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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.

This paper begins by framing the concept of historical agency as a complex relationship between structural forces and individual actions. We then describe general features of historical fiction and consider ways of using this type of text in classrooms. Using the concept of historical agency, we examine three historical fiction texts for upper elementary or middle level readers (Roll of Thunder, Hear My Cry, The Fighting Ground, and Dragon's Gate). The analysis reveals the similarities and differences in the ways the authors construct historical agency. The paper concludes with a set of four key questions that teachers and students can apply to historical fiction to help students refigure the ways in which they construct knowledge about the past.

This article examines the ways in which the authors of a text set of children’s literature constructed the United States government’s decision to drop the atomic bomb on Hiroshima and Nagasaki during World War II. Analysis of this text set reveals the ways agency is mostly absent, displaced, or obscured through the grammatical devices of nominalization and passivization. Nominalization refers to an author’s use of verbs as nouns, and passivization refers to an author’s use of passive verbs without the presence of agents. To support teachers and students toward investigations of how authors use nominalization and passivization to construct historical events in different ways, five guiding questions about agency are presented. Grappling with these kinds of questions can engender critical reading practices of which readers can more actively enact their own agency as readers of history and as citizens in a democracy.

The United States government is the world's largest publisher. Its presses churn out thousands of items annually, covering every conceivable subject. Even though most of the items deal with present day concerns, the United States government is responsible for the publication of a large number of histories. Unfortunately, these works, with the possible exception of the Department of Defense's Military History Series, have received little exposure and limited use. In an effort to bring this valuable resource to light, the following bibliography presents annotated citations to nearly 150 histories published from mid‐1977 through mid‐1979.

Principal-agency theory was adapted from business and economics to explain the behavior of various government actors. Yet the idea of an agent and a principal is only depicted in a limited fashion when discussed in light of the realm of business and economics. Legal studies has grappled with the idea of agency well before political science or economics. I lay out the basic principles of both agency law and Congressional principal-agent theory. I then establish the groundwork for drawing important connections between agency law and principal-agency theory. I also analyze and attempt to ameliorate differences between these two theoretical approaches.

The purpose of this paper is to outline the SOURCES framework for teaching with primary sources and document why it is imperative that students utilize a variety of sources, as they become aware of the power of history and become more proficient at discussing, expressing, and persuasively defending opinions about various issues and topics from history. The focus of the inquiry investigations outlined is on the agentic power of women throughout the American history.

To initiate and cultivate historical thinking practices and working with primary sources with students at various levels of expertise, it is important to properly scaffold the learning process and allow opportunities for students to successfully build historical thinking skills. The lessons shared will demonstrate how teachers can enable students to interact with children’s literature, other resources, and to examine primary and secondary sources to think critically and historically.

Through the use of the SOURCES Framework, students are given the opportunity to learn about historical agents in an authentic manner and can find ways to serve as their own agents of change.

Students need to understand that civic participation is a necessity of our American democracy and that women from the past and today have been and are continuing to encourage the legacy of civic participation. These women deserve to be heard and should be learned about in our social studies classroom today. Framing an inquiry about the agentic powers of women, using the SOURCES Framework, will encourage authentic inquiry, corroboration with different sources before making assertions, and the construction of evidence-based narratives. Ultimately, this will also inspire students to be their own advocates in their world around them and become active members in our greater society.

This is an original piece that documents how students can think historically, utilize sources, and think about their own agentic abilities. The SOURCES Framework has been utilized in a variety of ways and has been tested in grades K-16.

This paper seeks to report findings from a study that looked at a range of strategic issues faced in the development, management and maintenance of online cultural heritage exhibitions. The study examined exhibitions from different types of cultural agencies and asked questions about whether, for instance, the exhibitions are part of the strategic plan of the institutions, what their objectives are, how they are funded and a range of other management as well as technical issues.

A semi‐structured online survey questionnaire was administered to project managers and curators of such online exhibitions between July and December 2005.

A number of strategic management and technical issues related to the development and management of online exhibition projects have been identified in this study. It needs to be noted however, that the survey sample consists of far more museums than other types of memory institutions.

The research concerned is by no means a comprehensive or an all‐inclusive survey of all relevant initiatives. It is meant to be an exploratory study of cultural heritage online exhibitions across different types of cultural and memory institutions available on the web.

The findings from this study provide a snapshot of key strategic issues faced by those involved in the development, management and maintenance of online cultural heritage exhibitions. The paper aims to highlight key issues, offers challenges and invites further discussion and innovation in this area.

As most teachers realize, classroom discussions have limitations including time restraints, reserved participants, or domineering discussants. With the advent of Web 2.0, the opportunities for class discussion have expanded to include synchronous and asynchronous discussion boards, blogs, and wikis. Discussion forums, as an extension of classroom discussions and activities, allow teachers to target multiple social studies skills while giving students opportunities to expand their own historical understandings via peer interaction. Whether the goal is to address specific historical thinking skills or push students to think about what it means to be an active citizen in a diverse society, discussion forums can play an integral role in the development of students’ understanding of society. I describe the reasons for expanding discussion into these new mediums and provide examples of students’ online discussions. Recommendations are offered for teachers who would like to begin using discussion forums in their own classrooms.

The purpose of this essay is twofold: (i) identification of the shared premises of the structuration and morphogenesis theories which have remained indifferent to or openly at odds with each other, while highlighting at the same time the specific elements of these two models which are better elaborated in one than the other; and (ii) demonstration of the benefits of social theory testing on the eventful historical analysis.

I first comparatively examine the main premises and guiding concepts of the two models in question, point out their basic affinities, and note different emphases. Next, different components and phases of the (re)constitution over time of societal structure(s) and human agency posited by the structuration/morphogenesis model are illustrated and “tested” through the historical account of the initiation and spread of migration of Polish peasants to America at the turn of the twentieth century and the subsequent impact of this movement on the sender and receiver societies.

First, the demonstration of a close theoretical affinity of the structuration and morphogenesis models which provides the grounds for an intellectual exchange between their proponents. Second, derived from the historical analysis of Poles’ migration process, the identification of specific concepts informing the structuration/morphogenesis model which need further refinement. The third, most general finding-qua-contribution is a demonstration of the benefit for social theorizing from the historical, that is, time- and place-sensitive conceptualization and analysis of the examined phenomena.

By revisiting the agency theory literature, this paper aims to both incrementally advance historical viewpoints and reveal four prominent influences on agency theory: Weber and Simon, The Great Depression, Cooperation and the Chicago School. This is critical given that understanding the history behind the authors’ major theoretical lenses is fundamental to using these theories to explain various phenomena.

Drawing on a plethora of archival sources and following the influence-mapping approach used by other management history scholars, this manuscript synthesizes historical accounts and archival information to provide a clearer picture of the major historical influences in the formation of agency theory.

We shed light on four areas related to management history that helped propel agency theory. Whereas past scholarship has not recognised them as influencers, we find and show how the industrial revolution, unionization, the stock exchange and other management approaches all played a role in the development of agency theory’s core tenants.

We extend upon the influential people and events that shaped agency theory, thus providing a fuller understanding of the theory’s usefulness. Moreover, we fill in gaps enabling scholars to better understand the context in which the core tenants of agency theory were developed.