History Notes

Week 1
1. What is history?
a. History is arguments about happened in the past based on
what people recorded
b. History is NOT a collection of FACT
c. Problem that majors events have winners and losers and
winners tend to write history and may not convey what
happened truthfully

2. History in your textbook

a. History may be biased, lacking knowledge on what really
occurred
b. Authors wrote that Moctezuma (Mexico) died by a rock
although

3. What are Primary sources?

a. Return to primary sources at the time of the event
b. Other sources long after the event

4. Making Arguments in the textbook

a. Use old sources
b. Arguments might be refuted with new found sources
c. Thesis, concrete examples, evidence

5. Become a Critical Reader

a. Think carefully whether the evidence support the thesis
or noy.

6. Your Assignment for Writing History with Primary Sources

a. Disapprove thesis by using info from primary source
b. Discuss points with professors after reading sources that
views a topic differently than him/her
c. Include new info that the authors ignored
 d. Make your own thesis

7. When Sources Disagree

a. the sources do not always agree on what happened in a
given event. It is up to you, then, to decide who to
believe.

8. Questions to ask when choosing primary sources

a. when was the source written
b. who is the intended audience of the source
c. what are the similarities between the accounts
d. what are the ifferences between the accounts
e. what pieces of information in the accounts will support
your thesis
f. what information in the sources are totally irrelevant to
the thesis or argument you want to make.

9. To think historically (Big 6)

a. Establish historical significance
b. Use primary source evidence
c. Identify continuity and change
d. Analyze cause and consequence
e. Take historical perspectives, and
f. Understand the ethical dimension of historical
interpretations.

Class Activity
 What does it mean to produce history?
o Historian Arguments from different perspectives on a
certain event
o Preservation of history; to find different interpretations
depending on evidence
o What caused t
 What does it mean to think historically
o Taking into consideration the setting of the events
 o Establish historical significance
o Use primary source evidence
o Identify continuity and change
o Analyze cause and consequence
o Take historical perspectives, and
o Understand the ethical dimension of historical
interpretations.
 What is a method?
o Having a question/ thesis
o Using different primary sources to try to understand
different arguments about the event
o Using evidence of these
Argument
Evidence
Analysis
Placement in a convo
Story telling
Total = 3
Apocryphal
Argument 1 2 3
Evidence -1 +1 1
Analysis -1 +1 -1
Placement -1 +1 -1
in a convo
Story telling -1 -1 1
Total 6 8 2
 Week 2

WHAT DOES IT MEAN TO THINK

HISTORICALLY?

Introduction: 5Cs
5cs: are tools that helps in formulating an supporting arguments
based on primary sources as well as to understand and challenge
historical interpretations

1. Change Over time

2. Causality
3. Context
4. Complexity
5. Contingency

Change Over time

1. That the things that we did or understand are not necessarily
the same as in the pasts
2. Hence, our judgment and perspectives are different
3. However, there are some things that remain the same such as
holidays that we attend

Context
1. Context helps us understand historical event because it gives us
a full picture
2. Understanding time, place

Causality
1. Causality is to develop persuasive explanations of historical
events and processes based on logical interpretations of
evidence and it is needed to support arguments.
2. evaluate the contributions of multiple factors in shaping past
 3. to formulate arguments asserting the primacy of some causes
over others.

Contingency
1. To argue that history is contingent is to claim that every
historical outcome depends upon a number of prior conditions;
that each of these prior conditions depends, in turn, upon still
other conditions; and so on
2. Contingency demands that students think deeply about past,
present, and future.

Complexity:
1. Moral, epistemological, and causal complexity distinguish
historical thinking
2. Reveling in complexity rather than shying away from it,
historians seek to dispel the power of chronicle, nostalgia, and
other traps that obscure our ability to understand the past on
its own terms.

Historical Thinking and other Unnatural

acts
1. Historical thinking is important because it helps us
understand the past
2. We should ask why or how to study history rather that what
to study
3. Students need
a. critical thinking
b. ability to analyze primary and secondary sources
c. Identify perspectives
d. Construct historical arguments
e. How to ask the good questions
4. History is subjective not objective. You read and view
different perspectives
 5. historical events are shaped by a combination of factors:
a. values
b. beliefs
c. social structure

Asking Questions
Introduction:
1. historians must learn how to ask the right question
2. History is like a cycle and historians can start from anywhere
3. Choose topics that spark your sense of wonder.
4. Start with a question, not a thesis.
5. Frame your question using dialectics.

