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Marxism since the Communist manifesto
Title
Marxism since the Communist manifesto.
Creator
Meyer, Alfred G.
Date Issued
1961
Identifier
1745506, CFDT1745506, ucf:4790
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/1745506
Ten years: History and principles of the left opposition
Title
Ten years: History and principles of the left opposition.
Creator
Shachtman, Max
Date Issued
1933
Identifier
671343, CFDT671343, ucf:5558
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/671343
Socialism in the United States, a brief history
Title
Socialism in the United States, a brief history.
Creator
Laidler, Harry Wellington
Date Issued
1952
Identifier
2683412, CFDT2683412, ucf:5083
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/2683412
The Second International in dissolution
Title
The Second International in dissolution.
Creator
Kun, Béla
Date Issued
c1954
Identifier
2683240, CFDT2683240, ucf:5051
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/2683240
Revolution in Hungary and the crisis of Stalinism
Title
Revolution in Hungary and the crisis of Stalinism.
Creator
Socialist Workers Party National Committee
Date Issued
1957
Identifier
671287, CFDT671287, ucf:5537
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/671287
The most burning question: Unity of action
Title
The most burning question: Unity of action.
Creator
Kun, Béla
Date Issued
1934
Identifier
367841, CFDT367841, ucf:5348
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/367841
The Inclusion of Women's History in the Secondary Social Studies Classroom
Title
The Inclusion of Women's History in the Secondary Social Studies Classroom.
Creator
Scheiner-Fisher, Cicely, Russell, William, Hewitt, Randall, Hartshorne, Charles, Fine, Terri, University of Central Florida
Abstract / Description
The author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women's voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women's history/perspectives into their lessons; how...
Show moreThe author examined the motivation for why, and methods of how, some secondary social studies teachers incorporate women's voices into the traditional history framework. A multi-layered qualitative methodology was employed for this study using survey, case study, and phenomenological approaches, including interviews and classroom observations of participants. The researcher discovered the percentage of teachers who claim to incorporate women's history/perspectives into their lessons; how teachers incorporate women's history/perspectives into their lessons; and, the factors that contribute to teachers including women's history/perspectives into their classes.?
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Date Issued
2013
Identifier
CFE0004933, ucf:49623
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004933
Stalinism and bolshevism: Concerning the historical and theoretical roots of the Fourth International
Title
Stalinism and bolshevism: Concerning the historical and theoretical roots of the Fourth International.
Creator
Trotsky, Leon
Date Issued
c1937
Identifier
2176773, CFDT2176773, ucf:4926
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/2176773
Germany then and now
Title
Germany then and now.
Creator
Taylor, Alonzo Englebert
Date Issued
c1941
Identifier
363261, CFDT363261, ucf:5286
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/363261
The bourgeois revolution: The political birth of capitalism
Title
The bourgeois revolution: The political birth of capitalism.
Creator
Plekhanov, Georgiĭ Valentinovich, Kahn, Henry, Aveling, Eleanor Marx
Date Issued
1955
Identifier
2683396, CFDT2683396, ucf:5075
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/2683396
THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARD FLORIDA HISTORY AND THE METHODS AND MATERIALS THE TEACHERS USE TO TEACH FLORIDA HISTORY
Title
THE RELATIONSHIP BETWEEN TEACHER ATTITUDES TOWARD FLORIDA HISTORY AND THE METHODS AND MATERIALS THE TEACHERS USE TO TEACH FLORIDA HISTORY.
Creator
Dewey, Elizabeth, Allen, Kay, University of Central Florida
Abstract / Description
Reacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the...
Show moreReacting to an impression that history is not viewed as significant as other curricular subjects such as reading, math, or science, there were multiple purposes for this research: first, to document the attitudes of the fourth grade teachers in one county in Florida towards the subject of Florida history. The teachers' perceptions of the importance of the topic to and for the students, to the administration, and to them personally was surveyed in addition to the perceived preparation of the teachers to teach Florida History. The second purpose was to ascertain the perception of fourth grade teachers regarding preference and efficacy of their methods; third, to discern the teachers' views as to the effectiveness and value of the available materials; fourth, to determine the amount of instructional time devoted to the teaching of Florida History; and fifth, to discover if there is any correlation between teacher attitudes toward Florida History and the methods and materials that they use to teach the subject. Eighty-eight of the 210 fourth grade teachers employed in the county during the research interval responded to a survey that was part Likert scale and part fill-in. The results of this research were in agreement with the premise that teachers perceive themselves as unprepared to teach history; however, the teachers of this county thought that Florida History was important to and for their students, the administration and them personally. Although the teachers advocated the use of constructivist approaches to teaching Florida History such as cooperative learning, student projects, and role-playing, the majority of the teachers utilized lecture as their predominant instructional method due to insufficient classroom instructional time (only one in five teachers included Florida History in the daily schedule). The textbook was the leading material of choice overwhelming tradebooks, computer software, and videos. Although there was a relationship discovered between the teachers' attitudes and the methods they espoused, there was no relationship between the teachers' attitudes and the materials they employed to teach Florida History.
