Globalization: Television still important November 21, 2009
Posted by jdresner in current events, not homework.add a comment
An interesting discussion about the social and economic effects of television globally, especially satellite broadcasts.
Food History Review November 19, 2009
Posted by jdresner in doing history, not homework.add a comment
Washington Post reviews three new books on food history: Chocolate, Curry, and Cheese. The books are really not groundbreaking, more a summary of existing research and lots of recipes, but food history is one of the subfields of history which gets a lot of popular attention these days.
Book Review: Criticism November 13, 2009
Posted by jdresner in doing history, hist 102 (Fall 2009), homework.add a comment
One of the last components of the book review is the criticisms: what’s wrong with your book? Are there sections that are unclear, or topics that should have been covered, or important questions that go unanswered, or below-average writing, or excessive detail, or unhelpful diagrams, or ….
You get the idea. The tricky bit is that this isn’t just a matter of opinion: you need to be able to back it up. WHY is this a problem? What could the author have done to make it better?
Comparative Hyperinflation November 11, 2009
Posted by jdresner in not homework.add a comment
The worst hyperinflation ever? Hungary, immediately after WWII. Weimar Germany barely makes the list
Test #2 Results November 6, 2009
Posted by jdresner in administrative, grading, hist 102 (Fall 2009), study terms.add a comment
The top terms were:
- Abraham Lincoln
- Industrial Revolution
- Napoleon Bonaparte
- Isaac Newton
- Declaration of Independence
- Charles Darwin
As with the pop quizzes, I scored each answer on a 4-point scale, then added up the results. The high score in the class was 42 out of a possible 48 (before extra credit) again, which I used as the 100% mark (which again raised everyone’s grades a lot). The median score was between B and B-. Here’s how the grade scale worked out:
| Grade | minimum points | distribution |
| A+ | 42 | |
| A | 39.8 | 20% |
| A- | 37.8 | |
| B+ | 34.8 | |
| B | 30.3 | 40% |
| B- | 27.3 | |
| C+ | 24.3 | |
| C | 19.8 | 30% |
| C- | 16.8 | |
| D+ | 13.8 | |
| D | 9.3 | 10% |
| D- | 6.3 | |
| F | 0 |
If you compare it to the last quiz, you can see some movement from B to A and some movement from D to C. But not much.
New WWI Photographs Discovered, Restored November 4, 2009
Posted by jdresner in doing history, military, not homework.add a comment
Hundreds of glass-plate pictures of British WWI soldiers have been discovered in France and published. The full collection can be seen here, perhaps the first time I’ve ever seen a LiveJournal account used for historical sources!
Book Context due Monday* November 4, 2009
Posted by jdresner in Schedule Change, doing history, hist 102 (Fall 2009), homework.add a comment
Under the category of “Context” the book review assignment says:
Context: What is the background of the author? Is their personal background relevant to the subject of the book? What is the historical context, the time period discussed by the book? What other books discuss the same kinds of things, and how does this book compare? Note that your textbook is an invaluable resource for comparisons and context.
Obviously, there are several different issues going on here, but they basically fall into two categories: Historical context and Historiographical context.
Historical context is about how the material in your book fits with the rest of what’s going on in the world at the time: if you’re writing about Japanese 19th century industrialization, for example (nobody is, unfortunately), you’d want to note that Japan was a late industrializer compared to other major industrial nations, that it was the age of unequal treaties, and that industrialization happened at the same time as the rise of nationalism, parliamentarianism, and imperialism.
Historiographical context, on the other hand, is about how the book fits with the rest of the books written on the same topic: what are the normal interpretations of this event and how does this book change that; who is this book arguing with, and why?
In both cases, your textbook is a good starting place, because it does look at the broader context, and because it represents a kind of “current consensus” on most issues. Sometimes the book itself will describe the context for you; sometimes you have to work at it a bit.
* Yes, the context assignment was supposed to be due Friday the 6th, but I forgot to mention it in class, so I’m pushing it back to Monday the 9th.
Historians Explain Murder? November 3, 2009
Posted by jdresner in current events, doing history, historiography, not homework.add a comment
How have historians dealt with questions of crime and punishment? Jill Lepore looks at new books on murder, with a special emphasis on explaining why the US looks different than economically and politically similar societies.
Technology and Culture October 30, 2009
Posted by jdresner in art, not homework.add a comment
Music historian Elijah Wald describes the relationship between technology, music and social interaction over the 20th century. It’s all the Beatles’ fault, apparently.
Study Terms for Chapters 21 through 26 October 30, 2009
Posted by jdresner in hist 102 (Fall 2009), homework, study terms.add a comment
| Chapter 21
African Association |
Chapter 22
caudillos |
| Chapter 23
Alexander Herzen |
Chapter 24
Bal Gangadhar Tilak |
| Chapter 25
Abraham Lincoln |
Chapter 26
Asante Kingdom |