Wonder:
1. Is a stage that leads to being interested in atopic

Autobiography:
1. History books can be Inspired from personal, familial events
2. Can be inspired from communities that a historian is from
3. History can be inspired from being a professional in a certain field

Everything has a history:

1. Asking about the origins of things is the most common type of
historical research
a. Because in order to solve a problem or explain something
you must know the history of what you are trying to solve
2. Everything has history, food, daily actions, economics and even
science
Narrative Expansion:

1. Prequels and sequels helps us understand history more and

from different perspectives

From the source

1. historians start with a source, then devise a question
 2. when searching in the primary source, historians stumble in
other questions that leads to other questions in the end

Public History

Sport, Politics and the Engaged

Historian
1. Sports and politics have always been connected
2. Politically-engaged German, Italian and - to a lesser extent - Japanese
historians have written extensively about the role of sport under fascist
regimes
3. Sports were affected by the type of political regimen that is followed
4. The intersection of sport and politics has become a major focus of
contemporary sports history. Early historians of sport had little interest in
the political implications of sport, but modern historians acknowledge
the political implications of sport and emphasize political controversies
that have occurred within and around the domain of sport. Six broad
areas of sustained and intensive attention have been identified: the role
of sport under fascist regimes, the role of sport in communist societies,
sport and the politics of race and ethnicity, the politics of gender
discrimination, the Olympic Games, and the argument that modern
sports are inherently repressive and a mirror image of capitalist
institutions. The history of women's sport is particularly political, and
debates have raged over politics in the Olympic Games, including
boycotts and commercialization. New areas of concern are emerging,
including questions about the crowd of sports spectators and the global
diffusion of modern sports from Europe and North America.
5. Historians in the 19th and early 20th centuries seldom commented on
the political implications of sport or the controversies it engendered.
6. Most contemporary historians acknowledge the political implications of
sport and emphasize controversies within and around the domain of
sport.
7. The role of sport under fascist regimes has been extensively studied by
politically-engaged German, Italian, and Japanese historians, as well as
communist societies and the politics of race and ethnicity.
8. The Olympic Games have been a major focus of historical scrutiny, as
well as the repressive nature of modern sports in relation to capitalist
institutions.
9. Women's sports have also become an important area of focus, with a
history of struggle for equal opportunities and political controversy.
10.- Historians in the 19th and early 20th centuries seldom commented on
the political implications of sport, but pioneering work was done by
Joseph Strutt, Johann Heinrich Krause, and Jean J. Jusserand.
11.Broad areas of focus include sports under fascist regimes, communism,
race and ethnicity, gender discrimination, the Olympic Games, and
Marxist critiques of modern sports as inherently repressive. –
12.German historian Hajo Bernett did the most important work in analyzing
the role of German sport during Nazi rule, highlighting the nazi
instrumentalization of sport and the acceptance of this
instrumentalization on the part of sports administrators who had
previously claimed that politics should not interfere with sports.
13.Political controversy surrounded the 1936 Olympic Games, threatened
by Nazi racial policies and boycott movements. –
14.ew areas of concern for sports historians include the relationship
between sports spectators and the panopticon watchman, the global
diffusion of modern sports, and the potential for sports as cultural
imperialism.