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Date Issued
2005
Identifier
CFE0000504, ucf:46457
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000504
FROM CELERY CITY TO NAVY TOWN: THE IMPACT OF NAVAL AIR STATION SANFORD DURING WORLD WAR II
Title
FROM CELERY CITY TO NAVY TOWN: THE IMPACT OF NAVAL AIR STATION SANFORD DURING WORLD WAR II.
Creator
Metzger V, Lewis, Cassanello, Robert, University of Central Florida
Abstract / Description
This thesis examines how Naval Air Station (NAS) Sanford impacted the nearby city economically, demographically, and socially during World War II. City commission minutes, newspapers, and census data highlight the efforts of city leaders and their cooperation with the federal government to get a naval base established at Sanford. Thereafter, it assesses the ways in which a naval base garnered economic and demographic development, and organizing among African Americans in a southern city.
Date Issued
2010
Identifier
CFE0003349, ucf:48439
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003349
Sage Illusionists: A Historical Study Using Illusionists as a Reflection of Mass Entertainment, Popular Culture, anf Change During the Late Nineteenth Century.
Title
Sage Illusionists: A Historical Study Using Illusionists as a Reflection of Mass Entertainment, Popular Culture, anf Change During the Late Nineteenth Century.
Creator
Phillips, Clayton, Cassanello, Robert, Lester, Connie, Walker, Ezekiel, University of Central Florida
Abstract / Description
By the late nineteenth and early twenty century both the United States and Europe were experiencing massive shifts in social organization, social attitudes, and global influence due to the effects of the industrial revolution and imperialistic expansion. This birth of a public sphere and the mass entertainment industry was related to a blurring of the lines between traditional social classes. Mass entertainment's growth was directly related to the need to attract large audiences with...
Show moreBy the late nineteenth and early twenty century both the United States and Europe were experiencing massive shifts in social organization, social attitudes, and global influence due to the effects of the industrial revolution and imperialistic expansion. This birth of a public sphere and the mass entertainment industry was related to a blurring of the lines between traditional social classes. Mass entertainment's growth was directly related to the need to attract large audiences with entertainment that appealed in some way to a broad spectrum of the populace. At the same time, stage illusionists or magicians were one of the most recognizable stars of mass entertainment. In fact, they were in the midst of what has been termed the (")Golden Age(") of magic. By recognizing the popularity of their performances in the United States and Europe, this thesis will use them as a reflection of historical trends and popular attitudes in areas such as romanticism, secular/technical superiority, race, and gender. Historians, like Lawrence Levine, have produced a number of historical studies in regards to performance art, mass entertainment, and the historical implications represented in entertainment. Previous studies of magicians during the time period have been primarily biographical or technical in nature. It is only recently that historians have begun to combine the two in regards to performance magic. This thesis will combine previous research on the historical narrative of the time from authors such as Leon Fink, Sean Cashman, and Alan Trachtenburg in order to analyze how magical performances confirm conclusions reached by previous work on the historical context of these performances.The themes that are addressed within this work begin with the birth of mass entertainment, the need for an act with mass appeal to attract audiences, and how the mass entertainment displays a blurring of class lines. It will expand on work by Daniel T. Rogers in explaining how these trends were not exclusive to the United States or Europe and were actually a transatlantic phenomenon. It will use Simon During to explain how magicians, with roots in folk culture, became stars on the stage because of their appeal and their unique position in performance art. It will add to work by authors such as Lawrence Levine, showing how magicians needed to perform acts for mass consumption by working class, middle class, and upper class individuals. Finally, it will use magical performances as text to reflect social attitudes of the time period much in the way that authors such as Eric Green or Katherine Prince have done in their work. ?
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Date Issued
2015
Identifier
CFE0005988, ucf:50793
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005988
Vox Populi-Vox Belli: A Historical Study of Southern Ante Bellum Public Attitudes and Motivations Toward Secession
Title
Vox Populi-Vox Belli: A Historical Study of Southern Ante Bellum Public Attitudes and Motivations Toward Secession.
Creator
Boyden, Julian, Sacher, John, Crepeau, Richard, Herlihy, Kevin, University of Central Florida
Abstract / Description
This thesis examines why the south seceded in 1860 as opposed to any other time in the 19th century and what changed the mentalit(&)#233; of the people in the period 1857-1860. The underlying issue in southern politics and the issue of secession was clearly slavery and slavery rested on the economics of cotton. Yet slavery and cotton do not explain why the South seceded in 1860 and not at other times in the preceding seventy years. 1807 saw the outlawing of the international slave trade and...
