Explore commonly taught topics along with related primary sources, discussion questions, teaching strategies, and annotated bibliographies.
The unprecedented interest in the child who assumed unique importance in the Han period was set into motion by a convergence of historically-specific conditions: (1) the establishment in the Qin dynasty (221-207 BCE) and the further development in Han times (206 BCE-220 CE) of a merit-based civil service, which increased the educational and occupational opportunities of boys moving up the socia
An exploration of primary sources on childhood in late imperial China (framed broadly as the Song through Qing dynasties, ca. 960-1911 CE) offers a window into lived experience and the diverse ways in which childhood itself could be imagined and articulated.
Soon after overthrowing the Tokugawa government in 1868, the new Meiji leaders set out ambitiously to build a modern nation-state. Among the earliest and most radical of the Meiji reforms was a plan for a centralized, compulsory educational system, modeled after those in Europe and America.
The Black Death was the first and most lethal outbreak of a disease that entered Italy during the end of 1347 and the beginning of 1348 and then spread across Europe in the following few years. It is generally accepted (despite recent arguments to the contrary) that this most famous medieval epidemic was caused by bubonic plague.
Children and youth in early modern England (1500-1800) were subject to many diseases and physical hardships. From the great epidemic diseases of bubonic plague and smallpox, to more common illnesses such as measles and influenza that still afflict children today, sickness put children and youth at great risk.
In western law, the age of consent is the age at which an individual is treated as capable of consenting to sexual activity. Consequently, any one who has sex with an underage individual, regardless of the circumstances, is guilty of a crime.
Between 1810 and 1860, Argentina emerged as a deeply divided nation. One of the main problems that remained unresolved throughout the 19th century was how power would be shared between Buenos Aires, the capital, and the rest of the provinces. Juan Manuel de Rosas, who ruled the country between 1829 and 1852, provided some semblance of order.
In recent years, westerners have been fascinated by the education of children in the Middle East, raising concern over whether or not schools teach extreme radicalism or anti-Americanism. The Arabic word madrasa, which literally means "school," has come to imply in the minds of some pundits and politicians a pro-terrorism center with political or religious affiliation.
This teaching module explores how colonization shaped the nature of childhood in New Zealand both among indigenous populations and those of European descent.
For historians, there are several ongoing debates about the periodization of childhood and its transformation over time. When did children become important and in what capacity? As economic contributors? As the focus of emotional attachment or as subjects prone sentimental idealization? As political symbols or pawns?
I use "graffiti art" – the unmediated writings, paintings, and drawings that began to appear in public spaces in New York, Philadelphia, and elsewhere on the east coast during late 1960s – in order to examine the: status of young people as valid historical actors and "citizens" relative to adults; changing access of young people to shared public spaces; gendering practices within youth cultures
A young, tousled-haired boy about the age of seven is slumbering away in his bed, ensconced in a non-descript, middle class bedroom (fig. 1). He is jarred awake by the revelation that his bed is levitating, and slowly floating out his window and into space.
In studying the historical meaning of disability in the U.S., official reports of the myriad institutions established for the care, education, training, and sometimes merely confinement, of persons whose differences set them apart have been a key source of information.
Scholars often label the period between 1865 and 1920 the "Golden Age" of Anglo-American children's literature, as this is the period when many of the classics were written and published, including Alice in Wonderland (1865), Ragged Dick (1868), Tom Sawyer (1876), Treasure Island (1884), Rebecca of Sunnybrook Farm (1903), The Secret Garden (1911) to name just a few.
In Mexico City, towards the middle of the 16th century, Nahuatl-speaking painters created the Codex Mendoza, one of the most lavish indigenous accounts of history and moral behavior known today. Across pages of expensive, imported paper, the painters of the C.
On April 18, 2008, Pope Benedict XVI told the United Nations General Assembly, "The promotion of human rights remains the most effective strategy for eliminating inequalities between countries and social groups, and for increasing security".
National and state level world history curricula include study of 20th-century political and economic regimes, namely communism and capitalism. As students learn about these political ideologies and economic systems, they often embrace black and white thinking.
Originally published in Polish by the Jewish Historical Commission in Cracow in 1946 and republished in English in 1996 by the British publisher Vallentine Mitchell, The Children Accuse is required reading about the early postwar testimonies of Jewish children in Poland. 1 The book consists of 55 children's testimonies and 15 adult testimonies.
Autobiographical writing as a rich source for the exploration of European childhood and youth is self evident; in many cases, it is one of the most nuanced ways to understand historical actors' earliest experiences. 1 Such is the case in Russia, where there emerged a new genre of writing on childhood and youth in the middle of the 19th century.
Folktales and fairy tales are excellent resources for dealing with historical topics related to children and youth. In the first place, the genres themselves are often associated with children and childhood, especially since editors, writers, and pedagogues in 19th-century Europe began presenting folktales and fairy tales as tools to be utilized in the moral and cultural education of children.