The Russian Revolution by Richard

Pipes
1. - Reviewer critiques Richard Pipes' book, "The Russian Revolution,"
labeling it as fundamentally reactionary and methodologically flawed.
2. - Pipes argues that Russia wasn't ready for social change and that
intellectuals created a monster by imposing their utopian vision on
society.
3. - Pipes regards Lenin as the spirit of the revolution, but condemns it,
while Mints applauds and glorifies it.
4. - Pipes traces the Russian Revolution from student demonstrations in St.
Petersburg in 1899 to the end of the first year of Bolshevik rule in 1918.
5. - Pipes associates the early Bolshevik terror with open cruelty, comparing
it unfavorably with later instances carried out with greater decorum that
include the Stalinist and Nazi holocausts.
6. - Pipes relies on one or two highly subjective or sensational sources, and
often generalizes from a single source, leading to systemic
misinformation.
7. - Pipes makes use of colorful and often derogatory language to describe
Bolsheviks and their supporters while affording respect and compassion
towards the forces of the old regime.
8. - The reviewer argues that the book does not present a proper historical
narrative, as it tends to concentrate on the reasons why the reforms
failed to meet expectations without discussing social and political change
in Russian history more generally.
9. - The reviewer concludes that the book is a methodologically flawed
polemic masquerading as historical scholarship.
10.Pipes becomes increasingly shrill as he describes the events of 1917 and
1918, and his use of language is often polemical and inflammatory rather
than sober and scholarly.
11.- Pipes' portrayal of the Russian Revolution as a historical crime
perpetrated on a guileless Russian people is seriously compromised by
numerous errors and methodological flaws.
12.- Pipes' book is polemic masquerading as historical scholarship and is
methodologically flawed, serving little purpose in advancing scholarly
investigation and open debate on the question of whether, where, and
how the revolution went wrong.
13.- Pipes' unethical approach to history involves selective use of sources,
speculation, ignoring context, and using inflammatory language to
describe the events of 1917 and 1918, and depicting Bolsheviks and their
supporters in a very negative light.

Underground Railroad Historiography

by Spencer Crew
1. The earliest writings about the Underground Railroad were
autobiographies written by formerly enslaved African Americans who
sought freedom.
2. - Frederick Douglass was one of the first to write about his life as an
enslaved person and his journey to freedom, acknowledging the aid he
received from anti-slavery activist David Ruggles.
3. - Other volumes in the 1840s and 1850s offer more details about the
process of escape and the aid received by freedom seekers.
 4. - After the conclusion of the Civil War, publications referencing the
Underground Railroad generally took a different direction, with a focus
on the people who provided support.
5. - Regional studies of the Underground Railroad focused on specific areas
of the country, including southeastern Pennsylvania, Ohio and Indiana,
and south-central states like Texas.
6. - Larry Gara's The Liberty Line shifted the emphasis to the courage and
importance of freedom seekers.
7. - Other publications highlight key figures in the movement, such as
Harriet Tubman and Levi Coffin, and the role of Black communities in
aiding freedom seekers.
8. - Modern scholars have examined the inner workings of the
Underground Railroad and its impact on public discourse about
enslavement and freedom.
Who pioneered published writings about the Underground Railroad?
9. Formerly enslaved African Americans who sought freedom, such as
Frederick Douglass and Henry Box Brown, were among the first to write
about their escapes and the support they received from sympathetic
individuals during their journeys.
Why was Larry Gara’s work on the Underground Railroad so important?
10.Larry Gara's work, The Liberty Line (1961), shifted the focus of study on
the Underground Railroad to a greater emphasis on the courage and
importance of freedom seekers. He questioned the perspectives
promulgated by earlier scholars such as Wilbur H. Siebert and argued for
greater recognition of the efforts by freedom seekers.
How has the focus of Underground Railroad scholarship shifted in recent
years?
11.In recent years, Underground Railroad scholarship has shifted to
emphasize the courage and importance of African American freedom
seekers, the critical role played by Black communities, and the enduring
impact of the Underground Railroad on American historical memory.
There has also been a growing number of geographically specific studies
produced, as well as more attention given to the collaboration between
Black and white abolitionists, the role of maritime escape routes, and the
impact of the Underground Railroad in shaping public discourse.
Polemical
1- C
2- B
3- A
4- A
5- D