Show moreThis thesis examines why the south seceded in 1860 as opposed to any other time in the 19th century and what changed the mentalit(&)#233; of the people in the period 1857-1860. The underlying issue in southern politics and the issue of secession was clearly slavery and slavery rested on the economics of cotton. Yet slavery and cotton do not explain why the South seceded in 1860 and not at other times in the preceding seventy years. 1807 saw the outlawing of the international slave trade and 1819 saw Congress pass the Slave Trade Act interdicting the ships involved. In 1828 and 1832 the bitter tariff disputes between northern industrial and southern agricultural interests led to the South Carolina doctrine of (")Nullification(") but no secession. Neither the 1846 proposed Wilmot Proviso restricting slavery in the new territories nor the immediate post Mexican War disputes over the territorial expansion of slavery caused secession and in every case the South was willing to compromise.The methodology of this work is based on the assumption that words and thoughts are intimately linked and that by measuring changes in frequency of word use, changes in thought can be detected and measured. Evidence for the changing use word frequency was provided by an etymological and article content study of selected daily editions of six newspapers in the three cities. The thesis put forward to explain the change in political attitude is that for the southern cities of Richmond, Charleston and New Orleans, political power and political issues were the most important factors. The rise of the sectional northern Republican Party and fear of its abolitionist principles weighed more heavily than any other factors in altering the psychology of the South. This raised the political dispute over slavery to an issue of secession and potential military conflict.
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Date Issued
2012
Identifier
CFE0004209, ucf:48999
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004209
Teaching the Civil Rights Movement: A Phenomenological Study Of Central Florida Teachers
Title
Teaching the Civil Rights Movement: A Phenomenological Study Of Central Florida Teachers.
Creator
Houser, Barbara, Russell, William, Whiteman, JoAnn, Hewitt, Randall, Cassanello, Robert, University of Central Florida
Abstract / Description
Teaching the civil rights movement can be challenging. Many history textbooks contain the national story of Martin Luther King, Jr., Rosa Parks, the march to Selma, Alabama, and not much more. Classrooms across the United States follow this path of nationalizing the civil rights movement. This interpretation is only a small part of the civil rights crusade that existed throughout the United States, including in the state of Florida. Teaching only the national story, especially when the local...
Show moreTeaching the civil rights movement can be challenging. Many history textbooks contain the national story of Martin Luther King, Jr., Rosa Parks, the march to Selma, Alabama, and not much more. Classrooms across the United States follow this path of nationalizing the civil rights movement. This interpretation is only a small part of the civil rights crusade that existed throughout the United States, including in the state of Florida. Teaching only the national story, especially when the local exists, can ignore the human, ordinary element of this movement.The purpose of this phenomenological study was to describe the lived experience of central Florida teachers when teaching the civil rights movement. It is based on the theoretical assumptions that the national story is the only narrative being taught regarding the civil rights movement, and it sought to determine whether this is the case in the state of Florida, which incorporates the use of local history in its state standards. Data was collected through the use of surveys along with follow up, qualitative interviews. The sample size was 319 teachers of whom 65 responded to the survey, and eight personal interviews were conducted. Findings show that more than just Martin Luther King, Jr., and Rosa Parks are being taught, but it is still mostly the national story and not local, community history.Nine themes were identified, ranging from the impact of teachers, which builds upon previous research, to the negative opinion that teachers have for the texts being used, to the different content and timelines being used in social studies classrooms when teaching the civil rights movement. This data is important to educators, historians, administrators, and teachers because this is one of the first empirical studies on the subject of teaching the civil rights movement.
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Date Issued
2013
Identifier
CFE0005183, ucf:50665
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005183
Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment
Title
Building Educator Capacity in Support of Student Achievement on Florida's United States History End-of-Course Assessment.
Creator
Skinner, Stacy, Hopp, Carolyn, Robinson, Edward, Vitale, Thomas, Hayes, Grant, University of Central Florida
Abstract / Description
Florida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the...
Show moreFlorida's United States History End-of-Course (EOC) Assessment performance outcomes are scheduled to impact student course grades, educator evaluation scores, and school grades. A professional learning plan to improve teaching and learning in support of student achievement on the Assessment does not exist. Neither Florida Statute nor the Florida Department of Education (FDOE) facilitate or fund professional learning in support of these influences. This dissertation in practice proposes the use of the U.S. History EOC Assessment Professional Learning Series to build educator capacity in support of student achievement on the Assessment. Implementation of professional learning could address the disparity between the legislated Assessment and its potential impacts. Tyler's (1949) curriculum development rationale and Shulman's (1986) notion of pedagogical content knowledge provided a conceptual framework for the proposed professional learning. Professional learning experiences were designed to include (1) an assessment simulation, (2) a correlation of simulated assessment items to item specifications, (3) a test item writing practicum, and (4) model lessons. The series was designed to support pedagogical content knowledge growth in planning, teaching, and assessing United States History; and improve instructional and professional efficacy. The ultimate purpose of the series is to improve teaching and learning to support student achievement on U.S. History EOC Assessment.
