High School History Recap: Recent Episodes
William H Palk and Colin du Plessis
We are high school teachers who want to uncover the main facts and arguments of topics taught in the history class. Our aim is to connect with passionate and knowledgeable people to enrich and extend the learning experience. We are based in Pretoria, South Africa and teach at a private school. Please post comments and questions on twitter @WilliamHPalk or @C_duPlessis or email us at highschoolhistoryrecap@gmail.com. If you have enjoyed listening, please consider buying us a coffee. Just click on the donate button.
We delve into some Irish history with Prof Liam Kennedy. Liam has published a myriad of books on Irish history. We look closely at his 2020 book "Who was responsible for the Troubles".
These are some of the questions we try to answer:
- What is a brief definition of the Troubles?
- What period are we looking at?
- Is Ireland part of the UK?
- What is at the heart of the violence of the Troubles?
- Which events led up to the Troubles?
- How did the division/partition of the island of Ireland come about?
- Why are the Troubles often described as a religious conflict?
- How does Irish English differ from British English?
- What are the roots of the ancient Gaelic language? What does it sound like?
- How did markers like Catholicism and Protestantism perpetuate divisions?
- Why does this division not extend to the Irish rugby team?
- Which events between the 1920s and 1960s laid the foundation for the Troubles?
- What was the nature of the Civil Rights Movement in Ulster?
- How successful was the Civil Rights Movement in bringing about equality in Northern Ireland?
- How did the IRA differ from the provisional IRA?
- Did the Republic of Ireland support the provisional IRA?
- What was the international extent of the Troubles?
- Why is December 1969 considered a turning point in the start of the Troubles?
- What was the nature of the conflict during the Troubles? What were Bloody Sunday and Bloody Friday?
- Who is responsible for starting/perpetuating the Troubles?
- Who were the leaders of the IRA?
- Why is the role of regional paramilitary groups so obscure?
- Why can't the Troubles be seen as a binary conflict?
- How did the Good Friday Agreement come about?
- How did Brexit change the dynamic on the island of Ireland?
- Who are the new IRA?
Please send your questions and suggestions to highschoolhistoryrecap@gmail.com or find us on Twitter @WilliamHPalk or @C_duPlessis.
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Link to Untextbooked.
Have you ever heard about the East Bank Location Massacre on 9 November 1952? Neither have we. Dr Mignonne Breier joins us to talk about her book Bloody Sunday in which she uncovered the gruesome details of this massacre that upends the conventional apartheid narrative.
Here are some of the questions we consider:
- Why do so few people know about the East Bank Location / Duncan Village Massacre?
- How was it possible to hide the murders of 200 people?
- Where is East Land Location?
- Was it just geographical isolation or a purposeful cover-up?
- What is the story behind the East Bank Location / Duncan Village Massacre?
- What was the involvement of the ANC in arranging the meeting? Why didn't they expose the massacre?
- Who was Sister Aidan? Did her murder exacerbate events?
- How were the people of East Bank Location / Duncan Village killed?
- How does Bloody Sunday (the East Bank Location / Duncan Village Massacre) change the apartheid narrative?
- How would this massacre have changed people's perceptions of apartheid if they had known about it?
- Why did the Truth and Reconciliation (TRC) fail to uncover the massacre?
- Why did protesters' families not report their loved ones' deaths to the police?
- Why did Mignonne choose the title "Boody Sunday"?
- How should we memorialize the Duncan Village Massacre of 1952?
- Why were the deaths of the people of Duncan Village dismissed?
- How did seven years of research change Mignonne's perception of South Africa's past?
- How does this story become part of the "conventional" apartheid narrative?
- What is Mignonne's advice to young people?
You can email Dr Mignonne Breier at mignonne.breier@gmail.com or find her on Twitter @MignonneBreier.
Send your questions and suggestions to @WilliamHPalk or @C_duPlessis.
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In this episode, we get our hands dirty with some military history. Prof Timothy Stapleton of the University of Calgary joins us to discuss South Africa's turbulent past. We look at wars from the earliest colonial times to the end of apartheid.
These are the questions we try to answer:
- What is Prof Timothy Stapleton's connection to South Africa?
- Why do humans go to war?
- Is warfare irrational?
- How does the approach of the military historian differ from that of the ordinary historian?
- Do military historians glorify warfare?
- How are South African wars best categorised?
- Is there a unifying factor or golden thread to South Africa's military history?
- How did the British colonisation of the Cape Colony tip the balance of power?
- Did the Zulu kingdom manage to build a standing army?
- Which of the South African wars deserves its own movie?
- What is the link between the Mineral Revolution and warfare in South Africa?
- How significant was the South African War (Second Anglo-Boer War) in shaping modern-day South Africa?
- How did World War I divide South African society?
- Did the Second World War play into the creation of the apartheid state?
- When and where did the apartheid wars take place?
- Why are historians reluctant to talk about the Battle of Cuito Cuanavale?
- How did warfare bring about the end of apartheid?
- Are there any major security threats for the people of the African continent?
- To what extent does foreign intervention contribute to warfare in Africa?
- Where in Africa can we expect an upsurge in violence?
You can email Prof Timothy Stapleton at timothy.stapleton@ucalgary.ca.
Find us on Twitter @WilliamHPalk or @C_duPlessis.
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How should we combat misinformation in the history classroom? What does it take to stop misinformation at the outset? Dr Jon Roozenbeek is a post-doctoral fellow in the Department of Psychology at the University of Cambridge and joins us to discuss his team's latest research on "prebunking" misinformation.
Some of the questions we try to answer:
- Did Covid-19 contribute to an increase in fact-checking?
- Did the extent of misinformation grow in the last couple of months?
- What is the history of misinformation?
- How does prebunking misinformation differ from fact-checking?
- What does the Theory of Inoculation describe?
- What is the link between misinformation and social media usage?
- Are some social media platforms more prone to spreading misinformation?
- Does misinformation always rely on one or other manipulation techniques?
- What are some examples of manipulation techniques?
- How easy was it to scale research on misinformation?
- Why does it work to "inoculate" people against misinformation?
- Why shouldn't we tell people what to believe?
- What is psychological reactance?
- Can you change attitudes with facts alone?
- Are we wired to be sceptical about the truth?
- What is more critical, cognition or being sociable?
- What is the future of misinformation?
- Should teachers play a more prominent role in fighting misinformation?
Find Jon on Twitter @roozenbot and the five prebunking misinformation videos on Youtube.
Send your questions and suggestions to @WilliamHPalk or @C_duPlessis.
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Many streets and clinics bear Lilian Ngoyi's name, but who was she and what was the nature of her accomplishments as an anti-apartheid activist? Dr Martha Evans is working on a substantive biography of Ma'Ngoyi and joins us to share some interesting insights about Lilian's remarkable life.
Here are some of the questions we try to answer:
- Why is Lilian called "the mother of black resistance against apartheid"?
- What was apartheid South Africa like?
- What is narrative literary journalism?
- Why are there so few historical sources on Lilian's life?
- What are the details of Lilian Ngoyi's life?
- Why didn't Lilian pursue her dream of becoming a nurse?
- How did living in the Shelters raise Lilian's political awareness?
- Was Lilian a founding member of FEDSAW?
- How did the Defiance Campaign contribute to Lilian's rise in the ranks of the ANC?
- Was there a conflict of interest between the ANC and being a member of FEDSAW?
- How did Lilian's travels to China and the Soviet Union change her perspectives?
- What put Lilian on the radar of the apartheid government?
- What was the Women's March of 9 August 1956 about?
- Why does Lilian's political career seem shortlived?
- What was it like to be banned and placed under house arrest?
- Why didn't she receive more support while she was alive?
- What should Lilian Ngoyi be remembered for?
- What would have been Lilian's message to women today?
- What was Lilian and Mandela's relationship like?
- What is Martha's favourite thing about Lilian Ngoyi?
You can contact Dr Martha Evans at email martha.evans@uct.ac.za or Twitter handle @MarthaEvans16.
Please send your questions and suggestions to @WilliamHPalk or @C_duPlessis.
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Prof Bob Bain joins us, probably one of the biggest names in history teaching. This conversation brought a whole new dimension to what effective history teaching should look like.
Questions we set out to answer:
- Does Bob Bain play the guitar?
- Why are all historians, in essence, teachers?
- The power of that ONE inspirational history teacher/lecturer
- Why in the world would anyone want to study history?
- What is the purpose of situating the present in the context of the past?
- How do we deal with different accounts of the past?
- What is the OERProject all about?
- How is the OERProject different from typical MOOCs?
- How did the OERProject come about?
- What is the difference between Big History, World History or Global History?
- How does scale influence our understanding of the past?
- How do we link all the ways in which historians write history?
- What is the importance of scale switching?
- Does Big History move beyond the scope of history itself?
- "Bain's Hall" as a thinking tool in the history class
- Why are claim testers central to the OERProject?
- How should history content/skills be assessed?
- How can history teachers be more innovative?
- Why should we be more mindful of employing thinking tools in the history classroom?
- Bob's favourite history books
- Bob's motivational words for history teachers
Books mentioned: "The Idea of History" by RG Collingwood and "Historians' Fallacies" by David Hackett Fischer.
Visit the OERProject at www.oeproject.com and find Prof Bob Bain on Twitter @bain_bob.
Please send your comments and suggestions to @WilliamHPalk or @C_duPlessis on Twitter.
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In this first episode of our fifth season, we explore the field of learning. Dr Carolina Kuepper-Tetzel is a cognitive psychologist who specialises in how we learn best. She is part of an inspiring initiative called the Learning Scientists. She shares some of her valuable insights with us.