Gerald Graff and Cathy Birkenstein -

They say I say introduction

1. The book is a guide to the basic moves of academic writing, offering

model templates to structure and generate writing.
2. Experienced writers rely on a stock of established moves to
communicate sophisticated ideas that they learned from reading other
accomplished writers.
3. Less experienced writers are often unfamiliar with these basic moves and
unsure how to make them in their own writing.
4. The book's main premise is that effective academic writing and
responsible public discourse involve not only expressing your ideas but
presenting them as a response to others.
5. The "they say / I say" formula is the single most important template in
the book and the underlying feature of effective academic writing and
argumentative writing.
6. Academic writing must engage with other people's views and use them
as a launching pad or sounding board for your own views.
7. Your own argument (the "I say" moment) should always be a response to
the arguments of others.
8. The book features examples of famous writers who use the "they say / I
say" formula in their writing, including Martin Luther King Jr.'s "Letter
from Birmingham Jail."
9. Katha Pollitt's essay about American patriotism uses a similar "they say /
I say" exchange to represent different views on the meaning of the
American flag post-9/11.
10.The basic moves in this introduction include:
11. Reflection on an activity to introduce the concept of mastering a set of
moves
12.Explanation of how this applies to writing and the importance of
established moves for communicating sophisticated ideas
13.Introduction of the book as a short and user-friendly guide to the basic
moves of academic writing
14.Explanation of how templates are used to represent common basic
moves in academic writing and can be used to structure and generate
writing
15.Emphasis on the importance of entering a conversation in academic
writing, using the "they say/I say" formula to respond to the ideas of
others
16.Examples from Martin Luther King Jr. and Katha Pollitt to illustrate the
importance of engaging in conversation in writing, and using the "they
say/I say" formula to structure arguments.
 Week 4
“Predatory” Reading
1. Compnents of Arguments:
a. Problem
b. Solution
c. Evidence
2. Think Pragmatically (realistically)
a. Minor arguments serve a bigger argument at the end of the day
3. Identify “signposts.”
a. Subheads
b. Titles under subheads
c. Main concepts tackled
4. Topic sentences
a. miniature arguments. Important topic sentences function as subpoints in the
larger argument. They also tell you what the paragraph that follows will be
about.
5. Evidence:
a. Try to connect evidence with the argument
6. Identify internal structures:
a. How does the author build on their points
b. How they group their point to serve a bigger picture
7. Examine transitions
a. How does the author transition
b. How does he connect the topics with each other
8. Identify Key Distinctions
9. Stay attuned to strategic concessions
10. Remember that incoherence is also a possibility