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Date Issued
2014
Identifier
CFE0005417, ucf:50419
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005417
St. James pioneer days
Title
St. James pioneer days: parish & school reunion : October 5-6, 1974.
Creator
PALMM (Project)
Abstract / Description
A souvenir of the rededication ceremony for St. James Church eighty-seven years after the first church was established and twenty-two years after the "new" St. James Church was dedicated in 1952.
Date Issued
1974
Identifier
AAB9016QF00007/26/200511/14/200616235BfamKa D0QF, FIPS12095, FHP C UCF 2005-08-03, FCLA url 20060609xOCLC, 75965446, CF00001727, 2585165, ucf:19921
Format
E-book
PURL
http://purl.flvc.org/fcla/tc/fhp/CF00001727.jpg
Cosas de los Estados Unidos
Title
Cosas de los Estados Unidos.
Creator
Camacho, Simón
Description
The author Simón Camacho wrote the book under the pseudonym "Nazareno." Edited by James Durand. It contains letters and sketches covering the years 1856 to 1863. Includes the author's portrait, engraved by J.A. O'Neill from a photograph by Fredericks. Also contains a reproduction of the author's signature. Spine title: Cosas de los E. Unidos.
Date Created
1864
Identifier
DP0010866, E166.C17 1864
Format
E-book
PURL
http://purl.flvc.org/ucf/fd/DP0010866
DEGREES OF CAUSALITY: AN ASSESSMENT OF ENDOGENOUS CONTRIBUTORS TO INSTABILITY IN JORDAN, SYRIA, & TURKEY
Title
DEGREES OF CAUSALITY: AN ASSESSMENT OF ENDOGENOUS CONTRIBUTORS TO INSTABILITY IN JORDAN, SYRIA, & TURKEY.
Creator
Willman, Gabriel, Sadri, Houman, University of Central Florida
Abstract / Description
The political instability of the Middle East is often perceived to be derived primarily from the interaction of Middle Eastern nations with external forces; with significant emphasis placed upon the disruptive effects of modern colonialism and Westernization. While this study does not seek to directly contest the catalytic primacy of exogenous factors, it does seek to establish the necessary causality of pre-existing internal factors. Rather than approaching the situation from a linear causal...
Show moreThe political instability of the Middle East is often perceived to be derived primarily from the interaction of Middle Eastern nations with external forces; with significant emphasis placed upon the disruptive effects of modern colonialism and Westernization. While this study does not seek to directly contest the catalytic primacy of exogenous factors, it does seek to establish the necessary causality of pre-existing internal factors. Rather than approaching the situation from a linear causal perspective, this assessment is oriented around an interdisciplinary examination of confluent factors. By examining the political history, ethno sociology, and economy of the region, the analysis investigates the underlying variables which have contributed to the instability of the Jordan, Syria, and Turkey. The primary conclusion of this analysis is that the interactions of multiple endogenous variables provide a basis of necessary causality which may be of equal causal import to that of modern colonialism and Westernization.
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Date Issued
2012
Identifier
CFH0004228, ucf:44965
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004228
A Design and Implementation Plan for Professional Development and Curriculum Modules of Historical Literacy in the Social Studies Classroom
Title
A Design and Implementation Plan for Professional Development and Curriculum Modules of Historical Literacy in the Social Studies Classroom.
Creator
Cowgill, Daniel, Hopp, Carolyn, Vitale, Thomas, Fine, Terri, Scheiner, Cicely, University of Central Florida
Abstract / Description
The goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this...
Show moreThe goal of this dissertation in practice was to create professional development and curriculum modules focused on historical literacy in order to help teachers fully engage students in learning historical literacy skills. Historical literacy is the ability to understand the importance of the source of a document, being able to close read a text, to place a source within its proper context, and to corroborate the information from one source to another. The implementation of a program of this nature is designed to help teachers and students develop these skills with the hope that it positively impacts not only student learning in the social studies classroom, but will also have a positive impact on student test scores, student college experiences, students' future careers, and students' role within our civic society.Included within this dissertation in practice is a model for how to facilitate an effective professional development program that helps increase teacher efficacy, teacher skill level, and teacher use of historical literacy. This model pays special attention to ensuring that teachers also see how the demands of various standards and teacher evaluation systems can be addressed through the use of historical literacy. Suggested use for this dissertation in practice is the creation of professional development programs that help schools implement best practices throughout the learning organization.
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Date Issued
2015
Identifier
CFE0005775, ucf:50057
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005775

Pages