Questions we explore:
- Is there a trick or a secret to communicating "science"?
- What motivated Carolina to take up a specialisation in learning?
- How do we find a balance between what and how we teach and how people learn?
- Briefly, what are the six learning strategies? The strategies include retrieval practice, spaced practice, elaboration, interleaving, concrete examples and dual coding.
- Do we remember visuals better than words?
- Are then any pitfalls to using the six learning strategies?
- How important is routine in learning?
- What is the importance of testing the learning strategies?
- How should we go about finding evidence-based content on the subject of learning?
- Books mentioned: Powerful Teaching by Pooja Agarwal and Patrice Bain, Uncommon Sense Teaching by Barbara Oakley, Beth Rogowsky and Terrence Sejnowski, How Learning Happens by Carl Hendrick and Paul Kirschner, Small Teaching by James Lang, any book by Kate Jones
- Blogs mentioned: The Learning Scientists (of course) and The Effortful Educator by Blake Harvard
- Podcasts: Besides The Learning Scientists also Exam Study Expert by William Wadsworth or The HippoCampus Podcast by Lisa Quinn
- How do the Learning Scientists decide on which topics to cover?
- A quick question on intersectionality...
- Are there different learning strategies for content and skills?
- Is scaffolding retrieval practice good practice?
- How does a learning expert design a lesson?
- Is the school model compatible with the research findings on how we learn best?
Find Dr Carolina Kuepper-Tetzel on Twitter @pimpmymemory and the Learning Scientists @AceThatTest. Visit www.learningscientists.org and listen to their podcast at The Learning Scientists Podcast.
Please send your comments and suggestions to @WilliamHPalk or @C_duPlessis.
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The following twitter post accompanies this episode of The Cradock Four.
https://mobile.twitter.com/valavoosh/status/1276826105740169218
The historian, Zikhona Valela, joins us to talk about the Cradock Four and, more specifically, misinformation around the supposed famous photo of the Cradock Four. Zikhona tells the story of the four men who were murdered on June 27th, 1985. How did it happen that two of the four men, and the trauma of their families, were actually erased from the historical record? Why do we continue sharing convenient narratives that are, on closer inspection, inaccurate and untrue? Zikhona helps us to piece together some of the missing parts of the Cradock Four. We also consider some of the failures of the Truth and Reconciliation Commission (TRC).
Some of the questions asked:
- Who were Matthew Goniwe, Fort Calata, Sparrow Mkhonto and Sicelo Mhlauli?
- What motivated Zikhona to fight misconceptions about the past?
- Is the South African public apathetic about their past?
- How should we go about dispelling misinformation about the past?
- What is missing from the conventional narrative of the Cradock Four?
- How do we do the story of the Cradock Four justice?
- Is the 1980s a turning point in South African history?
- How did the United Democratic Front (UDF) come into existence?
- Is the murders of Sparrow Mkhonto and Sicelo Mhlauli a case of mistaken identity?
- How does the supposed photo of the Cradock Four perpetuate a false narrative?
- How did it happen that Mbulelo Goniwe and Madoda Jacob were erased from history?
- Who took the photograph of the Cradock Four? When was it taken?
- The importance of crediting photographers
- What did the families of the Cradock Four know before truths were revealed at the TRC?
- Would the truth about the Cradock Four have come to light without the perpetrators testifying before the TRC?
- Why did the Mbeki government not proceed with TRC recommendations?
- Why was the late 1980s and early 1990s more violent than earlier decades?
- Why would some people think of Nelson Mandela as a sell-out?
- What were some of the failures of the TRC?
- What should the lesson be that we take from the story of the Cradock Four?
Follow Zikhona Valela on twitter @valavoosh. Send questions and suggestions to William H Palk at @WilliamHPalk and Colin du Plessis at @C_duPlessis.
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Join us for a conversation with Prof Sean McMeekin on his new book Stalin's War: A New History of World War II. This is a very timely discussion in light of the unfolding war in Ukraine.
Some of the points of discussion:
- How is Stalin’s War different from the conventional Hitler-centric account of World War II?
- How is it possible to even write a new history of World War II 77 years after the fact?
- Is the way we teach World War II unbalanced?
- How likely was the Hitler-Stalin pact?
- What are the main differences between fascism and communism?
- How much of a surprise was it when Germany invaded the Soviet Union?
- How much of the Nazi defeat can be attributed to Stalin’s planning?
- What are the gaps in the conventional Hitler-centric account of the lead-up to the outbreak of World War II?
- Are there similarities between the invasion of Poland before World War II and the recent Russian invasion of Ukraine?
- What about Japan’s role in the outbreak of World War II?
- What are the circumstances around “Poland’s betrayal” at Tehran?
- What did Stalin want to get out of World War II?
- Is Stalin a model for Putin?
- Is Putin trying to establish the Soviet Union?
- Why didn’t NATO seize to exist when the Soviet Union collapsed?
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Michael joins us again to challenge some widely held beliefs about the causes of WWI. The long-term causes of World War One are often conveniently taught using the acronym MAIN, which stands for militarism, alliances, imperialism, and nationalism. It is often argued that the presence of these ingredients in Europe made the First World War inevitable, or to use a term Michael taught us, overdetermined. But by looking at each one of these factors, we learn that this is not necessarily the case. In fact, militarism, alliances, imperialism, and nationalism might have only really come to life because of the war itself!
If you are comfortable with the conventional narrative and you want to keep MAIN as the centerpiece of your WWI causes, we suggest you do not listen to this episode!
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In this episode we explore Civic Online Reasoning in more depth. We are joined by Dr Joel Breakstone of the Stanford History Education Group (SHEG). This is in an effort to effectively fight misinformation.
- Why is it called Civic Online Reasoning?
- What does Civic Online Reasoning have to do with history?
- How does source analysis and source evaluation relate to Civic Online Reasoning?
- What does expertise look like in terms of evaluating online sources?
- Is misinformation a new thing?
- How does misinformation differ from disinformation?
- How do we ensure that our students access online sources more effectively?
- Are there skills/tools in place to fight misinformation?
- What exactly is lateral reading?
- How reliable is Wikipedia?
- How do we interrogate claims?
- Which lessons form part of the Civic Online Reasoning curriculum?
- What about the challenge of confirmation bias?
- Should we be more skeptical?
- The importance of finding corroborative evidence
- The importance of peer-reviewed studies
Visit the Civic Online Reasoning website for some great sources to use in the history classroom. Also follow the twitter handle @CivicOnline. Joel's twitter handle is @joelbreakstone.
Please send us feedback on twitter @WilliamHPalk or @C_duPlessis. If you like what we do, please consider rating and supporting the show.
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Taylor Downing joins us again for another discussion - this time about his newest work entitled 1942: Britain at the Brink. The book and this discussion delves into the fateful year of 1942 when British morale reached a new low - military defeats abroad saw the British public lose faith in their leadership and it seemed as though wartime prime minister Winston Churchill was facing his darkest hour. Well, let me not spoil it here...let historian, writer and broadcaster, Taylor Downing tell you all about it!
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We are super excited about this new jingle! It was written and performed specifically for our show by Alwyn Bekker. When it comes to acoustic guitar chops, his guy is the real deal! It's like he has fifty fingers!
I recommend you guys go and check out his band, Bad Peter, as well. Our favourite song is definitely "On This River".
I hope you guys enjoy it! And thanks again, Alwyn!
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In this episode Prof Peter N Stearns of the George Mason University provides an overview of the Industrial Revolution. The 5th edition of Peter's book, The Industrial Revolution in World History, was published in 2021.
This is what we've discussed:
- How does the perspective of a world historian differ from that of an economic historian?
- Why is the Industrial Revolution considered the single most important development in human history over the past three centuries? Why should we study the Industrial Revolution?
- How should we understand the word "Revolution" as it relates to the Industrial Revolution?
- Was the Scientific Revolution a necessary precondition or precursor for the Industrial Revolution?
- Are we in the midst of a Fourth Industrial Revolution?
- When and where did the Industrial Revolution start and what were some of the big moments in the story of the Industrial Revolution?
- Why did the Industrial Revolution start in 18th century Britain?
- Is the Industrial Revolution a Western phenomenon?
- What was the social impact of the Industrial Revolution?
- Did industrialization outside of the West proceed along different paths?
- What is the link between industrialization and globalization?
- Did the Industrial Revolution make the world a better place?
- Can industrialization be more sustainable?
- What are the fascinating facets of the Industrial Revolution?
- How did the Industrial Revolution affect schooling?
- Peter's advice on teaching the Industrial Revolution.
You can email Prof Peter Stearns at pstearns@gmu.edu or follow him on Twitter @StearnsPeter.
Reach out to us @WilliamHPalk or @C_duPlessis. If you like what we do, consider buying us a coffee by following the link below.
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In the third part of the series, Dr Dooling tells us about the various ways in which the people of South Africa resisted the oppressive Apartheid regime. Dr Dooling delves into the different political currents in 20th century South Africa, touching on organisations such as the the ICU, the ANC, the PAC as well as the various affiliated organisations such as the ANC Youth League, MK and Poqo. We also discuss a few of the pivotal events in South African resistance history such as the Defiance Campaign, the Congress of the People and the Freedom Charter, the Women's March and of course the tragedy at Sharpeville.
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At the end of 2021, we are very fortunate to talk to Dr Joel Breakstone of the Stanford History Education Group (SHEG) about their Reading Like a Historian lesson plans and Beyond the Bubble history skills assessments. We also find out more about SHEG's Civic Online Reasoning curriculum which will greatly benefit history learners in identifying misinformation.
