Tesis sobre el tema "Social sciences -> history -> american history"
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Caldwell, Nicola. "Poor behaviour : the American underclass in history, politics and social science". Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421608.
Texto completoArbel, Tal. "The American Soldier in Jerusalem: How Social Science and Social Scientists Travel". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493383.
Texto completoHistory of Science
Tolley, Rebecca. "Review of Fashion Fads through American History: Fitting Clothes into Context". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5623.
Texto completoLincicum, Shirley J. "The American Public Library Building : A Social History and Feminist Critique". Oberlin College Honors Theses / OhioLINK, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1379332068.
Texto completoAronson, Shari Gay 1966. "La carpa: A descriptive model for teaching history through drama in education". Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278492.
Texto completoDe, Rouvray Cristel Anne. "Economists writing history : American and French experience in the mid 20th century". Thesis, London School of Economics and Political Science (University of London), 2005. http://etheses.lse.ac.uk/36/.
Texto completoDietzler, Karl Matthew 1970. "Pattern on National Forest Lands: Cultural Landscape History as Evidenced Through the Development of Campgrounds in the Pacific Northwest". Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11985.
Texto completoHistoric campgrounds on National Forest Service lands are a key location where the public experiences the intersection of natural and cultural resources. In the Pacific Northwest Region, the majority of historic Forest Service campgrounds date from the Civilian Conservation Corps/New Deal era of the 1930s; however, some existed previous to this period. Overall, these campgrounds were envisioned, designed, and evolved in an era of rapid technological change, when increasing industrialization, urbanization, and rural accessibility facilitated a cultural need for both preservation of and accessibility to natural resources. In order to understand how these campgrounds evolved over time, existing campground conditions were documented using a case-study approach, based on historic integrity, range of geographic accessibility, and historical data availability. In order to understand what changes have occurred over time, existing and historic conditions were compared. Based on the results, broad cultural landscape stewardship recommendations are made.
Committee in charge: Robert Z. Melnick, FASLA Chairperson; Donald Peting, Member
Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.
Texto completoParrish, Donna North. "An American History Curriculum for Eighth Grade Gifted Students". UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.
Texto completoProietti, Salvatore. "The cyborg, cyberspace, and North American science fiction". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ44558.pdf.
Texto completoSu, Christopher (Christopher Thomas). "An Ambitious Social Experiment: Education in Japanese-American Internment Camps, 1942-1945 by Christopher Su". Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65525.
Texto completoPage 6 missing. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 57-58).
Introduction: Alice Nakamura, a senior of the Class of 1943 at Rohwer Center High School in Arkansas, read these words at the conclusion to her graduation speech. Substantively, it sounds like any other reflection on self-identity by a second-generation immigrant. In reality, Alice's speech stands out because it was delivered from a school located behind barbed wire, where the United States government had detained her because of her Japanese ancestry. Between 1942 and 1945, the United States government removed more than 110,000 individuals of Japanese ancestry residing on the west coast to remote relocation centers located in the barren mountainous states of the American west. Deprived of their freedom, these internees found themselves faced with the challenge of carrying on their everyday lives while surrounded by barbed wire. Parents concerned about the educational prospects of their children pushed for the development of primary and secondary schools, which the administrations provided. Adults seeking to occupy their time after work and alleviate boredom initiated education programs taught by internees who possessed relevant technical abilities and academic credentials. Despite the limited freedom and control the internees had over their squalid living conditions, educational programs emerged as one area in which they were able to establish a voice for themselves and collaborate with camp authorities. Due to the wartime shortage of teachers, many young Japanese teachers staffed the primary and secondary schools. The internees completely ran the Adult Education program with only perfunctory oversight from the camp administrations. In return for this degree of autonomy, the WRA requested the establishment of Americanization classes in all levels of camp schooling. These classes focused on the dissemination of American values and preparation for life after the war. Internees had mixed reactions to these government-mandated requirements but many valuable lessons came out of these classes. Primary and secondary students had an intensely personal experience learning about democracy inside barbed wire. As these students went on to attend colleges and find jobs after internment, they took these experiences with them and crafted new and deeply personal definitions of being an American citizen. The Adult Education programs gave internees English skills and new cultural knowledge that they used in their post-war communities and to communicate with their own children. Despite the horrid conditions that the Japanese experienced in the internment camps, the education program created relatively positive interactions between the internees and the camp authorities. Although suffering from supply shortages and a high variance in teaching quality, the educational programs challenged internees to think about democracy and what it means to live in America. Japanese internees provided staffing for these programs and worked with the camp administrators to implementing