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The purpose of this paper is to focus on Sarajevo, the capital of Bosnia and Herzegovina, giving a general overview of its urban context through five historical periods, as part of a research study on its modernist architectural heritage.

Designed to mimic the theatrical process which unfolds through acts and intervals, the paper combines literary, architectural, journalistic and historical sources, to sketch the key periods which characterise the city’s urban morphology.

The sequence of acts and intervals points to the dramatic historic inter-change of continuities and ruptures, in which the ruptures have often been less studied and understood. This explains the frequent conceptualising of Sarajevo through East–West binary, which synthesises it as a provincial capital from Ottoman and later Habsburg rule, a regional centre within two Yugoslav states and a capital city of a young state of Bosnia and Herzegovina. This highlights the need to study the ruptures as clues to the flow of continuities, in which the care and after care for built environment provide a field of evidence and possibilities for diverse perspectives of examination.

Corroborated by secondary sources, the paper examines the accounts of urban heritage destruction in the 1990s war, as recorded by a writer, an architect and a journalist, and outlines a pattern of unbroken inter-relations between urban and architectural space (tangible) and sense and identity of place (intangible).

This discourse is relevant to the current situation where the city of Sarajevo expands again, in the complexity of a post-conflict society.

Challenged by the political divisions and the laissez-faire economy, the public mood and interest is under-represented and has many conflicting voices.

Inspired by Italo Calvino’s Invisible Cities and the accounts from the siege of Sarajevo in the 1990s, this conceptual paper contributes to the formulation of a cross-disciplinary discursive prism through which the fragments of the city and its periods come together or apart, adding, subtracting and changing layers of meaning of the physical space.

Drawing from research on art integration, we discuss why visual arts and social studies can be powerful partners in promoting critical thinking skills. Because this is an increasingly visual society, visual literacy is becoming progressively more important. Through the visual arts, students have the opportunity to analyze and evaluate information, which are critical academic and citizenship skills. The integration of these two content areas and skills facilitates effective use of the limited time teachers have with students. In order to demonstrate the integration of art and social studies, we provide a lesson plan on Western Expansion.

The purpose of this paper is to report about the presence of misconceptions in the historical thinking of fifth-grade children with learning disabilities (LD) and their normally achieving (NA) peers. We also sought to determine the effects of implementing an integrated instructional unit about 19th century U.S. Westward Expansion on children's historical misconceptions. This unit was taught over an eight-week period by a special education teacher (subsequently referred to as Ms. M) who had approximately two years of prior professional teaching experience. In addition to quantitative information about changes in children's content knowledge, we report interview data about children's understanding of historical content and historical reasoning. Furthermore, we captured on videotape approximately 12h of classroom instruction. Ms. M and the first author of this paper independently reviewed and then discussed these videotapes for the purpose of assessing the effects of her teaching practices on the development of children's historical understanding. The implications of our findings are discussed.

National parks are selected as places of national importance, with national meaning. At the same time, the political process that shapes park management is often a local one. This biases park interpretation away from national concerns and toward local ones. The National Park Service's corporate interests and decision-making processes often reinforce the role of local interests except in the rare cases of congressional intervention. A close look at the political environment of Fort Davis National Historic Site, Texas, illustrates these points. Congress mandated the site to interpret westward expansion and its impact on American Indians. It became instead a program of park interpretation based on westward expansion and the role of African-American “Buffalo Soldiers” within it. As a result, Indians have effectively been written out of the story of this “Indian fort.” Interestingly, Native American issues reappear in commercial establishments, both the gift shop in the park and businesses in the town of Fort Davis outside the park. If businesses perceive a demand for information about Native Americans among tourists, presumably there is a similar, unmet demand among the same tourists as they visit the historic site. Given the role of local concerns in park interpretation, national intervention will probably be necessary to provide political support for reinterpreting the site.

This chapter examines the fur trade commodity frontier in northeastern North America as a contested periphery, involving an evolving process of conflict and cooperation between North American indigenous groups and European powers. Native people used European powers for help in their battles with other native groups, and European colonial authorities attempted to use native people as proxies in their attempts to make up for often low European populations in the various North American colonies. Within the colonies there were also splits between commercial/trading interests and more purely geostrategic concerns. This chapter will explore these various conflicts involving the Iroquois, English and French, and will consider how the trade's fundamental material, environmental and geographical structure shaped the evolution of this peripheral extractive political economy and the efforts of those in the core seeking to exploit the area's resources.

Chester Whitney Wright (1879–1966) received his A.B. in 1901, A.M. in 1902 and Ph.D. in 1906, all from Harvard University. After teaching at Cornell University during 1906–1907, he taught at the University of Chicago from 1907 to 1944. Wright was the author of Economic History of the United States (1941, 1949); editor of Economic Problems of War and Its Aftermath (1942), to which he contributed a chapter on economic lessons from previous wars, and other chapters were authored by John U. Nef (war and the early industrial revolution) and by Frank H. Knight (the war and the crisis of individualism); and co-editor of Materials for the Study of Elementary Economics (1913). Wright’s Wool-Growing and the Tariff received the David Ames Wells Prize for 1907–1908, and was volume 5 in the Harvard Economic Studies. I am indebted to Holly Flynn for assistance in preparing Wright’s biography and in tracking down incomplete references; to Marianne Johnson in preparing many tables and charts; and to F. Taylor Ostrander, as usual, for help in transcribing and proofreading.

Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand the complexity of how historians explain past events. Historical empathy, defined by Downey (1995), is the ability to recognize how the past was different from the present, to distinguish between multiple perspectives from the past, to explain the author’s perspective, and to defend it with historical evidence. In this action research study, a teacher used historical debate to foster the development of perspective taking in her fifth-grade class. Through debate, students took on the perspectives of people from the past and gained a better understanding of past events. Debates increased students’ understanding of historical contexts and differences between different viewpoints in the past, both important aspects of perspective taking. Students, however, had trouble demonstrating that the past is different from the present.

The paper provides an overview of material helpful in placing the subsequent papers in context, as well as a summary of the research contributions made by the individual papers themselves.

We begin with a timeline of China’s Economic Reform, including both major events that permitted the opening and expansion of the nation’s economy, and important milestones of the historical movement. We then consider the impact of philosophy and culture (particularly, Confucianism and socialism) on China’s society and government, which leads naturally to certain observations regarding the political-economic model in which state-owned enterprises play a central role. In the final section, we briefly summarize the contents of the remaining papers.

This chapter describes a case study of a teacher, Mrs. L., whose teaching incorporates culturally sustaining pedagogy (CSP) into U.S. and World History classrooms in order to meet the academic and linguistic needs of her specific student populations. The examples used in this chapter come from two settings in which Mrs. L has worked – an alternative high school for pregnant and parenting minors and a junior high school. Both settings were located in a diverse region of Southern California. Mrs. L’s methods for incorporating CSP into her U.S. and World History content were based foremost on establishing and building relationships and rapport with each girl in her class. Mrs. L incorporates CSP as she teaches her students about first and secondary sources through Richie Valens, develops critical thinking as she teaches about the Westward Expansion and the Lewis and Clark expedition, and develops technology skills as she teaches about various cultural views of death.