What we discuss:
- What does it mean to "read like a historian"?
- We look at the research of Sam Wineburg and Abby Reisman.
- How do we integrate source analysis with the conventional way of teaching history?
- How should we define a historical fact?
- What should be the starting point in the history classroom?
- Where does context end and where does source analysis start?
- How did learners react to SHEG lessons?
- How does the history teacher balance the different types of assessments?
- Can history assessment be meaningful and still allow learners to gain admission to university?
- How does Beyond the Bubble assessments complement the Reading Like a Historian lessons?
- How do we apply historical skills to fight misinformation?
- Why are fact checkers better at identifying problematic websites?
- What is lateral thinking?
- Tips on how to fight misinformation in the history class.
- Professional development courses offered by SHEG in 2022.
- At which age can learners start Reading Like a Historian?
- What projects are SHEG working on?
Create your free login account on SHEG's website here. Find Dr Joel Breakstone on Twitter @joelbreakstone.
Please share your questions and suggestions with us on Twitter @WilliamHPalk and @C_duPlessis.
If you like what we do, please consider buying us a coffee at the support link below.
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About a month ago, the University of Pretoria celebrated the life of Chief Albert Luthuli. At these celebrations, Prof Benda Hofmeyr gave a presentation on the philosophical legacy of Albert Luthuli with specific emphasis on his charismatic leadership style.
What we discuss:
- Why did a philosophy professor take an interest in leadership styles and specifically Albert Luthuli?
- How does a philosophical approach to studying leadership differ from the historical approach?
- What is meant with a charismatic leadership style?
- Why did you base your interpretation of charismatic leadership on the writings of Max Weber?
- How did Luthuli balance his authority over others with his ability to charm them?
- Is charisma a personality trait or quality or something we see in the actions of a leader?
- Would stability not be a better leadership quality than charm?
- Did apartheid South Africa and the ANC foster Luthuli's charismatic leadership style?
- Are some people just naturally more charismatic than others?
- How do we identify a leader as charismatic rather than just merely effective?
- Why does charismatic leadership emerge in the setting of a movement for change?
- Is charismatic leadership something of the past?
- Did Albert Luthuli have a specific brand of charisma?
- What is the legacy of Albert Luthuli's charismatic leadership style?
- How close does the charismatic leader come to the idea of the philosopher king?
If you want to read more of Benda's work, visit here website here.
Find us on Twitter @WilliamHPalk or @C_duPlessis.
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Join our history geek-out session with Kevin Manzel. Kevin is the senior director of content development at Wondrium. Colin and I are both big fans of Wondrium's history courses and use them as resources in our history classrooms.
We cover the following:
- What is a history geek-out session?
- How does Wondrium connect disparate topics?
- What is Wondrium and how did it develop over time?
- What are some of the history courses on Wondrium?
- How does Wondrium decide which courses to develop?
- How does Wondrium ensure the quality and authority of its courses?
- How can Wondrium benefit the history teacher?
- An example of how to integrate Wondrium lectures into lessons
- How does Wondrium help push for different perspectives?
- Why is Wondrium the perfect tool for professional development?
- How does the guidebook supplement a Wondrium course?
- How does Wondrium keep abreast with the latest research?
- What are the Wondrium learning paths?
- We share our favourite courses
- Are there Wondrium courses on South African history? (Watch this space!)
- Learn more about Wondrium slogan "nothing about us without us"
- What can Wondrium subscribers look forward to in 2022?
- Hasan Jeffries' upcoming course on Wondrium
We hope to make this a regular feature and bring you all the latest updates on Wondrium's history courses.
Find Kevin Manzel on twitter or visit the Wondrium website for more info.
Colin and William are available on twitter for any questions or suggestions or collaborations.
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William talks to the learning expert, Donald Clark, about the history of learning theory and about the best way to teach and learn history.
Questions covered:
- Where does Donald’s interest in history come from?
- How has the way in which we learn changed over time?
- Why is the invention of writing the “Big Bang” moment of collective learning?
- Why is the invention of binary or computer language such an important moment in the development of learning?
- Is collective learning our unique trait?
- How did technology enable collective learning?
- Who are the experts in the field of learning?
- Does AI or machine learning give us any insight into human learning?
- Would it be possible to have Wikipedia in our heads?
- Who are the people who have changed our perceptions of learning?
- What are the major strands in learning theory?
- Have we arrived at a more scientific approach to understanding learning?
- What is the connection between learning and teaching?
- To what extent can the teacher be held responsible for the student's learning?
- Does critical thinking hold up as an abstract concept?
- How should we teach history if learning theories are incorporated?
- Why is it important to make history teaching more concrete?
- How should history teachers think about online learning design?
- Why should we let go of Bloom’s taxonomy?
- Donald’s advice to learn more effectively...
You might want to read up on the following people: James Hutton, David C Geary, Daniel Kahneman, James Mark Baldwin, Tommy Flowers, Robin Dunbar, Douglas Engelbart, Clay Shirky, Donald Hebb, Herman Ebbinghaus, Edward Tolman, Albert Bandura, Henry Roediger, Jeffrey D Karpicke, Robert A Bjork, Barak Rosenshine, Robert Marzano, John Hattie, Paul Black and Dylan William.
Or just visit Donald's blog here. He is also on twitter @DonaldClark
Please let us know what you thought about this episode at highschoolhistoryrecap@gmail.com or find us on twitter: William and Colin.
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In the second episode of the Apartheid Series we transition from the policies of Segregation in South Africa towards the implementation of Apartheid. In this episode Dr Dooling discusses some of the motivations behind the National Party's choice to put such a rigid system of racial segregation and separation in place. Topics such as Afrikaner Nationalism takes center stage as we look at why and how the NP won the 1948 elections. Some of the Apartheid laws are discussed and we look at how these laws affected the every day lives of South Africans, which will then lead us to our next episode - Resistance against Apartheid. Enjoy!
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In the first episode of our Apartheid Series, Colin is joined by Dr Wayne Dooling from the School of Oriental and African Studies at the University of London. The conversation deals with the concept of segregation in South Africa, where it comes from and how it was implemented. As an expert on Race, Segregation, and Apartheid in Twentieth-century South Africa, Dr Dooling helps us make sense of the systems of racial separation that would lead to the overarching system of Apartheid.
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A great collaboration with Kelly Chase of the History Detective! The perfect way to start Season 4.
In this episode we aim give an overview of the policy and practice of apartheid in South Africa from 1948 to 1994. Here are some of the questions we cover.
- What does the Afrikaans word "apartheid" translate to?
- How did South Africa get to the point where the minority white government were able to discriminate against the majority black population?
- What were some of the apartheid laws?
- Who were the ANC and what was their role in protesting apartheid?
- Who was Nelson Mandela and what role did he play in the anti-apartheid movement?
- Which kinds of boycotts and protests occurred globally in response to apartheid?
- How did apartheid come to an end?
- Who are lesser known persons from history who made a contribution against apartheid?
Visit the History Detective website or find Kelly Chase on twitter. Follow High School History Recap on twitter for updates on our latest episodes. Find all our episodes here.
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In this episode, Colin is joined once again by the American military historian, Michael Neiberg. This time they discuss a little thing called D-Day a.k.a. the Normandy Invasion a.k.a. Operation Overlord. Operation Overlord is one of the largest operations in military history and in this discussion Michael and Colin delve into not only the events of June 6th, 1944, but also the logistical challenges faced by Dwight Eisenhower and his team of planners, French involvement in the operation, as well as the living legacy left on the beaches.
So if you know a few things about D-Day but are wondering about Mulberry harbours called Winston, force multipliers, how to say Forces françaises de l'intérieur, and French citizens being riled up by poetry, this is the episode you've been looking for. Enjoy!
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In this episode Colin speaks to the author of Choreomania: Dance and Disorder, Dr Kelina Gotman. Kelina is from King's College in London and her research interests include theatre, dance and performance history, and philosophy. In this episode we tackle the formation of the concept of the ‘dancing disease’ in nineteenth-century colonial medical, psychiatric and anthropological circles. What is choreomania really all about? Did people truly go mad and dance themselves to insanity? Well, Kelina sets the record straight!
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In this episode William discusses the neglected narrative of Dr Abdullah Abdurahman with Stephen Langtry. Dr Abdullah was South Africa's first elected black politician.
Here are some of the questions we look at:
· The life and times of Dr Abdullah
· We discuss Martin Plaut's biography of Dr Abdullah
· Are there many lost figures in South African history?
· Why are some stories remembered at the expense of others?
· What is the balancing point in writing history?
· A short biography of Dr Abdullah
· The friendship between Dr Abdullah and Mahatma Gandhi
· The schools set up by Dr Abdullah
· Some background on District 6 (Was it similar to Sophiatown?)
· Why did Dr Abdullah call it the African Political Organization?
· Was there ever something like a Coloured nationalism?
· Who were some of Dr Abdullah’s contemporaries?
· Does Dr Abdullah deserve more recognition?
· Do we neglect the historical context when we write biographies?
· Being mindful of person, context and contemporaries
· How did 1910 lie the foundation for the politics of the 20th century?
· Why did Dr Abdullah fall out of favor?
· Why is the Western Cape considered an island in South Africa?
· What is the main lesson we can learn from Dr Abdullah’s legacy?
