History

When I first examined the prompt, instantly, what came to thought was John Tosh’s book The Pursuit of History. This a text that seems to be revisited in much of our class discussions, especially, in our ongoing analysis of the theme of "past and the present” in relation to historical narratives. This theme can be dangerous when it comes to the task of writing history, specifically when you must confront conventional social memory. I truly believe that it is too hard for those who cling to their social (or cultural) memory to come grasps with the reality of history—rejecting historical voices (awareness) that would contradict what they believe is “right”. Writing history can be a thankless task, where you never seem to please everyone, especially

Hitler had a very clear idea of women’s role; she was the centre of family life, a housewife and the mother. Their job was to keep the house nice for their husband and family – their lives should revolve round the three ‘ks’, church, children and cooking. This ideal was based around Hitler wanting to achieve his long held goal of Lebensraum to increase the German Aryan population. Strasser argues that ‘National Socialism intended to restore the natural order, and states that this was to accord women the respect they deserved as mothers and housewives’, therefore improving their status. However Carey argues that women’s position did not improve and “throughout the civil war

A political two party system is one where two parties have complete dominance over voting, in terms of seats and the general vote. The multi- party system however describes a system where more than two parties have the ability to win role as government. In this essay I will give a balanced argument on whether Britain is a two party, or multi- party system.

"History never seems like history when you are living through it." This quote by John W. Gardner accurately depicts the inability of most young people to understand the importance of history. Every decision that is made creates an outcome. Once that outcome occurs, it becomes history. To many, history is seen as simply cluster of sequential events of the past. Rather, it is a record of the emotional and physical hardships generations have gone through to bring us to the present and also affect our future. In order for history to be taught well, it must be understood that the people of the past were more similar to us than we know,

For this assignment I chose to write about Jomo Kenyatta. After reading chapters three and four of Khapoya’s book, it was hard to imagine an Africa that wasn’t under colonial rule. I can only comprehend on a very basic level the impact colonialism had on the Africans economically, physically, and mentally. It is inspiring to read further and discover the immense, calculated, and passionate efforts that many Pan African leaders played in the years that followed. I found Jomo Kenyatta to be particularly interesting. For many reasons, Kenyatta is considered one of the most significant leaders of the Pan African movement in the twentieth century. Kenyatta had a clear vision of what he wanted for Kenya (or Africa as a whole), he was prepared

few factors that contribute to their rising population and they are as follows: China’s total fertility rate is 1.7, which means that on

In my assignment, I will be looking at how the general use of certain software’s and digital technology has taken the world of architecture and Interior Design in another era. And how other articles and journals supports that view and don’t. At the moment, we are living in a world of advanced technology where everything is taught using digital technology, whether it be a mobile device, an iPad or a computer, in a preschool or third level facility. It shows that we are ingrained with it nowadays and even more with the future generation to come. The impact that it has on my chosen career, Architecture and Interior Design has gone on

The book is divided into four main parts. The first part talks about the early leaders of Africa after independence. The second part summarizes Africa immediately after independence; its early ambitious plans of economic development, educational development and its lack of the trained labor force. It also talks about African nationalism and early revolutionary ideas, corruption and the emergence of new African elites. Part three covers Ethiopia under Mengistu and the 1984 famine; the beginning and spread of AIDS; the economic decline of the "lost decade" of the 1980s; the future of democracy, and the end of apartheid in South Africa and about Nelson Mandela. This chapter ends with the focus on sad

History is a course that contains a lot of fundamental information. It is a science that studies the past of the human race and the human civilizations, assists us to comprehend the present, so we have a better vision for the future. The History seeks to reconstitute the past event. For the reason, history has its objectives, methods. All the information of history is related to the time and space because the consideration of an historical event requires placing it in time and in a given space. By means of history, we understand and analyze the cultures of the past, and compare it with the present reality. In the same idea, history also help us to find solutions to some situations that had been lived in the past. History is being maintains intact for many generations through textbooks, oral sources (speeches, anecdotes, legends recording), Status.

To a large extent, Tanzania did not achieve real independence. Through evaluating the primary pillars of a country (social, political and economic) and its growth in a twenty-year period it is evident that, despite, a change in governance Tanzania did not achieve real independence as colonial powers continued to control the country’s economy, colonial ideologies permeated through political structures, socially, the nation’s growth and longevity was inhibited as a result of decades of racial oppression and after independence Tanzania still relied on foreign investment and gifts.

Up until the early nineteenth-century, history had been written in two dominant traditions, “one predominantly learned and antiquarian, the other essentially literary”. However, a postmodern shift in historiography has led to a new form of history, namely ‘disobedient histories’. ‘Disobedient history’ as a new form of history moves away from Leopold Von Ranke’s ideas of history being a rigorous scientific inquiry towards a more diverse and cultured form. Some of these forms include graphic novels, photo journals, dramatised series of events or blog posts. My output was the latter, my blog post was designed to analyse literary and artistic form of memory in the Holocaust, and the problems the forms present. By choosing the medium of a blog post I aimed to challenge traditional academic rules, to use a medium that would serve to democratise history for the modern era, and also to create conversation with the wider socio cultural scene; with the argument also pertaining to ‘disobedient history’ as a recognisable form of history method and writing.

In taking a peak at a current history lesson taught in a classroom, the common outsider will likely find nothing wrong with its content or presentation. They hear many famous names and key dates of the famous people and events of the past and do not bat an eyelash because they learned history in the same way. On the other hand, if a historian were to walk into that same classroom, they would be incredibly disappointed by the fact that students are not really learning how to practice history. Granted, they probably learned about history in the same way at one point or another during their educational careers, but that was in the past and this is the current day. As science, technology, and other subjects advance, why is the general public resolved to allow history to remain in the past? Is it not possible for history education to progress as well? The answer is yes, it is possible and it needs to be done. There is no doubt that students enter school with preconceived notions about history, which are often sustained by teachers as they present the subject in their classrooms, in direct contrast to how historians actually practice history; however, wrongs can be righted and historical analysis can be integrated into student learning.

For many years people lived without knowing what archaeology would reveal, the many discoveries that would be giving a picture to history. “The world of the past was largely forgotten except for the historical parade of ancient names of people and places, but there was no physical evidence to prove they really existed.” If it wasn’t for many of the archaeologist who have dedicated their life to finding these historical pieces we would not know visually how people lived many years ago or be able to prove history.

The Ezra Siyadhuba Archaeological Research Project proposes to investigate the changing patterns of political and social organization in Southern Africa during the 19th century. The project focuses on how social and economic practices were transformed by the way the political system of the state worked on the people. The study will answer the questions asked about whether the Ndebele people who migrated continued with their political and social status that they had before in Kwazulu Natal. Data will be collected by archaeological survey and test excavations over a series of three field seasons between July 2015 and September 2015.The data collected and survey conducted will be used to test the social and economic changes from these two sites and compare whether they are parallel. The artifacts collected will be put in the museum so that people who wants to learn about these changes will have access to the artifacts. This project will answer all the questions posed by the archeologists and will also help in teaching students interested in African cultures.

Islam came to India with Turks. The interaction that took place between Turks and Indians resulted in the development of a syncretic culture. Mutual understanding and assimilation of each other’s culture took place in all fields. This process of assimilation saw lots of ups and downs.