Philippe Laforet - Mapping Chengde

The main thesis of Mapping Chengde is that the geography of the Qing empire during
the eighteenth century was intimately intertwined with Tibetan Buddhism, and this
relationship was a fundamental part of the continued expansion of the Manchu state in
Inner Asia, as revealed through an examination of the iconography of the summer
residence.
1. - The book examines the remarkable visions held by Qing emperors in relation to
landscape and questions the accepted view of the Oriental world. It focuses on
cultural landscapes, late imperial China, and the historiography of geographical
literature related to the Qing empire.
2. - The main thesis of Mapping Chengde is that geography during the 18th century in
the Qing empire was intimately intertwined with Tibetan Buddhism and this
relationship was a fundamental part of the continued expansion of the Manchu state in
Inner Asia.
3. - The book discusses the roles played by geomancy, Buddhism, Confucianism, and
government in directing urban development in Chengde and environmental
preservation in Mulan. It investigates the representation of space in iconography,
shedding light on the ways in which spatial notions are recorded.
4. - The book also touches on several theoretical issues developed by scholars in the
humanities and social sciences, including the planning of Stalinist Moscow, the sacred
landscape of Inca architecture, and the naïveté of map readers.
5. - The Chengde prefecture is at the heart of the book, which is organized according to a
concentric logic that parallels the configuration of the landscape archetype expressed
in the Bishu shanzhuang gardens.
6. - Chengde is a city that was perceived differently by various cultures and political
entities. French and British kings, envoys, and missionaries contributed materials to
the celebration of Chengde.
7. - The book highlights the importance of conserving architectural heritage in Asia and
investigates the reasons for the new perception of the need for its protection.
8. - The book concludes with a review of the literature in the field and attempts to
describe what the Kangxi and Qianlong emperors believed they saw from the
mountain kiosks of their residence.
9. - The book "Mapping Chengde" by Philippe Forêt examines the remarkable
visions held by two city builders who were emperors in late imperial China.
10. - The aim of the book is to deepen understanding of cultural landscape by
discussing the Qing Empire and the historiography of the geographical literature
related to it.
11. - The book argues that the geography of the Qing empire during the eighteenth
century was intimately intertwined with Tibetan Buddhism, and this relationship
was a fundamental part of the continued expansion of the Manchu state in Inner
Asia.
a. - The significance and persistence of Tibetan Buddhist beliefs in the visual
materials about the architecture of the Qing summer capital.
b. - The landscaping of ambiguity as a technique employed by the emperors to
construct a spectacle of domination and submission, organized around a
pagoda built on the top of a circular island and a linear connection established
between that pagoda and a similar-looking peak east of the imperial residence.
 c. - The promotion of the Manchus as a nation through the hills of Jehol, which
became implicated in the exaltation of ethnic identity.
d. - The iconography of Chengde maps, which depicts political, religious, and
geomantic ideals that the summer capital was built to incarnate, including the
brutal conquest of Central Asia and a subtle plot to seduce the Tibetan church.
e. - Fieldwork during repeated visits to the area of Chengde, which supplemented
the critical examination of the poetic, architectural, iconographic, and
cartographic sources on the environment of Chengde.
f. - The survival of architectural heritage and international recognition of the site
of Chengde as a cultural property that fills the criteria of the World Heritage
Committee.
g. - The success of the Qing dynasty in manipulating landscape scenery and its
viewers in a purely propagandistic fashion and creating symbolic
representations of global domination and a modern reconstruction of the
Buddhist supercontinent.
h. - The interaction of a series of rings, each analyzing the geopolitical world of
the Qing dynasty, constituting in a microcosmic way the religious, regional,
imperial, and global zones of Chengde.
12. - The book examines the representation of space in iconography, revealing the
ideological ways in which spatial notions are recorded.
13. - The survival of architectural heritage has emerged as a recent concern on the
Asian continent as much of the ancient environment is being destroyed due to
climatic degradation, wartime devastation, public apathy, and rampant
development.
14. - The book proposes the entry of Chengde to the World Heritage Committee, and
China nominated Chengde as a cultural property.
15. - The book reconstructs the campaign launched by Kangxi and Qianlong for
global domination and its manifestation in a modern reconstruction of the
Buddhist supercontinent.
 Neil Chambers - Joseph Banks and the
british museum - Intro
The thesis statement is not explicitly stated in the introduction, but it can be inferred as
follows: The current study aims to explore Sir Joseph Banks' impact and involvement
with the British Museum, his relationship with Museum officers, and his coordination of
collections between different institutions in London and beyond. It also aims to examine
the challenges faced by the Museum in the early years and the decisions made by Banks
and other trustees in dealing with them.

The main arguments in the introduction are:

1. Views about Banks’s relationship with and contribution to the British Museum are mixed.
Some have described his contribution as ‘tyrannical’ and a ‘Dictator,’ while others have
described it as insignificant during the period of his trusteeship.
2. Banks was unable to exert as much influence at the Museum as elsewhere because he was
‘one of a group of trustees subject to a group of official trustees presided over by three
Principal Trustees with an archbishop as spokesman’.
3. Banks often acted in less conspicuous ways at the Museum, working closely with Museum
officers on certain collections, and channeling a vast array of material to Bloomsbury, which
became effective alternatives to being in charge.
4. Banks’s willingness to support the work and careers of Museum officers, especially in
natural history, gave him a claim to their confidence.
5. Distinctions were made between public and private collections, and Banks made gifts that
enhanced his standing among collectors, gained him positions of seniority in institutions, or
furthered learning itself.
6. Banks was one of the trustees whose pragmatism and commitment to Museum affairs did
not diminish, and while it cannot be said that he was correct in every decision he took, it still
seems worthwhile to examine what he and others did – and why – in order to comprehend
more of the achievements made in the early years of the Museum, years not without their
hardship and limitations.