Find us on twitter:
William H Palk
Stephen Langtry
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In this episode, William discusses the life and legacy of the enigmatic Khoi woman, Krotoa, with Professor Shanade Barnabas of the University of Johannesburg (UJ). The discussion is based on the award-winning 2017 film made to commemorate her life.
Some of the questions include:
- What is the main storyline of Krotoa and why has it won so many awards?
- What are the available historical sources on Krotoa?
- Does the movie do the "real" story of Krotoa justice?
- How is Krotoa represented in the movie?
- What were some of the psychological effects of colonization?
- What are the political dimensions of the story of Krotoa?
- How do different groups justify their claims to Krotoa's legacy?
- What are the important themes in the movie?
- Should South Africans build a monument (metaphorically speaking) around the legacy of Krotoa?
- Should Krotoa be regarded as the mother of a nation?
- Why are women portrayed differently in how historical figures are commemorated?
- Has Krotoa been given her rightful place in history?
- What were some of the effects of Dutch colonization on the Khoikhoi people?
- What would be the best way to immortalize Krotoa?
Find us on twitter:
William H Palk
Prof Shanade Barnabas
Thanks for listening!
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In this episode William is in conversation with Dr Precious Mncayi about research she has done into South Africa's unemployment crisis. We have an unemployment rate of at least 29% and it is therefore vital to look at the mismatches between education and the demands of the labour market.
Read her article here.
Questions asked in this podcast:
Is SA facing an unemployment crisis?
Is the focus on STEM warranted?
How does SA’s unemployment figure compare to other countries?
What is the link between STEM fields and economic growth?
What are the demands of the labour market?
What are the historical explanations for SA’s high unemployment figure?
What is meant with education mismatch?
Why is there a mismatch between what students set out to study and what they end up doing?
SA has the largest share of mismatch workers...
What does it mean to be underemployed?
Is it still worthwhile to go and study?
Are we ignorant about the demands of the labour market?
Which factors determine study and career choice?
Striking a balance between interest and demand...
Where can we get more information on the demands of SA’s labour market?
How has SA’s labour market change?
Which qualifications have high employment prospects?
Should you pursue a degree or a diploma?
What about the humanities?
Is there a shortage of teachers in SA?
What is the average age of teachers in SA?
How can high school learners make better subject choices?
What should be the main aim of education in schools today?
What is government’s role in solving SA’s education mismatch?
What is the single most important change we can make to prevent education mismatch?Should psychometric testing determine university admission?
Are matric distinctions a guarantee for university success?
Resources:
www.lmip.org.za
www.lmi-research.org.za
Find us on twitter:
William H Palk
Dr Precious Mncayi
Let us know what you think:
highschoolhistoryrecap@gmail.com
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In this episode Colin is joined by HSHR researcher, Gemma Mills, to discuss Ancient Greek mythology and religion. To help them understand the topic better, they have employed the help of an expert in the field in the form of the Roy D. and Margaret B. Wooster Professor of the Classics from Colgate University - Professor Robert Garland. At the hand of a few examples, Prof Garland explains the difference between myth and religion, why mythology and religion was so important to the Ancient Greeks, why these myths are still around, and a few other interesting things about grieving mothers, seasons, spiders and revenge.
If you have any questions or comments, or would like to support the show, please reach out to us!
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Archaeologist, Dr Tim Forssman, joins William to talk about San Rock Art. These are some of the questions they look at.
Who are the San? Were they the only southern Africans that left behind rock art?
How do archaeologists find rock art sites?
How many rock art sites are there in southern Africa?
Tim's favorite rock art site.
How did the San go about painting their images? How did they mix their paint?
How do you date San rock art? What are some of the oldest sites?
What does San rock art tell us about their society and worldview?
Did San rock art change over time?
What are some good sources on San rock art?
Find Tim on twitter. His handle is @Tim4sman.
William's twitter handle @WilliamHPalk.
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William is joined by one of his Grade 12 learners, Justine Naude, to discuss a question that appeared in last year's final IEB History paper. The question asked to critically evaluate whether or not the National Party undermined the negotiation process from 1990 to 1994. We discuss the NP's insistence on power sharing and whether their involvement in black-on-black violence in townships purposefully undermined negotiations for a democratic government. Justine reads her introductory paragraph to a discursive essay on the question and we use this to navigate some of the content of this important topic in South African history. Find us on twitter @WilliamHPalk or email us at highschoolhistoryrecap@gmail.com.
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"Never stop working for humanity" - Nina Jablonski
American anthropologist, Prof Nina Jablonski, joins us to discuss the evolution of skin colour. We discuss the biological concept of race and the social construct of racism. We differentiate between racial categorization and racial identification. Were the ancients indifferent to race? Did you know that neither Carl Linnaeus nor Charles Darwin placed people in a power hierarchy? Philosophers David Hume and Immanuel Kant had definite racist views. What might have been the reason for this? Racism took on its destructive modern form from the 18th century - the heydays of the Trans Atlantic Slave Trade. Join us to find out whether it's possible to eliminate racial labels. Find us on twitter @WilliamHPalk, @C_duPlessis and @NinaJablonski1.
2:50 Why do people have different skin colours?
7:40 How did skin colour become a social construct?
16:00 Was Linnaeus responsible for laying the foundation of modern racism?
20:00 People identify with either a superior or inferior mindset
22:30 Racial categorization compared to racial identification
26:00 How did racism become so entrenched in human society?
30:30 Can we get rid of racial labels?
34:00 Othering does not mean subordination
37:20 Cooperation as an evolutionary strategy
37:50 How do we change mindsets and attitudes?
39:20 Turning history on its head
40:00 Do the "powerful" need to give up their wealth and power?
44:10 Humanity's special trait of collective learning
45:40 Finding stories of cooperation
47:50 What is the link between Darwinism and Social Darwinism and eugenics?
53:00 Will genetic engineering play a role in shaping racial attitudes?
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William is joined by one of his Grade 11 students, Emma Theron, to discuss the causes of the Mfecane. This is a period of intense transformation amongst the African tribes in southern Africa. The Mfecane is dated to between 1750 and the 1830s and saw the rise of famous kingdoms like that of Shaka's Zulu kingdom. We look at the internal, environmental and external factors that played a role in bringing about the dramatic events of this turbulent time. Join us and find out more about the Madlatule famine, Shaka's amabutho and the beef and slave trade at Delagoa Bay. Emma also reads the discursive essay she wrote on the topic. If you've liked this episode, please let us know at highschoolhistoryrecap@gmail.com. Alternatively, find us on twitter @WilliamHPalk or @C_duPlessis.
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This is Part 2 of an interview William did with Ayanda Nenemba on the Ilibo Village Community YouTube channel. Ayanda's aim to build the South African community through conversation. Ayanda isn't someone who shies away from talking about the hard issues, but she wants to show the magnanimity of the South African nation. We want to extend an invitation to those of you who have something meaningful to add to the South African story. Please find Ayanda on twitter @restored_80. Alternatively visit her YouTube channel at Ilibo Village Community Cast.
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This is our interview with the team of Bones and Stones. Tim Forssman is an archaeologist at the University of Pretoria and he and his team is on a mission to make archaeology more accessible. They invited us for an episode on their YouTube channel, Bones and Stones. We hope to collaborate with them on an ongoing basis and bring archaeology into the high school history classroom. Find Tim on twitter @Tim4sman.
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In this episode we explore the history of Tanzania with East African historian, Dr Derek R Peterson of the University of Michigan. We start by looking at the early history of this East African state: from the ancient Swahili to the creation of the East African slave trade. We also compare the legacies of German and British colonization (including a discussion of the Maji Maji Rebellion). We also trace the development of the Tanganyika African National Union (or TANU). Ultimately, we consider the socialist policy (called Ujamaa) of Tanzania's first (and long-reigning) president, Julius Nyerere. What should we make of Nyerere's impact on Tanzania's development? Nyerere clearly has a contested legacy. Join our conversation to find out why.
Find Dr Derek Peterson on twitter @Unseen_Archive.
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In this second episode with archaeologist Dr Tim Forssman of the University of Pretoria, we take a closer look at his excavations at Little Muck and Dzombo and how the findings are shedding new light on the social relations between the San hunter-gatherers and early farmers of southern Africa. William finds out more about the "Kalahari debate" and the significance of Mapungubwe as an archaeological site. We also try our hand at the motto on South Africa's coat of arms. It is written in the Khoisan language of the /Xam people and is written as !ke e: /xarra //ke. Visit Tim's YouTube channel Bones&Stones. Follow us on twitter at @WilliamHPalk, C_duPlessis and @Tim4sman.
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In this episode of HSHR, Dr Nisa Paleker from The Department of Historical and Heritage Studies at the University of Pretoria, talks to us about the value of film in the study of History. Dr Paleker sheds some light on how film can be used in historical study by focusing on film as a source of history, film as history and film in history.
Our discussion mostly centres on film as a representation of the social structures of the time, mostly focusing on the South African context. Topics explored range from African cinema and the B-scheme film subsidies of the 1970s all the way to fourth wave feminism within the film industry. We really did take quite a walk in this one, showing just how widespread and entrenched film is within society, and how necessary the study of film is within history.
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In this episode of HSHR, Colin speaks to American military historian and Chair of War Studies at the US Army War College, Michael Neiberg. Michael specialises in 20th-century military history and has written numerous award-winning books including the acclaimed 2018 The Treaty of Versailles: A Concise History. So it seemed only appropriate that the topic for discussion would be the post-World War I negotiations. The episode delves into the challenges faced by especially the European powers following the carnage and destruction of World War I, and how the leaders involved attempted to deal with the issues.