the curriculums, which allowed a degree of self-governance, an uneasy feat in government-controlled wartime internment centers. The Japanese-American internment process began on February 19, 1942, when President Franklin D. Roosevelt signed Executive Order 9066, authorizing the military to create special areas within the United States from which "any and all" persons may be excluded. The exclusion order applied to both citizens and aliens, meaning that the government intended to remove both Japanese immigrants and Japanese Americans. The former are issei, a term meaning "first-generation" in Japanese, and the latter are nisei, "second-generation." Throughout the internment process, more than 110,000 individuals of Japanese-ancestry were excluded from the zones of exclusion, often forced to sell their belongings, and relocated to barren camps established in the interior of the United States. The internment process had no pretenses of kindness - following Pearl Harbor, propaganda posters depicting Japanese as apes and other savage animals were widely distributed, and racist sentiments were openly published and distributed through the press. A selection from a San Francisco newspaper derided the Japanese during the onset of the internment process: "Herd 'em up, pack 'em off and give 'em the inside room in the badlands. [...] Let us have no patience with the enemy or with anyone whose veins carry his blood [...] I hate the Japanese." A propaganda poster distributed in 1943 titled, "How to Spot a Jap," described a Japanese as having "buck teeth" and being unable to smile because he "expect[s] to be shot...and is very unhappy about the whole thing." Even Americans from the interior expressed hostility. ...
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Duff, Meaghan N. "Designing Carolina: The construction of an early American social and geographical landscape, 1670-1719". W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539623927.
Texto completoCroley, Pamela. "American Reeducation of German POWs, 1943-1946". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2233.
Texto completoTrembanis, Sarah L. ""They opened the door too late": African Americans and baseball, 1900-1947". W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539623506.
Texto completoRobbins, Timothy David. "Walt Whitman and the making of the American sociological imagination, 1870-1940". Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6490.
Texto completoMastromarino, Mark A. "Fair visions: Elkanah Watson (1758--1842) and the modern American agricultural fair". W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539623398.
Texto completoHeider, Cynthia. "Sympathy and Science: Social Settlements and Museums Forging the Future through a Usable Past". Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/512948.
Texto completoM.A.
Affiliates of the United States settlement house movement provided a historical precedent for engaged, community-centered museum practice. Their innovations upon the social survey, a key sociological data collection and data visualization tool, as well as their efforts to interpret results via innovative, culturally democratic exhibition techniques, had a contemporary impact on both museum practice and the history of social work. This impact resonates in the socially-responsive work of community museums of the recent past. The ethics of settlement methodology- including flexibility, experimentalism, empathetic practice, local community focus, and social justice activism- foreshadow the precepts and practices of what is now known as public history.
Temple University--Theses
Briggs, Charlotte H. L. "From Social Reform to Social Science: The Women's Educational and Industrial Union of Boston, 1877-1912". Oberlin College Honors Theses / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1363700437.
Texto completoCarolyn, Cadena A. "The Politics of History Education: An Exploration of Revisionist History and Educating for the Enrichment of Democracy, Community, and International Cooperation". University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250681787.
Texto completoVeder, Robin. "How gardening pays: Leisure, labor and luxury in nineteenth-century transatlantic culture". W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539623995.
Texto completoHartsell, Taralynn 1967. "Meso-American media: Implications about student attitude". Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290614.
Texto completoKnapp, Kathryn Anderson. ""True to me"| Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom". Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618880.
Texto completoThis qualitative study addressed the problem of students' lack of trust of and interest in U.S. history and focused on students' experiences with official and unofficial versions of history in the middle school social studies classroom. A collective case study of five African American students was conducted in an eighth grade classroom at Carroll Academy, a public, urban charter school in Ohio. Interviews, questionnaires, observations, artifacts, and logs were collected and analyzed with a critical, interpretivist lens.
The findings included: (a) the students were suspicious of the official historical story in the form of their textbook and teacher; (b) they shared similar rationales for the perceived motivations behind the dishonest accounts in their textbooks, and the rationales changed in similar ways throughout the course of the project; (c) although they had limited experience with unofficial history before the project, they preferred to use unofficial historical sources with the condition that one eventually corroborates accounts with official sources; (d) the experience of studying family histories created race-related instances of contradiction between unofficial and official accounts in the classroom, and (e) students developed productive forms of resistance to the grand narrative in U.S. history by the end of the study.
The findings of the study offer implications for teachers of social studies. By using family history projects, teachers can engage students while helping them learn critical and historical thinking skills. They can provide a more inclusive social studies curriculum and can better understand their students' backgrounds and historical knowledge.