Tink Tinker and Mark Freeland - Thief

slave trader and murderer
Thief, Slave Trader, Murderer: Christopher Columbus and Caribbean Population
Decline is an essay that argues that Christopher Columbus is guilty of genocide, murder,
theft, and slavery during his conquest of the Caribbean islands. The authors, Tink
Tinker and Mark Freeland, present evidence that questions the conventional myth of
Columbus as an all-American hero, who landed in the Western Hemisphere and
discovered America. They argue that the celebration of Columbus Day is a crime
against the indigenous people and perpetuates the persistent denial of the history of
White euro-American violence in the Americas. They also provide a plausible estimate
of the pre-contact population of Hispaniola at around eight million people and
document the violence that ensued under the governorship of Columbus, leading to the
death of 7.5 million indigenous people. The authors call for an end to the Columbus Day
holiday and recognition that it represents an act of state-supported hate speech.

- On the 500th anniversary of Columbus' "discovery" of the Americas, there were protests
both in the US and Italy, with some calling for an end to Columbus Day.
- The debate over whether Columbus was guilty of genocide or murder continues, with some
arguing that his actions against Native Americans constitute a crime against humanity.
- Columbus was a slave trader and had a hand in the African slave trade, and when gold was
not found in the Americas, he resumed trading in Native Ameri can slaves.
- Columbus also instituted a tax on Native Americans, and those who failed to pay were
punished severely, leading to deaths from excessive bleeding.
- The aboriginal population of Espa~iola rapidly declined under Columbus's eight-year
governorship, with estimates ranging from 2 million to 8 million people killed.
- Some argue that the decline was due to disease, but others point to the violence enacted by
Columbus as the primary cause.
- One of the most reliable sources for information on Native Americans during the time was
Bartolomd de Las Casas, who estimated that there were 3-4 million Native Americans on
Espa~iola before Columbus arrived, but others estimate a much higher figure.
- Cook and Borah estimate the pre-contact population of Espa~iola to be 7.97 million people
in 1492.
- The documentary evidence suggests that we need to determine the biospheric ecological
possibility of supporting such a high population on the island of Espaiola.
- While it is difficult to quantify the carrying capacity of the island due to ecological
devastation caused by European invasion, early accounts of Taino agriculture suggest that the
island had a large potential carrying capacity.
- The estimate of eight million Taino residents on the island of Espaiola in 1492 is supported
by documentary evidence and mathematical extrapolation from pre-contact population
estimates.
- The cycle of violence, including slavery, disease, and cultural destruction, became an
efficient killing machine that led to the genocide of the Taino people.
- Col6n was directly responsible for initiating this cycle of violence through the murder, theft
of land and labor, and enslavement of the Taino people.
- The celebration of Columbus Day is a crime against indigenous peoples and perpetuates the
myth of American exceptionalism and denial of White euro-American violence.
- The low-count consensus on the population of Espaiola at the time of contact fails to justify
the European invasion and genocide.
- We need to own and listen critically to the stories of our ancestors - both Indian and
European - to honestly begin a positive transformation for all who share this continent today.

Recovering the invisible

Main arguments in "Recovering the Invisible: Methods for the Historical

Study of the Emotions" include:
- The challenges of studying the historical emotions due to the different cultural and social
backgrounds of various periods and societies
- The relationship between words and emotions, with words shaping human feelings and
emotions
- The significance of emotional norms and individual emotional experiences in understanding
the emotions in the past
- The importance of sources in historical research, including prescriptive sources, firsthand
accounts, legal sources, cultural artifacts, and material culture, and their limitations
- The need to take account of the diversity of emotional experiences and reactions across
different social classes and groups
- The innovative ways that historians can use various types of evidence to answer important
questions about how emotional life and experience have changed over time.
Women in the Documents

- African American women have historically been placed on the periphery of most historical
documents, making the task of uncovering their experiences challenging
- Community feminism and street strolling are concepts developed by the author to better
understand and describe the experiences of African American women in history
- Archival research requires critical and rigorous work, and the personal and political leanings
of the historian must be set aside in the pursuit of credible and persuasive narratives of past
lives
- Multiple narratives are possible in historical research, and the subjective experience of the
writer is significant in understanding their motives
- The example of the Nation of Islam’s newspaper Muhammad Speaks is used to highlight the
use of conversion narratives in African American women’s history research, and the difficulty
of evaluating the accuracy of such accounts.

