Black children (Ntozake Shange's Whitewash), are not equal in their level of explicitness about what occurs, their identifications of the White perpetrators involved in what happens, or their demonstrations of how the incidents are rooted in white supremacy. Accordingly, educators and other adults will often need to fill in significant “truth gaps” in order to raise children's social consciousness related to whiteness and racism. One of the primary recommendations presented in this piece is to accompany these picture books and picture books like them with discussion questions related to the stories that are and are not told in the texts, as well as to facilitate conversation with children related to power and agency as exhibited by the Black characters. Most important, educators and other adults should remain cognizant of the fact that, while books like the ones in this examination may help to address traumas and help facilitate testimony related to race-based hate, children should have opportunities to construct and express their own understandings of textual relevance on this topic.

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Finan, William W. "Afghanistan's Unpromising Endgame." Current History 112, no. 753 (April 1, 2013): 155–57. http://dx.doi.org/10.1525/curh.2013.112.753.155.

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Three new books examine how it happened that, 12 years after going to war in Afghanistan, the United States and its allies are preparing to withdraw from a nation still largely ungovernable and pervaded by corruption, warlordism, and insecurity.

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Markel, H. "Successes and Missed Opportunities in Protecting Our Children's Health: Critical Junctures in the History of Children's Health Policy in the United States." PEDIATRICS 115, no. 4 (April 1, 2005): 1129–33. http://dx.doi.org/10.1542/peds.2004-2825d.

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Kleinberg, S. J. "Children's and Mothers' Wage Labor in Three Eastern U.S. Cities, 1880-1920." Social Science History 29, no. 1 (2005): 45–76. http://dx.doi.org/10.1017/s0145553200013249.

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The battle over child labor fought in the United States at the end of the nineteenth and beginning of the twentieth centuries pitted emerging understandings about children's well-being against those of the rest of the family. As society grew more ethnically and economically complex, social reformers lobbied for greater regulation of children's behavior, thereby altering the family economy and women's and children's roles within it. The middle classes could afford nonproductive women and children, but many working-class, immigrant, and one-parent families could not. Yet, even within the less affluent strata of society, children in certain settings, ethnic and racial groups, and family structures were much more likely to be employed than in others. This article explores the variations in children's and mothers' labor in three very different settings: Pittsburgh, Fall River, and Baltimore between 1880 and 1920. It finds that child labor and education legislation resulted in a decrease in children's employment and increased the likelihood that mothers would take paid jobs.

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Bloom, Robert. "Richard Brief's Contributions to Accounting Thought: Enlivening Accounting History." Accounting Historians Journal 40, no. 2 (December 1, 2013): 147–55. http://dx.doi.org/10.2308/0148-4184.40.2.147.

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This is a personal appreciation of Richard Brief, the accounting historian and professor, who died in 2013. Dick served as a member of my doctoral dissertation committee in 1975–1976. The author of a number of provocative articles on the evolution of accounting practice in the United States and abroad, he published in The Journal of Accounting Research, The Accounting Review, and Business History Review. Brief was well-known for editing numerous books on accounting history in the United States and abroad. Additionally, his papers on the application of statistics to accounting issues and financial statement ratios were forerunners in the mathematical modeling of accounting research.

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Leonard, Thomas M. "Central America and the United States: Overlooked Foreign Policy Objectives." Americas 50, no. 1 (January 1993): 1–30. http://dx.doi.org/10.2307/1007262.

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Since the fall of Nicaragua's Somoza dynasty in 1979, nearly 900 books dealing with Central America have appeared. They repeat the themes of imperialism, paternalism, and security that traditionally have characterized studies about Central America and its relations with the U.S. The imperialist theme is pursued by Walter LaFeber's Inevitable Revolutions and Karl Berman's Under the Big Stick. They assert that the United States economically exploited and politically controlled Central America in general and Nicaragua in particular. A sense of moral righteousness is found in Tom Buckley's Violent Neighbors and Richard Alan White's The Morass while the security theme is pursued by John Findling in his Close Neighbors, Distant Friends. Histories about Central America reinforce these themes. For example, the Dean of the U.S. Central Americanists Ralph Lee Woodward, Jr., and Costa Ricans Edelberto Torres-Rivas and Hector Pérez-Brignoli, and Honduran Mario Argueta demonstrate that the American businessmen capitalized upon the ignorance of region's elite for their own economic gain. Despite their diversity, all of these volumes demonstrate that the United States dominated the relationship and criticize it for so doing.