The majority of the discussion centres on the most prominent and well-known of the treaties signed in Paris in 1919 - The Treaty of Versailles signed by Germany. What exactly was the Treaty of Versailles? Was it as harsh as our textbooks claim? Was it responsible for the rise of the Nazis? Michael helps us to answer these questions and more.
If you liked this episode or if you have any questions, please fell free to reach out to either Colin (@c_duplessis) or Michael (@michaelneiberg) on Twitter.
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In this episode, William talks to archaeologist Dr Tim Forssman about the early history of southern Africa. Tim is a senior lecturer at the University of Pretoria and hosts his own YouTube channel Bones and Stones. Tim helps us define archaeology and explains why Indiana Jones is probably not the best example of what it means to be an archaeologist. We discuss the earliest inhabitants of southern Africa, namely the San hunter-gatherers, and what the archaeological record has to say about them. Why did the San not take up farming? We also take a look at the earliest archaeological evidence for the emergence of farming in southern Africa. Find out why Mapungubwe is such a significant archaeological site in southern Africa.
You can get hold of Tim on twitter @Tim4sman. Please reach out to us on Twitter @WilliamHPalk or @C_duPlessis.
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In this episode Colin speaks to foreign relations expert and author of Bitter Fruit: The Story of the American Coup in Guatemala, about the CIA-backed overthrow of Jacobo Arbenz , the democratically elected leader of Guatemala. Was this episode merely a Cold War incident or was there more to it than fears of communist insurrection? Was this a spontaneous revolt by frustrated Guatemalans, in which the US simply supported the will of free peoples, or was there a more sinister plot unfolding? The discussion centers on the involvement of American government agents, especially the CIA and those with ties to the United Fruit Company, in deposing Arbenz and installing a US-friendly leader in Castillo Armas.
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A new year, and a new exciting season of High School History Recap! We kick off the year with a conversation with Kelly Chase of the History Detective podcast. Why did this history teacher venture into podcasting? We discuss the importance of creating a detective mindset to counter all the misinformation and conspiracy theories out there. Kelly also talks about the most difficult and most surprising cases she solved in 2020. Join us to find out more about Kelly's creative and empathizing sides as well.
Visit Kelly's website historydetectivepodcast.com for all the episodes of season 1 and have a look at the great resources history teachers can use in their classes. She is also on twitter @HistoryDetect.
For more information on High School History Recap, find us on twitter @WilliamHPalk or C_duPlessis.
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This is Part 2 of the story of Stoicism with Donald J Robertson. We discuss Socrates's uncomplicated take on the truth. How did the Stoic philosophy of Socrates differ from that of Marcus Aurelius? We look at how Stoicism (and beards) became popular in Rome. Some of the Stoics we talk about include Cato the Younger, Epictetus, . How did Roman (or Mediterranean) slavery differ from the Transatlantic Slave Trade? We look at why Roman senators plotted to assassinate Julius Caesar after he became "dictator for life". Did you know Brutus was a nephew of Cato? We discuss Octavian's rise to power and how he paved the way for Roman emperors to get into Stoicism. Donald tells us more about Nero's spin doctor, Seneca. Why did this famous Stoic writer remain loyal to the murderous Nero? We ultimately touch on the thinking of Marcus Aurelius. How would Marcus Aurelius have dealt with a year like 2020? He also faced a pandemic (the Antonine Plague) in lifetime, but to him there was a more serious pandemic - anger. A great conversation to end 2020 with!
Visit Donald's website or find him on twitter @DonJRobertson. Find us on twitter as well @WilliamHPalk or C_duPlessis.
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In this episode, I explore the story of Stoicism with Donald Robertson. It takes us all the way back to Socrates, who is considered to be the godfather of Stoicism. Donald tells a number of stories related to the emergence of this school of philosophy. Did you know that Plato's Academy was only one of many gymnasia in ancient Greece? We talk about the misfortunes of Zeno (the Phoenician dye merchant), and how his encounter with the Oracle of Delphi set him out on a quest to piece together the teachings of Socrates. But what is Stoicism all about? Find out more about developing a mindset that enables us to overcome our irrational passions, desires and emotions. Donald is a cognitive-behavioral psychotherapist and author of six books (the latest on the Stoic Philosophy of Marcus Aurelius). Visit his website, or follow him on twitter @DonJRobertson.
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In this episode Ayanda and I discuss a number of issues related to South African history. Ayanda is the founder of the Ilibo Group - a Village Comcast initiative aimed at "telling South African stories the South African way". If you want to watch the interview, please follow this link. Find Ayanda on twitter @restored_80 or subscribe to her YouTube channel at Ilibo Village Community Cast. Let us know what you think @WilliamHPalk.
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In this episode Colin and I look at the causes of World War I. We first discuss the components of the historical narrative and then move on to that very famous spark of the war: the assassination of Franz Ferdinand. We look at some of the long term causes of the war as well, including nationalism, militarism, imperialism and alliances (the MAIN causes). Please find us on twitter @WilliamHPalk or @C_duPlessis. If you want to join us on the show to discuss your teaching techniques, latest research or upcoming book, please do make contact! We want to grow the love for history.
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In his resignation address in December 1991, Gorbachev referred to the "suffocating shackles of the Soviet Union's bureaucratic command system". What was Gorbachev's role in the collapse of the Soviet Union? We start the story with the fall of the Berlin Wall as the signature event of the end of the Cold War, but we also look at how the Soviet Union arrived at the point where they would (or could) no longer assert their power of countries in Eastern Europe. We assess Gorbachev's policies of perestroika and glasnost and how he set events in motion of which he could no longer control the outcome. We consider what happened in Poland in the 1980's and how a new and democratic Solidarity government rose to power and how this fueled democratic revolutions across Eastern Europe. We also take a look at the rise of Boris Yeltsin in Russia and his stand-off with the new Russian parliament.
If you want a PDF Presentation of this episode, please mail us at williamhpalk78@gmail.com. Alternatively, reach out to us on twitter @WilliamHPalk or @C_duPlessis.
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Join us for a discussion on the Democratic Republic of the Congo (DRC) with African historian, Dr Glen Ncube. We take a broad view of the history of the Congo from the time of Belgian king Leopold II to Mobutu Sese Seko. We zoom in on how the Congo became an independent country under Patrice Lumumba and find out more about his unfortunate assassination. How did Joseph Mobutu come to power? We also place the struggles in the Congo in the wider context of the Cold War. How authentic was Mobutu's policy of Africanization (or Mobutuism)? What is the link between the Rwandan Genocide and the end of Mobutu's rule? Find us on twitter @WilliamHPalk or @C_duPlessis.
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In this episode we tell the story of the Anglo-Boer War with the help of 10 objects. Dane Swanepoel is the educational specialist at the Anglo-Boer War Museum in Bloemfontein. The objects include: a French postcard on British Imperialism, a cartoon on Cecil John Rhodes and his Cape to Cairo Railway, a statue titled Afskeid, a bust of De La Rey, a statue of the agterryers, a bust of Sol Plaatjie, a blockhouse, a statue of a Bittereinder and the Women's Memorial. Please email William at williamhpalk78@gmail.com or Dane at dane@anglo-boer.co.za if you would like to receive a pdf doc with all images of all the objects. You can also find us on twitter @WilliamHPalk or @C_duPlessis.
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An episode on the historian's craft! Professor Karen Harris joins us on the podcast to tell us more about an initiative she started at the University of Pretoria to expose history students to archival material. We discuss how the teaching of history has changed over the years. Prof Harris points to the importance of the subject of history, but also the instrumental role of the history teacher. What is "doing" history really about? How is it different from just "learning" history? Prof Harris invites us to go beyond Von Ranke's straightjacket and really read against the grain. "What's in the Box" is a brilliant initiative that all history teachers should consider using in their teaching strategies.
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In this episode we look at the reasons for Hitler's decision to invade the Soviet Union in June 1941. Why was it called Operation Barbarossa? The Germans put together a large army (of up to almost 4 million soldiers) and they employed a three-pronged invasion strategy. We look at the role of the Einsatzgruppen in executing part of the Nazi's Final Solution. Why did Operation Barbarossa come to a halt in July 1941? We discuss the Russian winter, but also consider the willpower of the Russian soldiers. Was this invasion Hitler's biggest mistake? Find us on twitter @WilliamHPalk or @C_duPlessis.
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In this episode, Taylor Downing joins us to discuss his latest book "1983 The World at the Brink". Taylor is an historian who has written several best selling books (on topics like World War II and the Cold War). After getting some Cold War context, we dive into the question of how close the world came to nuclear Armageddon. Most of us know about the Cuban Missile Crisis, but the events of 1983 brought us even closer to the edge. We've asked Taylor about the significance of the doctrine of mutually assured destruction ("MAD") and whether that kept the superpowers at bay. This did not deter the US and Soviet Union from stockpiling their nuclear arsenals to full capacity. We discuss the presidency of Ronald Reagan and why Americans were so oblivious about the events that unfolded in 1983. Did the events of 1983 contribute to the end of the Cold? Find us on twitter at @WilliamHPalk or C_duPlessis.
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In this episode we discuss the Anglo-Zulu War with battlefield expert, Richard Wyllie. We look at how British imperialism, and specifically the idea of confederation, contributed to the outbreak of the war. Why were the British so interested in South Africa? We discuss the Battle of Isandlwana and Rorke's Drift in more detail. Why was Isandlwana called the "Day of the Dead Moon"? Did you know that 11 VCs were awarded to British soldiers following the Battle of Rorke's Drift? We end by considering how the AZW might have affected the history of South Africa. Find us on twitter @WilliamHPalk or @C_duPlessis.