Speaking of the Past:

- The collection of five papers explores the role of memory, language, and politics in
understanding oral history as a resource and as an interpretative apparatus
- Oral history is interview-based and works with the ways people recount their lived
experiences and how their lives intersected with historical events
- Oral tradition comprises a variety of performances or oral narratives
- Oral history and oral traditions present us with narratives, but different mechanisms of
interpretation are required to understand their usefulness for analyzing the past
- Oral history is seen as an attempt to excavate experience and memory through well-
prepared interview questions so as to understand and engage with the historical
- Oral history has played a significant role in democratizing history
- Oral history as a professional practice grew with the evolution of multiple disciplines in the
human sciences and with the advancement of technology
- Oral history work in India and elsewhere did not remain confined to the written and political
activism but also facilitated the creation of historical resources
- The theoretical implications of oral history have concerned regional groups in India
- The importance of listening to the voices we record can never be emphasized enough in oral
history work
- Oral history can draw out memory and disrupt dominant accounts of the past
- Oral history and oral traditions present us with narratives, but different mechanisms of
interpretation are required to understand their usefulness for analyzing the past
- Issues of ownership arise in oral history practice
- The rise of new audiovisual technologies prompts questions about viable ways of recording
oral histories
- The papers presented here will perhaps offer new ways of engaging with the past by
collecting oral histories as archival resources and by cultivating the practice of listening and
interpreting their meaning.
 Historicizing the Visual
1. Historians and their colleagues often criticize each other's research choices and sources.
2. This comes from a frustration with the limited ways historians select and treat evidence.
3. The author does not wish to challenge historians to do better but to suggest new paths.
4. Visual evidence is challenging and requires precision of thought.
5. Historians tend to read visual evidence literally and not as a source of historical sentiments
and ways of being.
6. Photography has made an indelible impact on historians, but there is a wary discomfort
with how to analyze them as sources.
7. Photography is unique and lulls us into thinking its primary purpose is to showcase life.
8. Photographs are active sources.
9. Images aid in creating docile, governable subjects, but they also have a role as instruments
of self-discovery and identity claims.
10. Historians need to be more reflexive in their analysis of visual evidence and the
conditions of their production, consumption, archiving, and display.
11. There is a challenge to the primacy of political benchmarks as markers of change in
memory, mentality, and social experience.
12. It might be worth interrogating why historians insist on placing images into national
frames in the first place.
13. Historians should question why their histories stop in the late 1980s and embrace new
avenues for analyzing participatory culture in a thoroughly mediatized public sphere.
14. Visual culture does not have to be sublime or spectacular to be useful or significant.
15. The implicit ordinariness of visual culture challenges historians to develop new skills for
reading sources in ways that represent the past in its various permutations.
Follow Your Nose? Smell, Smelling, and Their

1. The sense of smell has been an integral part of human experience throughout history.
2. Historically, smell was considered a vital tool for survival, from detecting food spoilage to
identifying potential dangers.
3. The ancient Greeks believed that smelling certain scents could have therapeutic benefits.
4. The concept of hygiene emerged during the 19th century, leading to a focus on eliminating
unpleasant odors and promoting cleanliness.
5. Industrialization led to an increase in pollution and unpleasant smells in cities, leading to
the development of urban planning strategies to address these issues.
6. Perfumes and fragrances became popular among the upper classes during the Renaissance,
and their production and consumption became a symbol of wealth and luxury.
7. In the 18th and 19th centuries, scientific studies of smell and the olfactory system emerged,
leading to a better understanding of how smell works.
8. The invention of the perfume atomizer in the late 19th century allowed for the widespread
use of perfumes and fragrances.
9. The use of scent in branding and marketing became prevalent during the 20th century.
10. The sense of smell is closely linked to memory and emotion, and thus plays an important
role in individual and collective experiences.
11. The study of smell and olfaction has important implications for fields such as biology,
medicine, and psychology.
12. Historically, different cultures have had varying attitudes toward smell and its importance.
13. The sense of smell has also been linked to issues of gender and power, with women being
associated with fragrances and men being associated with natural body odors.
14. The perception and interpretation of smells is subjective and varies from person to person.
15. Overall, the history of smell and olfaction is a complex and multifaceted subject, with
important implications for various aspects of human experience.

D
A
B
B
B