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Epstein, Terrie. "The Effects of Family/Community and School Discourses on Children's and Adolescents' Interpretations of United States History." History Education Research Journal 6, no. 1 (January 1, 2006): 17–25. http://dx.doi.org/10.18546/herj.06.0.04.

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Gabas, Clariebelle, Mary Claire Wofford, and Carla Wood. "Using Experience Books to Foster the Narrative Skills of English Learners." Perspectives of the ASHA Special Interest Groups 2, no. 16 (January 2017): 61–70. http://dx.doi.org/10.1044/persp2.sig16.61.

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The need to address the language and literacy development of children from culturally and linguistically diverse (CLD) backgrounds continues to rise with the increasing number of English learners (ELs) in schools throughout the United States. One area of concern is the need for culturally sensitive methods of assessment and intervention for ELs with language disorders. Oral language skills are widely considered an essential component of later reading success. Although narratives are commonly used to foster children's oral language skills, narrative development in children from CLD backgrounds can be highly variable. Broader socialization and cultural practices can influence and shape the way children tell stories (Melzi, Schick, & Kennedy, 2011). One approach to facilitate the development of narrative skills in ELs with language disorders is the use of experience books, which are personalized stories that depict daily routines or meaningful events situated from the child's perspective. Experience books can provide a natural foundation of rich linguistic interactions between children and caregivers, increase children's exposure to print and enjoyment of books, and encourage family involvement. The following tutorial will guide speech-language pathologists on how to adapt experience books as culturally sensitive tools to help meet the needs and interests of CLD children and families.

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Briley, Ron. "The Untold History of the United States OliverStone and PeterKuznick. New York: Gallery Books, 2012." Journal of American Culture 37, no. 1 (March 2014): 118–19. http://dx.doi.org/10.1111/jacc.12150.

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Bedell, Frederick D. "ESSAY ON HUMAN (RACE RELATIONS) IN THE UNITED STATES." International Journal of Research -GRANTHAALAYAH 6, no. 2 (February 28, 2018): 255–67. http://dx.doi.org/10.29121/granthaalayah.v6.i2.2018.1569.

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This essay speaks to the context of domination and subordination in particular as it pertains to White Supremacy/White Privilege as manifested in the history of slavery and “Jim Crow” in the United States. It is within this historical context one can discern the present status of race relations in the United States that continues to foster race discrimination through the policies of the ethnic majority (white) power structure, e.g.-institutional racism, voter suppression laws, gerrymandering of voter districts and banking policies to name a few areas. The research of books, papers, television interviews and personal experiences provides a testament to present government policies that endeavor to maintain a social construct of dominance and subordination by the white power structure in the United States.

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Moon, Krystyn R. "Immigration Restrictions and International Education: Early Tensions in the Pacific Northwest, 1890s-1910s." History of Education Quarterly 58, no. 2 (April 13, 2018): 261–94. http://dx.doi.org/10.1017/heq.2018.2.

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This essay explores the experiences and debates surrounding preparatory schools for Chinese students in the United States at the turn of the twentieth century. These institutions attempted to expand educational opportunities for poorer Chinese students who might otherwise not have had a chance to go to school; however, most of these children also had families in the United States, who supported their children's education but also needed their help to sustain their families. American laws banned most forms of Chinese immigration, and families had to carefully maneuver through federal policies to enter the country as students, often turning to European Americans-who were invested in expanding U.S. involvement in China-for support. Because of anti-Chinese sentiments, consular and immigration authorities questioned these programs, making them difficult to sustain. Ultimately, the interactions between immigration and consular officials, education boosters, and Chinese students were integral to the development of preparatory schools for other international students in the twentieth century.