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In this last episode of Season 1, we discuss Black Consciousness with historian, Dr Ian Macqueen. It is easy to reduce Black Consciousness to just a moment in South African history, but in reality it provided black people with the ideological tools to overcome fear. We start by looking at the radicalization of Afrikaner and African nationalism following World War II, and how this ultimately set the stage for confrontation. What were some of the key moments in the fight against apartheid in the 1950's? What is the importance of the formation of the Pan Africanist Congress (PAC) in the development of Black Consciousness (BC) ideology? One cannot deny the contribution of Black Theology in the rise of BC. We discuss the role of Steve Biko in the Black Consciousness Movement (BCM). Why is he considered the father of BC? What about the other prominent figures like Mamphela Ramphele and Barney Pityana? We look at the roots of BC in the South African Students Organisation (SASO). Why did SASO split from NUSAS? Why did SASO originate in Durban? We look at the way in which Black Consciousness changed the thinking of black and oppressed people; how it became a way to reclaim a sense of self-esteem and humanity. The BCM also provided for a cultural reawakening. Do you know the Soweto Poets? We've also asked Dr Macqueen to explain the link between BC and the Soweto Uprising of 1976. How did Abram Tiro and the SASO 9 trial contribute to events that transpired in Soweto? We conclude by taking a look at the legacy of BC. Did this ideology end with the death of Steve Biko? Is there any relation between BC and Black Lives Matter? Black Consciousness should not be reduced to a moment in history, but provides an important starting point for necessary conversations around race relations in South Africa. Dr Macqueen is a lecturer at the University of Pretoria and his book, Black Consciousness and Progressive Movements Under Apartheid, goes into more detail on the topic. Reach out to us on twitter @WilliamHPalk or @C_duPlessis.
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In this episode we take a general look at setting assessments for the history classroom. Janine Broughton is an experienced history teacher who has traveled around South Africa training teachers on assessment and moderation. Lock-down has forced Janine to take on a new role - she now designs history assessments for a living. We take a look at the differences in assessments between state and private schools. We consider how history assessment has changed over the years. What is the role of the history teacher in 21st century? Janine's advice on assessment is to start with the end product in mind which is the Grade 12 final paper. We look specifically at IEB exams. Should history teachers pay attention to teaching values and morals? History should also be fun, especially in the junior grades because one can learn skills through play. But what are the skills that we should be teaching in the history class? Janine has compiled a list of six skills categories including source analysis, summarizing, group work and project work, debate and discussion, essay writing, and oral presentation. How does a history teacher determine the level or standard of assessment? We discuss Bloom's taxonomy, but also get into practical considerations like total marks and duration of papers, etc. If you would like Janine's help with setting or moderating your history assessments, please contact her at janinebroughton1@gmail.com or on (+27) 0834973792. Alternatively, find us on twitter @WilliamHPalk or @C_duPlessis.
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In this episode we discuss how the discovery of diamonds changed the economic and political landscape of Southern Africa. We look at the development of the town of Kimberley. Who was Cecil John Rhodes and how did his company, De Beers Consolidated Mines, change the organisation of labour on the diamond fields? We look at the compound system and how the racial division of the industrial labour force came about. We consider how British imperialism and, more specifically, Britain's drive for confederation actually increased levels of conflict and division in Southern Africa. We look at the example of war between the Transvaal Boers and the Pedi people under the leadership of Sekhukhune. This is the first episode in a series that aims to provide a broad overview of South African history from 1870 to 1910. We've drawn on the work of the historian Robert Ross for this episode.
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In this podcast we discuss Black Power and the Black Panther Party with historian, Dr Ashley Farmer. Dr Farmer is the author of the fantastic book "Remaking Black Power: How Black Women Transformed an Era". What are the central principles of Black Power? Did Black Power start with Stokely Carmichael in 1966? We see that Black Power has a long history, going back to Marcus Garvey and Robert F Williams. Who were the Deacons for Defense? Black Power coalesced into a movement in the 1960's and 1970's. The term itself can actually be traced back to author Richard Wright. Dr Farmer shows how Black Power was more of an ideology, but that this way of thinking found expression in the Black Power Movement. Why is the Civil Rights Movement associated with non-violence, but Black Power with the use of force? How did this false dichotomy come about? Why do people still think Rosa Parks was either tired or old when she refused to give up her bus seat to a white man? The Civil Rights Movement and Black Power were more like streams that weaved into each other. It wasn't necessarily two separate movements. Dr Farmer refers to these efforts for the liberation of African Americans as the Black Freedom Movement. But it is a fact that strategies and approaches differed depending on what black people's lives looked like. Why is Malcolm X considered the patron saint of Black Power? Why are women "left out" of the conventional Black Power narrative? Dr Farmer shows how the Moynihan Report of 1965 contributed to the silencing of women's voices. Who were some of important women in the Black Power movement? Ella Baker is quoted as saying "strong people don't need strong leaders". To do Black Women's history is to do grassroots history. Find out why this is the case. What is the origin story of the Black Panthers? Where did the ideas and icons for the Black Panthers come from? We learn that there was way more to the Black Panthers than the much publicized "police the police". We also talk about the roles of Angela Davis and Kathleen Cleaver. We conclude by discussing the link between Black Power and Black Lives Matter. This was truly a very insightful discussion about a topic that definitely needs re-investigation. Find Dr Ashley Farmer on twitter @drashleyfarmer. Please give us some feedback @WilliamHPalk or @C_duPlessis.
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In this episode we continue our discussion of World War II by looking at the Battle of Britain. One would think that all that needs to be said about this battle has been said, but that's definitely not the case. We look at the situation in Europe right before the Battle of Britain and how, with the fall of France, Britain "stood alone". What was Operation Sea Lion and Operation Eagle? We look at the stand-off between the German Luftwaffe and the British RAF. Who had the better planes? We see how the Germans faced some real operational challenges with their planned invasion of Britain and how this operation was eventually abandoned. There were a number of factors that counted in favour of the British, e.g. radar and the Ultra project. The British also managed to ramp up production while the Germans lagged behind. We end off by looking at the effects of the London Blitz. We've drawn on the work Robert Cowley, Marvin Perry, Thomas Childers (@TheGreatCourses), James Holland and Phillips O'brien. Follow the debate on twitter @PhillipsPOBrien and @James1940. Find us on twitter as well @WilliamHPalk and @C_duPlessis.
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We have storyteller and filmmaker Steven Prowse on the podcast. He shares his very interesting views on history (e.g. it's not about names and dates but rather the how and why), and explains how he came across the story of the Night Witches. It is the story about Russian pilots flying wooden canvas spy planes (with no radar, no guns, no parachutes, no lights, and even no brakes) during World War II. They flew at night, dropped bombs and came back. They were the most successful regiment in the war. But that's not the great story! The great story is that all these pilots were women. This is truly one of those hidden histories that needs more promotion. Steven is actually an accountant (CFO) by day, but he has written a screenplay for a movie about the Night Witches. His screenplay has already won 33 competitions! Why were they called the Night Witches? Listen to the episode to find out. Visit the website www.thenightwitchesmovie.com to find more resources on these remarkable Soviet women.
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In this episode I'm joined by Marj Brown. Marj is the president of the South African Society for History Teaching (SASHT). We talk about her journey into history teaching; how resisting apartheid made her realize how necessary and powerful education is in fighting racism. We weigh in on the death of George Floyd and why anger and resentment even reached South African classrooms. What is the role of the history teacher when it comes to teaching controversial topics like racism? We discuss some of the challenges history teachers face today. Did you know that there is a shortage of history teachers in South Africa (especially when one considers that the government wants to make history a compulsory subject in the senior grades)? Marj tells us more about the SASHT conference and SASHT's plans to make more resources available to history teachers. Marj has agreed to a monthly podcast episode to keep history teachers up to date with the latest developments in the field. You can email Marj Brown at MABrown@roedeanschool.co.za or follow her on twitter at @BrownMarj. Let us know what you think on twitter @WilliamHPalk or @C_duPlessis.
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In this episode, Michael and I discuss historical knowledge skills. Michael is the creator of the historyskills.com website which contains excellent lessons for the history classroom. History knowledge skills include chronology, change and continuity, causes and consequences, significance, and motives and historical empathy. It's vital for history students to understand these very important knowledge skills, which are often central to assessments. Be sure to listen to the other two episodes on source criticism and research as well. Follow History Skills on twitter @HistorySkills. You are welcome to send suggestions and questions to @WilliamHPalk or @C_duPlessis.
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In this #Short, Prashanthi Pillay defines the concept "empire".
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In this episode, we discuss certain interesting features of some of the empires that originated around the Mediterranean Sea. What exactly is an empire? We look at the first (and fierce) empire of Assyria. We look at what Herodotus wrote about the pyramids of ancient Egypt, and how the process of mummification was carried out. We consider the negative portrayal of the Persians by their enemies, the Greeks. Who were the famous Persian kings, and how did they rule the Persian Empire? What did democracy look like in ancient Athens? We discuss the Battle of Marathon and the death of Phidippides. How did the Romans differ from the Greeks? Julius Caesar was one of the Roman generals who vied for power. Why was he stabbed to death? Did the Romans keep slaves? The Roman Empire had a huge impact on Christianity, but what was the influence of Christianity on the Roman Empire? These are some of the questions we look at in this brief overview of the Assyrian, Egyptian, Persian, Greek and Roman Empires. We've drawn on the excellent articles written by Cynthia Stokes Brown, Bennett Sherry, and Mike Burns for the Big History and World History Projects. Make sure to visit oerproject.com! We've also studied the works of professors Bob Brier and Glen S Holland who teach great courses on @TheGreatCourses.
