Since its original landmark publication in 1980, A People's History of the United States has been chronicling American history from the bottom up, throwing out the official version of history taught in schools -- with its emphasis on great men in high places -- to focus on the street, the home, and the, workplace. Known for its lively, clear prose as well as its scholarly research, A People's History is the only volume to tell America's story from the point of view of -- and in the words of -- America's women, factory workers, African-Americans, Native Americans, the working poor, and immigrant laborers. As historian Howard Zinn shows, many of our country's greatest battles -- the fights for a fair wage, an eight-hour workday, child-labor laws, health and safety standards, universal suffrage, women's rights, racial equality -- were carried out at the grassroots level, against bloody resistance. Covering Christopher Columbus's arrival through President Clinton's first term, A People's History of the United States, which was nominated for the American Book Award in 1981, features insightful analysis of the most important events in our history. Revised, updated, and featuring a new after, word by the author, this special twentieth anniversary edition continues Zinn's important contribution to a complete and balanced understanding of American history.
2020 American Indian Youth Literature Young Adult Honor Book 2020 Notable Social Studies Trade Books for Young People,selected by National Council for the Social Studies (NCSS) and the Children’s Book Council 2019 Best-Of Lists: Best YA Nonfiction of 2019 (Kirkus Reviews) · Best Nonfiction of 2019 (School Library Journal) · Best Books for Teens (New York Public Library) · Best Informational Books for Older Readers (Chicago Public Library) Spanning more than 400 years, this classic bottom-up history examines the legacy of Indigenous peoples’ resistance, resilience, and steadfast fight against imperialism. Going beyond the story of America as a country “discovered” by a few brave men in the “New World,” Indigenous human rights advocate Roxanne Dunbar-Ortiz reveals the roles that settler colonialism and policies of American Indian genocide played in forming our national identity. The original academic text is fully adapted by renowned curriculum experts Debbie Reese and Jean Mendoza, for middle-grade and young adult readers to include discussion topics, archival images, original maps, recommendations for further reading, and other materials to encourage students, teachers, and general readers to think critically about their own place in history.
A longtime professor of Ethnic Studies at the University of California at Berkeley, Ronald Takaki was recognized as one of the foremost scholars of American ethnic history and diversity. When the first edition of A Different Mirror was published in 1993, Publishers Weekly called it "a brilliant revisionist history of America that is likely to become a classic of multicultural studies" and named it one of the ten best books of the year. Now Rebecca Stefoff, who adapted Howard Zinn's best-selling A People's History of the United States for younger readers, turns the updated 2008 edition of Takaki's multicultural masterwork into A Different Mirror for Young People. Drawing on Takaki's vast array of primary sources, and staying true to his own words whenever possible, A Different Mirror for Young People brings ethnic history alive through the words of people, including teenagers, who recorded their experiences in letters, diaries, and poems. Like Zinn's A People's History, Takaki's A Different Mirror offers a rich and rewarding "people's view" perspective on the American story.
Sixty-three Saints of the Western Church from the 1st to the 20th Century Saints are the men and women who best love Christ and His Church. They may be kings or queens, statesmen or soldiers, scholars, visionaries, workmen or beggars. They teach us the real meaning of human history, and they show us how to live in any walk of life or set of circumstances. Included in this anthology are famous saints Francis of Assisi, Dominic, Joan of Arc, Ignatius of Loyola, Teresa of Avila but also more obscure ones, such as Raymond Lull and Hugh of Lincoln. Many of these saints were martyrs, killed in periods of persecution. Others died trying to bring the knowledge of Christ to pagan tribes. Yet others built up the Church through their example and their teaching, but were never called upon to shed their blood.
A Young People's History of the United States brings to US history the viewpoints of workers, slaves, immigrants, women, Native Americans, and others whose stories, and their impact, are rarely included in books for young people. A Young People's History of the United States is also a companion volume to The People Speak, the film adapted from A People's History of the United States and Voices of a People’s History of the United States. Beginning with a look at Christopher Columbus’s arrival through the eyes of the Arawak Indians, then leading the reader through the struggles for workers’ rights, women’s rights, and civil rights during the nineteenth and twentieth centuries, and ending with the current protests against continued American imperialism, Zinn in the volumes of A Young People’s History of the United States presents a radical new way of understanding America’s history. In so doing, he reminds readers that America’s true greatness is shaped by our dissident voices, not our military generals.