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Custred, Glynn. "Marxism in America." Academic Questions 35, no. 1 (March 18, 2022): 127–36. http://dx.doi.org/10.51845/35.1.15.

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Mezzano, Michael. "The Progressive Origins of Eugenics Critics: Raymond Pearl, Herbert S. Jennings, and the Defense of Scientific Inquiry." Journal of the Gilded Age and Progressive Era 4, no. 1 (January 2005): 83–97. http://dx.doi.org/10.1017/s1537781400003674.

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In the late 1910s and early 1920s, a succession of popular books decried the impact that “new” immigrants were having on the United States. Fearing that the racial quality of the American people was being eroded by the large number of immigrants that had been arriving in the previous decades, the books clamored for radical restrictions on the number of immigrants the country should admit. These books reflect the pervasiveness of the belief that new immigrants were biologically inferior to older immigrants and native-born Anglo-Saxons. This belief, in turn, was rooted in a theory of permanently fixed racial identities that had been circulating throughout Europe and the United States for decades, despite cautions of professional scientists who argued that these theories were not “proven.” Yet non-scientists like Madison Grant and Lothrop Stoddard were the ones who enjoyed widespread public authority on such complex scientific theories as heredity, genetics, and eugenics because they explained these difficult subjects in easily understandable terms–despite the fact that they grossly over-simplified the theories. Simultaneously, they raised shrill cries that these new arrivals thus threatened the “superior” racial stock of America. The anti-immigrant wave that Grant, Stoddard, and others fanned was based on what Grant described as “the science of race,” which he claimed proved “the immutability of somatological or bodily characters.”

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Bousalis, Rina. "Portrayals of Immigrants in Trade Books (1880-1930s & 1980-2010s)." Social Studies Research and Practice 11, no. 2 (July 1, 2016): 17–32. http://dx.doi.org/10.1108/ssrp-02-2016-b0002.

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Immigrants are a part of America’s founding and history. Until this study, it was unclear how immigrants have been historically portrayed in youth American trade books. Utilizing a discourse analysis approach, this study offered a critical and comparative examination of the portrayal of first-generation immigrants, the authors’ perspectives, and the historical evolution of American trade books written during two peak United States immigration eras (1880-1930s and 1980-2010s). After examining 98 books written over 100 years, findings indicated in both peak immigration eras, immigrants faced similar problems; first-generation immigrants were insensitively criticized and viewed as subpar individuals by Americans. As a whole, books were mostly tales of assimilation and mistreatment in the United States. Since youths’ ideas of people and cultural groups are formed by what they learn from not only social interaction but also the media, it is important for books to provide meaningful representations of immigrants.

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Hawkins, Michael. "Book Review: Germany at War: 400 Years of Military History." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 73. http://dx.doi.org/10.5860/rusq.55n1.73b.

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This four-volume set seeks to explain and define 400 years of German military history. Early on the editor explains what he means by “Germany,” stating “for our purposes, Germany is defined as the Federal Republic of Germany today, its predecessor states, and the component kingdoms and principalities that combine to form Imperial Germany” (xxxvii). This was an important distinction to make given the unique history of Germany as a united nation. There are many books that cover German military history, however, many of those only focus on specific periods or states of Germany.

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Caplow, Theodore. "American Discontent." Tocqueville Review 17, no. 2 (January 1996): 135–48. http://dx.doi.org/10.3138/ttr.17.2.135.

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Never before in the history of the American republic has there been such a loud chorus of complaint. Here is a representative selection of recent (1993 to 1996) books about public policy in the United States

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Beardslee, Lois. "Bookshelf: Kappan authors on their favorite reads." Phi Delta Kappan 102, no. 5 (January 26, 2021): 69. http://dx.doi.org/10.1177/0031721721992574.

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In this monthly column, Kappan authors discuss books and articles that have informed their views on education. Lois Beardslee recommends Jim Crow’s Children: The Broken Promises of the Brown Decision by Peter Irons. Adam Laats recommends The Creationists: From Scientific Creationism to Intelligent Design by Ronald Numbers. And Antony Farag recommends An Indigenous People’s History of the United States by Roxanne Dunbar-Ortiz and other books in the Revising History series.