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We celebrate our 40th episode with a very esteemed guest, Dr Peniel E Joseph, and we have a very relevant and very necessary conversation around white supremacy and anti-racism. Dr Joseph is an American historian at the University of Texas in Austin and is considered a leading public voice on race issues. He has written numerous books, and his latest book "The Sword and the Shield" was released in March 2020. It is the dual biography of Malcolm X and Martin Luther King, and it sets the historical record straight on a couple of important points related to these two prominent leaders, but also the Civil Rights Movement as a whole. We look at the problems created by the conventional narrative of the Civil Rights Movement. How should we teach the Civil Rights Movement? Why did Dr King feel contempt for white liberals? How successful was the Civil Rights Movement in bringing about racial equality in the US? What is at the heart of #BlackLivesMatter? Why are statues coming down in the US, and why are there calls to "defund" the police? "This is a time of bearing moral witness, and having the courage to speak out against social injustices." You can reach Dr Joseph on the twitter handle @PenielJoseph. The two books he mentioned are Robin DiAngelo's "White Fragility" and Ibram X Kendi's "How to Be an Antiracist."
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History Skills creator, Michael Cocks, joins me again - this time to discuss researching skills. He talks us through the process of doing research in the history class. His easy-to-follow process includes nine steps, from formulating a very specific key question, doing some background reading, constructing sub-questions, selecting appropriate sources, organizing quotes into topic sentences, to writing and proofreading the final draft. These research skills will definitely prove valuable; not only in the history class, but in other spheres of life as well. Please visit the History Skills website for more excellent lessons and content for the history classroom.
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This is the last part in our series on the Holocaust in cooperation with the Johannesburg Holocaust and Genocide Centre. In this episode, we look at some primary sources on the Holocaust. We reflect on people's moral choices (and dilemmas), and the roles of perpetrators, bystanders, victims, resisters, and upstanders. Mdu explains why we should consider the choices people had at the time, and shows how we have similar choices today. Tali focuses on testimonies as a source on the Holocaust, and shares her own family's moving story with us. Catherine provides more information on propaganda films made at the time, but also how art and artifacts told a different story. We find out about Cecilia's violin and Roman Frister's cap. Did you know that Anne Frank's diary had a huge impact on anti-apartheid activists like Ahmed Kathrada? We also discuss documents created at the time, such as the Wannsee Conference protocol, and the letter from Mrs Gusenbauer. Have you ever heard of the Oyneg Shabes Archive? Probably the most moving account, is the diary of Zalmen Gradowski. He hid his diary underneath crematorium 2. "Zalmen Gradowski existed!" Make sure to visit the Johannesburg Holocaust and Genocide for guidance on the topic and links to resources to use in the classroom. They are also on twitter @JHGCentre. "We tell you this story; not to weaken you, but to strengthen you." This was a truly insightful series!
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In this episode, we discuss the Russian Revolutions of February and October 1917. Why did they occur in Russia? What is the link between Communism and industrialisation? We look at the impact of World War I on socialist movements in Europe. What can be considered the greater force: nationalism or socialism? We provide a definition for Communism. What were the events leading up to the abdication of tsar Nicholas II? We describe how the Germans facilitated Lenin's return to Russia in April 1917. Why was Lenin's slogan of "Peace, Land and Bread" such a drawing card in Russia at the time? We investigate how the Bolsheviks managed to seize power in Russia in October 1917 (an event known as Red October). What exactly is Leninism and what type of government did Lenin set up in Russia following the revolution? Finally, we briefly touch on the Russian Civil War and try to uncover some of the contradictions pertaining to Communism. For this episode we've drawn on the work of historians Mark Steinberg and Vejas Gabriel Liulevicius @TheGreatCourses.
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What is your wish for our children and our country on this Youth Day? We've asked some students and teachers for their opinions. Let's take hands and guard against stereotypical thinking, let's call out racism and discrimination, let's have constructive conversations around sensitive topics, and let's foster mutual understanding. Thank you for these contributions, and a big shout out to Lorinda Potgieter for singing our anthem so beautifully.
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In this episode, we discuss Charles van Onselen's book "The Night Trains." It is the story of a "forgotten" railway line, the Easten Main Line, that transported the majority of South Africa's black mine workers to the Johannesburg goldfields. These mine workers came from the Sul do Save in southern Mozambique where a forced labour system called "shibalo" was in place. They were recruited by the Witwatersrand Native Labour Association (the WNLA, also called "Mzilikazi") to go and work in the mines for very meagre wages. It's the story of migrant labourers who were considered nothing more than train freight, and who were scammed out of the little money they've earned. This is a discussion that makes reference to historical bias, and emphasizes the necessity to allow South African historians a voice in our history classrooms. What are the hidden stories behind South Africa's mineral revolution and industrialisation? We've drawn on reviews written by Richard Poplak, Dennis Webster, and Ferial Haffajee.
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In Part 2 of our Holocaust Series we investigate how life changed for the Jews in Germany after the pogroms in November 1938 (also known as Kristallnacht). We look at policy changes in Germany regarding the Jewish people: from immigration to expulsion. How did the situation worsen when the Second World War broke out in September 1939. We talk about the different types of concentration camps and what conditions were like in the ghettos. The Jewish people reacted (and resisted) in many different ways, and showed tremendous resilience. What "solutions" did the Nazis consider for the "Jewish Question"? We discuss the Einsatzgruppen (or mobile killing units), and the killing centres set up in Poland. Why is Auschwitz so infamous? How were the camps liberated? Why did the Nazis take Jewish survivors on a "death march"? We ask what type of justice was implemented against the Nazi perpetrators. We end our discussion by looking at the lessons we can learn from this tragic chapter in human history.
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In this episode Robyn Mowatt, assessment specialist at the Independent Examinations Board (ieb), gives us an overview of the most important aspects of the source-based essay. We discuss the importance of sources in history and some of the challenges we face when working with sources. We look at the differences between the discursive and the source-based essay. Robyn explains how the source-based essay should be structured and how it is assessed. How should sources be referenced in the essay? How important is the counterargument? Writing a good source-based essay is an important history skill and one with value far beyond the history classroom. You can email Robyn at MowattR@ieb.co.za or find her on twitter @robynmowatt.
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This is the first episode in a series on the Holocaust. We have invited the experts at the Johannesburg Holocaust and Genocide Centre to come and speak with us on how a culture of hatred is created in society, and how this applies to Nazi Germany. Tali Nates introduces us to the Centre and provides us with some history of the Centre as well. Mduduzi Ntuli shows how identity formation gives rise to the concept of "othering," and how stereotypes and prejudices lay the foundation for hatred to develop. Tali shares stories about the Jews before World War II, and provides some insight into the Jewish population of South Africa. Catherine Boyd explains how hatred became "normalized" in Nazi society. We hope that history teachers and students will find this series meaningful because it is a sensitive part of the history curriculum. Please visit the Holocaust and Genocide Centre on twitter @JHGCentre or website https://jhbholocaust.co.za/.
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In this episode we discuss the causes and effects of the Russian Revolution of 1905. We look at the situation in Russia at the start of the 20th century, and how the rule of the last Romanov tsar, Nicholas II, contributed to the volatile situation in 1905. We talk about Father Gapon's march on the Winter Palace and the events that became known as Bloody Sunday. Was the 1905 Revolution a "dress rehearsal" for October 1917? Lenin thought so. We investigate if this is a true assertion. The 1905 Revolution surely laid the foundation for events to follow in February and October 1917. We've made use of the research of the historians Mark Steinberg and Vejas Gabriel Liulevicius @TheGreatCourses.
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In this episode, we discuss the Anti-war Movement and civil society protest in the US with Dr Christine Kelly. Christine lectures at Fordham University. She is a passionate historian who clearly articulates the complexities of civil society protest in 1950's and 1960's. She did her PhD dissertation on folk music and how it relates to second wave feminism. We investigate the impact of the Anti-war Movement on the Vietnam War. We learn that the Anti-war Movement were, in a sense, born out of other movements such as the Civil Rights Movement, the Women's Liberation Movement, and the Student Movement. In fact, the Anti-war Movement can be seen as a culmination of a number of movements. We also look at some of the important personalities and events associated with the Anti-war Movement. You can contact Christine at ckelly62@fordham.edu.
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In this #Short, Ross Nelson tells us more about guerrilla warfare in the Vietnam War.
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In this episode, we look at the embodiment of industrialization: the steam train. We recap some of the main features of the Industrial Revolution, and then turn our attention to how railways changed time, space and behaviour. We also investigate the significance of trains in South African history. To understand the symbolism of railways, one needs some background information on the mineral revolution in South Africa, as well as the associated migrant labour system that developed. We talk about the musical heritage around trains, e.g. Shosholoza and Hugh Masekela's Stimela. Sources used for this episode include: Wolfgang Schivelbush's Railway Journey, Crash Course Railroads, Percy Mabandu's article in New Frame, as well as that of Charles Leonard.
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In this episode, Michael Cocks of History Skills joins us again to discuss source criticism. He shares a very valuable tool with us to help do source analysis: IOP CAM. First you consider the information in the source, then the origin, then the perspective, then the context, then the audience and lastly motive. Michael applies these skills to the stele (stone monument) of Egyptian pharaoh, Senusret III. We also look at source evaluation, i.e. to determine the usefulness and reliability of historical sources. We end of with another example: this time a photograph taken in no man's land at Gallipoli. Visit Michael's website History Skills for some excellent tailor-made history lessons.