Stuck, Kenneth Edward. "Social Stratification in York County, Virginia, 1860-1919: A Study of Whites and African-Americans on the Lands of the Yorktown Naval Weapons Station". W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539625955.
Texto completoDuran, Samson. "Des géométries étatsuniennes à partir de l'étude de l'American Mathematical Society : 1888-1920". Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS207.
Texto completoIn 1888, three students created a mathematical society in New York City. Six years later, this society became national and took the name of the American Mathematical Society (AMS). In 1920, it counted thousands of members, published many articles and reviews, and organized mathematical meetings on a regular basis all over the country. Based on the study of publications from the AMS journals until 1920, this dissertation aims at retracing a social history of Geometry, by answering two main questions: how were geometrical activities related to the AMS organized and distributed and how was geometrical knowledge transferred from or to the USA? After determining what the category of Geometry meant for the editors of various catalogues of mathematical publications, I will analyze the lessons given and received by some members of the AMS, the reviews published in its Bulletin and the mathematical meetings held by the society. The descriptions of the geometrical activities organized by the AMS, as well as the context in which they took place, will thus help us draw a cartography of Geometry. We will see that it can be defined in several ways from both an academic and a sociological perspective. I will also identify the dominant people in Geometry within the Society. More precisely, we will see who were the power holders, whether this power was scientific or institutional, according to the different forms it could take within the AMS. Among the people thus identified, I will particularly focus on three of them (V. Snyder, L. P. Eisenhart and E. J. Wilczynski). This will allow us to treat the two key questions at an individual scale rather than at the previous institutional one. V. Snyder and L. P. Eisenhart’s cases will provide us with the opportunity of studying what non-American mathematical results were taken into account and used in their works while E. J. Wilczynski’s will allow us to understand how his research was spread abroad
Susman, Benjamin A. "A Social Gospel Vision of Health: Washington Gladden's Sermons on Nature, Science and Social Harmony, 1869-1910". Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1596238474385133.
Texto completoMcGrath, Timothy Stephen. "Behaving Like Animals: Human Cruelty, Animal Suffering, and American Culture, 1900-present". Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11027.
Texto completoRohrdanz, Jessica Lynn. "Superheroes for a Superpower: Batman, Spider-Man and the Quest for an American Identity". Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1242442545.
Texto completoMiracle, Amanda Lea. "Rape and Infanticide in Maryland, 1634-1689: Gender and Class in the Courtroom Contestation of Patriarchy on the Edge of the English Atlantic". Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213732534.
Texto completoBarragan, Denise Eileen. "Native Americans in social studies curriculum: An Alabama case study". Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/278722.
Texto completoSmith, Alicia Jean. "A historical analysis of blackface in the media and its effects on contemporary African American stereotypes". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2735.
Texto completoSchnaith, Marisa Caitlin Weiss. "A Policy Window for Successful Social Activism: Abortion Reform in Mexico City". Miami University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1240332556.
Texto completoLindberg, Miryam. "Conflict Analysis of Economic Perceptions and Misperceptions in the United States". NSUWorks, 2016. http://nsuworks.nova.edu/shss_dcar_etd/52.
Texto completoStephens, Otis H. Jr, John M. II Scheb y Colin Glennon. "American Constitutional Law, Volume I and II: Civil Rights and Liberties". Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1285736923.
Texto completohttps://dc.etsu.edu/etsu_books/1021/thumbnail.jpg
French-Hodson, Ruth Anne. "The paradox of the American state : public-private partnerships in American state-building". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:b6729fb6-4d5e-4e90-abe9-4b384f9f2402.
Texto completoButler, Katonio A. (Katonio Arthella). "The lost revolution : capitalism, democracy and black citizenship in early twentieth-century America's biggest race conflicts". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/59488.
Texto completoIncludes bibliographical references (leaves 80-89).