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Hollifield, James F. "Immigration and Citizenship in Two Liberal Republics—A Review of Migration and Refugees: Politics and Policies in the United States and Germany." German Politics and Society 18, no. 1 (March 1, 2000): 76–104. http://dx.doi.org/10.3167/104503000782486732.

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Myron Weiner, ed., Migration and Refugees: Politics and Policies in the United States and Germany (Providence: Berghahn Books, 1997-1998)Volume 1: Klaus J. Bade and Myron Weiner, eds., Migration Past, Migration Future: Germany and the United StatesVolume 2: Rainer Münz and Myron Weiner, eds., Migrants, Refugees, and Foreign Policy: U.S. and German Policies Toward Countries of OriginVolume 3: Kay Hailbronner, David A. Martin, and Hiroshi Motomura, eds., Immigration Admissions: The Search for Workable Policies in Germany and the United StatesVolume 4: Kay Hailbronner, David A. Martin, and Hiroshi Motomura, eds., Immigration Controls: The Search for Workable Policies in Germany and the United StatesVolume 5: Peter Schuck and Rainer Münz, eds., Paths to Inclusion: The Integration of Migrants in the United States and Germany

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García Coll, Cynthia, and Kia L. Ferrer. "Zigler's conceptualization of diversity: Implications for the early childhood development workforce." Development and Psychopathology 33, no. 2 (February 8, 2021): 483–92. http://dx.doi.org/10.1017/s0954579420001960.

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AbstractThe United States is entering a pivotal period in history, led by extraordinary shifts in the demographic makeup of children who are in need of medical, educational, and developmental services. For the first time in this country's history, the majority of children are being born to non-white populations. Simultaneously, racism (personal, institutional, and systemic) is now being recognized as a powerful social determinant of children's mental and physical health by the time they enter kindergarten. It is crucial to evaluate how early childhood development (ECD) settings are prepared to authentically engage racially diverse children. In this paper, we critically analyze the narratives of the architect of Head Start, Dr. Edward Zigler, and investigate his evolving contributions to early childhood programming. We propose that Zigler's conceptualization of culture and its impact on children's development, although advanced for his time, had historical limitations that have perpetuated the personal, institutional, and systemic racism that children of color experience in early childhood settings. This paper concludes with suggestions to include topics covering implicit bias, white privilege, and the impact of slavery, colonization, and oppression as core principles in professional training. Only then will we be able to eliminate racism across early childhood settings in the United States.

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Lacy, Tim. "Dreams of a Democratic Culture: Revising the Origins of the Great Books Idea, 1869-1921." Journal of the Gilded Age and Progressive Era 7, no. 4 (October 2008): 397–441. http://dx.doi.org/10.1017/s1537781400000840.

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British and American intellectuals began to formulate ideas about so-called great books from the mid-1800s to 1920. English critic Matthew Arnold's writings served as the fountainhead of ideas about the “best” books. But rather than simply buttress the opinions of highbrow cultural elites, he also inspired those with dreams of a democratized culture. From Arnold and from efforts such as Sir John Lubbock's “100 Best Books,” the pursuit of the “best” in books spread in both Victorian Britain and the United States. The phrase “great books” gained currency in the midst of profound technical, cultural, educational, and philosophical changes. Victorian-era literature professors in America rooted the idea in both education and popular culture through their encouragements to read. Finally, the idea explicitly took hold on college campuses, first with Charles Mills Gayley at the University of California at Berkeley and then John Erskine's General Honors seminar at Columbia University.

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Bartov, Omer, Miranda Brethour, Samuel Moyn, and Hanna Schissler. "Eric Weitz: Mensch and Menschenrechte: The Internal Logic of a Life Well-Lived." Central European History 55, no. 3 (September 2022): 410–24. http://dx.doi.org/10.1017/s0008938922000693.