Named one of the Best Nonfiction Books of 2019 by School Library Journal Queer history didn’t start with Stonewall. This book explores how LGBTQ people have always been a part of our national identity, contributing to the country and culture for over 400 years. It is crucial for lesbian, gay, bisexual, transgender, and queer youth to know their history. But this history is not easy to find since it’s rarely taught in schools or commemorated in other ways. A Queer History of the United States for Young People corrects this and demonstrates that LGBTQ people have long been vital to shaping our understanding of what America is today. Through engrossing narratives, letters, drawings, poems, and more, the book encourages young readers, of all identities, to feel pride at the accomplishments of the LGBTQ people who came before them and to use history as a guide to the future. The stories he shares include those of * Indigenous tribes who embraced same-sex relationships and a multiplicity of gender identities. * Emily Dickinson, brilliant nineteenth-century poet who wrote about her desire for women. * Gladys Bentley, Harlem blues singer who challenged restrictive cross-dressing laws in the 1920s. * Bayard Rustin, Dr. Martin Luther King Jr.’s close friend, civil rights organizer, and an openly gay man. * Sylvia Rivera, cofounder of STAR, the first transgender activist group in the US in 1970. * Kiyoshi Kuromiya, civil rights and antiwar activist who fought for people living with AIDS. * Jamie Nabozny, activist who took his LGBTQ school bullying case to the Supreme Court. * Aidan DeStefano, teen who brought a federal court case for trans-inclusive bathroom policies. * And many more! With over 60 illustrations and photos, a glossary, and a corresponding curriculum, A Queer History of the United States for Young People will be vital for teachers who want to introduce a new perspective to America’s story.
The study of quality of life refers to the material environment (social welfare) and psychosocial environment (wellbeing). It has been defined as a concept that implies the objective and subjective dimension that Cummins (1997) first studied in seven domains. The use of domains in the quality of life study allows a more precise measurement than the one that could have been reached through simple questions, since psychometric scales are used and if the addition of domains is equivalent to the totality of life satisfaction, then the group of domains is a valid measure of quality of life. In the case of young people, it has been observed that even if they live in negative physical, social and contextual conditions, they can nevertheless experience a relatively positive experience in relation to their quality of life, depending on the strategies and capabilities that they generate in relation to the context. Similarly, young people that live in favorable socioeconomic conditions and with a trouble free psychological situation may experience a relatively poor evaluation of their position in life (Patrick et al). oung people do not form a homogenous group and, in this sense, it is not possible to generalize about youth; they interact with the environment in which they live and they are a product of the history they happen to live, in this way they transit different vital scenarios in daily life that affect their quality of life. The social representations about youth that each population has, in each historical moment, are embedded in the social context in which young people live and develop, conditioning every-day life and /or creating related stereotypes. The concept of youth is a social construction built conjointly by all members of society in the historical moment in which they live. Young people interact with the environment in which they live and they are a product of the history they happen to live. Authors like Urresti (1999) define youth from a point of view that takes into account the living together of different generations in different societies, thus being impossible to compare young people of today with those of two or three decades ago; in addition, he states that it is necessary to situate the understanding of youth within the historical and social moment in which they live. Nowadays the predominant adult model is based in individualism, and even if an intergenerational dialogue is necessary, it is difficult for young people to achieve this kind of communication with adults that, in some cases, are living “stages of youth” or that need to be “forever young”. Young people live in uncertainty, with a limited perspective for future action, assigning their own meaning to events and facts, according to their fundamental concerns that are significantly different from those of their parents’ generation. In the other side the process of globalization and the protagonist social role of the new informational and communicational technologies, produce that the possibilities to expand individual freedoms increase, but not all young people can manage with it (Lechner, 2002). What young people need in order to construct their citizenship and feel satisfied, varies according to the different societies, especially considering that most of them live a fragile situation. As Cortina (2003:7-9) states, the idea of citizenship always transcends individualism, because the citizen is somebody that exists together with others, and those others are equal to him before the city, is somebody that deliberates with others, that acts with others conjointly, that assumes the protagonist role of his own life, in this way citizen is not only that who the law protects, but that who participates in the public issues. Speaking about young people we propose to recognize them from their equal dignity because “recognition is not only a courtesy that we owe others: it is an essential human need” (Taylor, 1993:46). This recognition is based in human dignity and tends to protect the basic rights of people as individuals and to recognize the particular needs of people as members of specific cultural groups (Gutman, 1993:20). This brief book is dedicated to analyze the relations between quality of life and construction of citizenship of young people in Argentina, considering two specific social scenarios: the community and the university. In the case of community it is important to note that it not imply uniformity, as community means the inclusion of diversity and the achievement of sharing within it, and in the case of university it will be necessary to recognize that as an educational institution the university has expanded his traditional role of production of knowledge, to be an institution of social reference and social support for students. To do this the author will show some of the results of a decade of research in quality of life and young people, using quantitative and qualitative methods.
"Following on from the first two volumes of History of youth work in Europe, each of which was based on international seminars, the Belgian Presidency of the European Union held an international and interdisciplinary conference on the history of youth work. This third volume presents the work of this conference, which widened the scope of study from national histories to questions concerning the historical evolution of youth work methods, theories and targets. The 1st European Conference on the History of Youth Work made a two-pronged contribution: to learn from history and to engage in intercultural exchange and learning. This publication is intended to build bridges between past and future, east and west, north and south - and to inform contemporary debate on youth work and youth policy in Europe."--Publisher's description
Summarizing a number of studies developed by the author over the last decade, this book explores the relationship between young people’s social welfare, well-being, and civil identity, showing that the links are more multifaceted than one might assume.
Siân Lincoln considers the use, role and significance of private spaces in the lives of young people. Drawing on extensive ethnographic research, she explores the place of 'the private' in youth cultural discourses, both historically and contemporarily, that until now have remained largely absent in youth cultural research.