This new racial conflict over the future of blacks' social, political and economic self determination became an inescapable "trial by fire" for American democracy. Throughout the United States, W.E.B. Du Bois' "New Negroes," molded on the battlefields of Western Europe and the shop floors of the American mill, were determined to assert their claims to equal American citizenship. During the period of racial tumult following the end of World War I, three riots that were notable for their scale and significance to both American race relations and black political activism occurred in the United States: the Chicago Riot of 1919, the Elaine Riot of 1919 and the Tulsa Riot of 1921. All three riots involved armed, organized mobs of hundreds to thousands of whites fully mobilized against armed black communities that were resolute in the defense of their lives, property and rights as citizens. The three riots were additionally notable for the character of the black communities involved; although only Chicago's South Side escaped total destruction, armed and organized elements of blacks in each locale attempted to repel attacks by whites. All three riots saw the intervention of armed troops, though not necessarily in a bid to restore order. Once the troops arrived, only the black communities were occupied. Only in Chicago, where the black community enjoyed the most protection of their civil rights, did the government troops actually mobilize to protect the black population. At best, the troops did not actively move against the white mobs, allowing further bloodshed to occur (Chicago). At worst, they were implicit in the white mob violence that claimed hundreds of black lives and millions in property (Elaine and Tulsa). In each case, when the dust settled, the predominant racial caste system was still intact. In none of these communities were the mass of white rioters ever brought to justice for their atrocities. Many blacks, however, were detained and formally prosecuted for numerous offenses stemming from the violence ...
by Katonio A. Butler.
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Taylor, Jessica L. "Through the Eyes of the Post: American Media Coverage of the Armenian Genocide". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1862.
Texto completoBlack, Victoria Lynn. "Taking care of baby: Chilean state-making, international relationsand the gendered body politic, 1912-1970". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289843.
Texto completoBurton, Leah Michelle. "Influencing Capitalist Attitudes to Drive More Capital Towards Social Good". Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1627048054529815.
Texto completoSalyers, Joshua. "A Community of Modern Nations: The Mexican Herald at the Height of the Porfiriato 1895-1910". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1291.
Texto completoLyons, Renee' C. "Contribution as Method: A Book Talk for Foreign-Born American Patriots: Sixteen Volunteer Leaders in the Revolutionary War". Digital Commons@Georgia Southern, 2014. https://digitalcommons.georgiasouthern.edu/cssc/2014/2014/10.
Texto completoHaws, Catherine Bourg. "Remembering Vietnam War Veterans: Interpreting History Through New Orleans Monuments and Memorials". ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2081.
Texto completoMorton, Donald. "President Reagan's Rhetorical War Against Nicaraugua, 1981-1987". TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2669.
Texto completoHunsinger, Tiffany Alice. "The Silos of American Catholicism and Their Connections to Cultural and National Identities: An Examination of Contemporary Catholicism with Fr. James Martin, SJ and R.R. Reno". University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596812097965317.
Texto completoLouckx, Audrey. "Empowering voices: testimonial literature and social justice in contemporary American culture". Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209257.
Texto completoThe purpose of this dissertation is to propose a theoretical model for the subgenre of testimonials of social empowerment. With the concept of empowerment as groundwork, the model develops a textual approach framed in a psychosocial structure. I argue that testimonials may be described as examples of Jürgen Habermas’s communicative action. As speech acts aimed at reaching understanding, testimonials capitalize both on the binding and bonding aspects of illocutionary force in the hope to secure with their audience an ongoing dialogue over issues of social justice. The volumes, as unofficial public spheres, mobilize the normative and practical dynamics at work in social movements. These dynamics express as two narrative guiding threads: an aesthetic based on impact, and an ethics based on responsibility. The texts’ aesthetic develops a form of perlocutionary realism instantiating a sense of authenticity and sincerity embodied in the narrators’ voices. The resulting impact is coupled to moral concerns based on a polysemic understanding of social responsibility, on which narrators seek to build their narratives’ ethical potential. A series of case studies allowed to demonstrate that both narrative threads are realized as an appropriation of four paradigmatic forms of rhetorical ethos, each based on a specific realm of the social world: intimacy, justice, spirituality and activism.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
Laguna, Alexis M. "“I Almost Hope I Get Hit Again Soon”: The Wartime Service and Medical History of Leon C. Standifer, WWII American Infantryman". ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2620.
Texto completoHighkin, Emily. "Delegate Voting at the 1787 Constitutional Convention: The Entanglement of Economic Interests and the Great Compromise". Oberlin College Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1582396815051673.
Texto completoPagano, Jennifer Hoolhorst. "The evolution of Sunset Magazine's cooking department: The accommodation of men's and women's cooking in the 1930s". Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3575.
Texto completoTala, Diaz Denise. "Living Through the Chilean Coup d’Etat: The Second-Generation’s Reflection on Their Sense of Agency, Civic Engagement and Democracy". Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch159302076798197.
Texto completoChew, Laureen. "Chinese American images in selected children's fiction for kindergarten through sixth grade". Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2131.
Texto completoKetchaver, Karen G. "Coughlin and Cleveland". John Carroll University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=jcu1255979323.
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