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Had Eric been allowed to live the long life that he deserved, he might have looked back and recognized the retrospective logic of his scholarly work. By then, I am sure, he would have produced more pathbreaking and important books and essays. Indeed, following the publication of his magnum opus, A World Divided, Eric was already at work on a study of Ralph Bunche, featured in A World Divided and one of the most prominent African Americans in the United States in the immediate aftermath of World War II who went on to have an influential role as an advocate of human rights in the newly established United Nations.

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Christian, Gary D. "Evolution of Analytical Sciences in the United States: A Historical Account." Annual Review of Analytical Chemistry 13, no. 1 (June 12, 2020): 475–96. http://dx.doi.org/10.1146/annurev-anchem-091119-120456.

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The current teaching and practice of analytical chemistry reflect the evolution of measurement science over time. Qualitative and quantitative measurements can be traced back to prebiblical times, have been important throughout human history, and today are key to the functioning of a modern society. This review is designed to provide a brief overview of the evolution of analytical science and a summary of the evolution, development, and growth of analytical chemistry in the United States, with emphasis on developments up to the mid-twentieth century. Some degree of emphasis is placed on early centers of analytical chemistry and contributions of pioneers of analytical chemistry within the United States. The evolution of journals, early textbooks, and reference books on analytical chemistry as well as developments in analytical chemistry curricula in the United States are traced.

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Picard, Alyssa. "“To Popularize the Nude in Art”: Comstockery Reconsidered." Journal of the Gilded Age and Progressive Era 1, no. 3 (July 2002): 195–224. http://dx.doi.org/10.1017/s1537781400000232.

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Of all the figures in the struggle over turn-of-the-century vice reform, Anthony Comstock is perhaps the last one might expect to encounter immortalized in the nude. He acquired his fame as a censor of nudity, among other offenses: from 1873 to his death in 1915, Assistant United States Postmaster Comstock lent his name and his enthusiasm for law enforcement to the prosecution of the “Comstock Laws,” the eponymous statutes which restricted the dissemination of vicious images and information through the United States mail. In his government post and as the head of New York City's private Society for the Suppression of Vice, Comstock prosecuted quack physicians, abortionists, lottery runners, purveyors of lewd literature and art, free love advocates and physical culture devotees. By the end of his career, he had arrested more than 3,700 people and burned over fifty tons of obscene books, 3,984,063 obscene pictures, and 16,900 photographic plates.

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Kott, Sandrine. "Decentering Modern German History àl'américaine:A Look at the French Historiography." Central European History 51, no. 1 (March 2018): 108–13. http://dx.doi.org/10.1017/s0008938918000237.

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Every good humanities journal emerges from and is produced by a specific scientific community that shapes its content and its style.Central European History(CEH) is no exception. For me, i.e., a French historian of Germany teaching at a Swiss university in Geneva,CEHisthejournal to read in order to follow the more recent and innovative English-language scholarship on the history of Germany and German-speaking countries. Most of the articles published in the journal are written by historians based in the United States or in the United Kingdom (and its dominions), and most of the books that are reviewed originate from the same community, with the notable exception of ones by German authors.

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Caroccio Maldonado, Jennifer. "Putting the Black Ink Back into Print: Black Newark/Black New Ark." New Jersey Studies: An Interdisciplinary Journal 8, no. 1 (January 27, 2022): 34–49. http://dx.doi.org/10.14713/njs.v8i1.266.

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This essay makes the case for the 1968 community newspaper Black Newark as an archival site that provides an alternative account of the growth of the Black Power movement in the city of Newark. The issues written about in this radical publication are an abundant resource for historians and researchers of New Jersey culture and Black cultural production in the United States. This essay contests the fact that no books devoted to the history of the Black press in the United States or surveys of African American newspapers make mention of Black Newark. It is the aim of this essay to examine both the 1968 edition of Black Newark and the later 1972–1974 edition of Black New Ark with the express goal of including the publications in the archive of both the history of Newark, New Jersey, and the Black press in the United States.

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Journal articles on the topic 'Children's books United States History'

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