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In this #Short, Ketsile Dikobe defines the concept "Communism."
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In this #Short, Justine Naude defines the historical concept of "serfdom."
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In this #Short, Lesedi Phosa defines the historical concept "monarchy" for us.
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In this #StudentSpecial, Babalo Ngoma shares her research on Lev (Leo) Tolstoy. This famous Russian writer wrote books such as "War and Peace" and "Anna Karenina." We learn more about these works, but also look at the light his writing sheds on 19th century Russia. He once remarked that we are all born innocent, but that institutions corrupt us. He was quite critical of the institutions of serfdom and the Russian Orthodox Church. Babalo made use of several sources, but one we want to point out is Mark Steinberg @TheGreatCourses.
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In this episode we conclude our series on Vietnam. We consider Richard Nixon's policy of Vietnamization (or "De-Americanization") and the events leading up to Nixon announcing the end of American involvement in Vietnam on 23 January 1973. Nixon was very focused on US foreign policy and we see him visit the Soviet Union and China. Did these visits help bring the war to an end? What about the years following the withdrawal of the United States? Nixon is replaced by Gerald Ford after the Watergate Scandal and we see North Vietnam conquering the South: effectively a victory for the Communist North. How did the South (and the US) lose the Vietnam War? We've drawn extensively on the work of Geoffrey C War and Ken Burns ("The Vietnam War"), as well as Jeremy Isaacs and Taylor Downing ("The Cold War"). We've also consulted Odd Arne Westad's book "The Cold War: A World History."
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In this episode we talk with Raoul Meyer about how we learn history. Raoul is a history teacher with 25 years experience and he has written many of the scripts of John Greene's Crash Course History series. I'm sure many history teachers are familiar with the Crash Course series (@TheCrashCourse)? Raoul has been thinking a lot about the best way to teach history. And this is important, because to teach history in the best way we need to understand how we learn history! We really cover a number of topics and do quite a bit of name dropping, e.g. Daniel Khaneman, David Christian, Hallie Rubenhold, Jill Lepore, Jonathan Haidt, Charles van Onselen, etc. This is really an exploration of the challenges history teachers face in the class. If History is a narrative, how do we negotiate the narratives that already exist in the minds of our learners. We also consider the contribution of history, historians and history teachers to society in a wider sense. Thanks @raoulmeyer!
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In this episode (the first of our #Q&A's), Colin poses some of our students' questions about the Vietnam War to Captain Nick Boire, who is an active member of the USMC (United States Marine Corps). We find out more about American perceptions of the war and the effect it had on the American society. Did the Vietnam War have an effect on later US military and diplomatic actions?
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In this episode we investigate why the very first farming civilizations did not appear in Africa which is considered to be the cradle of humankind. We then turn our attention to Mesopotamia and discuss how farming villages started there between the Tigris and Euphrates rivers. We look at the first big city of Uruk and then consider some of the reasons for the rise of states. What are states and how do they form? How does an empire differ from a state? We then briefly explore the very first empires: the Akkadian and Assyrian Empires. What were some of the reasons for the rise of these empires, but also what contributed to their collapse. We've drawn quite extensively on the excellent work of the World History Project at the website oerproject.com.
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In these #Shorts we get our students to define important concepts from history. In this first #Short, Matthew Andrews explains the Domino Theory.
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This is our first #StudentSpecial. In these episodes we'll discuss some special interest topics with some of our students. In this one, Mel van Deventer and Natasha Peters join me to talk about the world's oldest written story. It was found on clay tablets in ancient Mesopotamia and tells the story of a famous king of Uruk. We lay out the different parts of the story and discuss some of the themes. We meet characters like Enkidu and Utnapishtim and consider the interesting twists in the story. We've drawn on the work of Professor Glenn S Holland @TheGreatCourses and Cynthia Stokes Brown at Oer Project.
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In this episode we have a discussion with a high school history teacher from Australia. Michael Cocks is the creator of the very helpful History Skills website. We find out what inspired him to become a history teacher. He gives us some background on how history as a subject is structured in his country. Michael introduces us to his history skills categories of historical knowledge, researching, source criticism and essay writing. The idea is to explore these categories in more depth in later podcasts. We also look at what makes history a valuable subject to learn. This is really the point of our podcast. To reach out to other history teachers to really create the best learning opportunities for our students. Also check out Michael's YouTube channel. Please chat to us @WilliamHPalk, @C_duPlessis and @HistorySkills.
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In this episode we continue the story of World War II. We briefly look at the Phony War and then continue with Germany's attack on Denmark and Norway. We then consider Germany's plan for the rest of Europe, specifically looking at the Maginot Line and Von Manstein's plan to invade France through the Ardennes. We look at the attacks on the Netherlands and Belgium and how the Germans managed to pin the Allied forces to the coast. We also discuss what happened at Dunkirk and how the Germans then set course for Paris. We end the discussion with the creation of the Vichy government. We've drawn on the work of historians Marvin Perry and Sir Basil Liddell Hart. as well as the excellent courses @TheGreatCourses.
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In this episode we investigate the working conditions in British textile factories during the Industrial Revolution. We base our investigation on four primary sources as a way to introduce our listeners to important history skills. We've based this discussion on Stanford History Education Group's historical thinking chart. We introduce the skills of sourcing, contextualization, corroboration and close reading. We've also provided some background knowledge on the start of cotton factories in Britain. Here we've drawn on the work of the historian Patrick Allitt. He teachers a very informative course on @TheGreatCourses.
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In this episode we discuss how to write a good discursive history essay according to IEB assessment criteria. Robyn is an assessment specialist with the IEB (Independent Examinations Board) in South Africa. We find out why we write essays in history. We discuss the types of essays written in the IEB. We look at all the important features of a good discursive essay. We try to establish how the discursive essay links to historical inquiry in general. We analyze the whole process of essay writing from selecting the right question, unpacking the question, doing your planning, writing a good introduction, the importance of proper paragraphs, and rounding it off with a suitable conclusion. How long should my essay be? What words are important when writing this type of essay? Finally, we scrutinize the rubric for the discursive essay. Please send us your questions and suggestions to the twitter handle @WilliamHPalk.
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In this episode we pick up the story of Russia with the reign of the "Great Reformer" Alexander II and the development of the Nihilist and Populist movements. We show how discontent for serfdom and the monarchy grew and how different groups took up the struggle for a more equal society until it found a voice (and strategy) in the ideas of Karl Marx. We discuss the pathways that ultimately led to the formation of Vladimir Lenin's vanguard, the Bolsheviks. We've drawn extensively on the work of the historian Mark Steinberg @TheGreatCourses. PS: Alexander II died in 1881.
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In this episode we continue our discussion of the Vietnam War. We cover the period from the Geneva Conference in 1954 to the end of Lyndon Johnson's presidency in 1968. We look at the creation of North and South Vietnam under the leadership of Ho Chi Minh and Ngo Dinh Diem respectively. We look at the assistance the Soviets and the Chinese gave to Hanoi and the establishment of the Ho Chi Minh Trail. We distinguish between the ARVN, the NVA and the Viet Cong. What was JFK's policy in Vietnam? How did Lyndon Johnson escalate America's involvement in Vietnam? We look at the Gulf of Tonkin Resolution and the campaign of Rolling Thunder that followed. What was General Westmoreland's priorities in Vietnam? We look at how the Tet Offensive changed Americans' views of the war in Vietnam and why Johnson decided not to run for reelection in 1968.
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In this episode we look at early Russian history, from the founding of the Viking state Kievan Rus to the rule of Nicholas I in the 1800's. We specifically discuss the foundation of Russian state ideology in the 1830's and 1840's. We look at influences like Westernization, but also at the cemented institutions of orthodoxy, autocracy and serfdom. The Pugachev and Decembrist Rebellions are put into context. We also consider the contribution of the intelligentsia at positioning Russian identity. A source we can recommend is @The Great Courses, specifically the series by Mark Steinberg. Please post comments or questions on twitter @WilliamHPalk.
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In this episode we turn to Big History, and explore humanity's transition from a nomadic foraging (i.e. hunter-gatherer) way of life to the more settled existence of farming. Historians call this transition the agricultural revolution. It is a pity that certain school curricula don't include a broader view of our past. There are brilliant Big History and World History websites one can access (e.g. www.oerproject.com) that really takes you on an epic journey through time and space. We look at some of the features of forager societies, and consider the advantages and disadvantages of farming.
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In this episode we discuss the history of Vietnam from the early 1800's up to the Geneva Conference of 1954. We look at the Vietnamese's everlasting struggle for independence; especially from the early days of French colonial rule until the end of the French and Indochina War. We consider the motivations of the leader Ho Chi Minh and his Viet Minh movement. We try and place the Vietnam war in the context of the Cold War.
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In this bonus episode, we talk to Paul Ludi who did his master's thesis on Jan Smuts. Smuts can be considered one of the main founders of the country of South Africa; yet he rarely gets any significant attention in contemporary high school history books. Here we consider his real legacy: his academic brilliance and statesmanship, but also his segregationist attitude. What were his views on race, and in which way was he merely a product of his generation. To comment, please visit us on twitter @WilliamHPalk.
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In this episode we look at the events leading up to Germany's invasion of Poland on 1 Sep 1939. The invasion of Poland is seen as the start of World War II. We also discuss how the Germans revolutionized warfare at this juncture. We consider the different components of Blitzkrieg or lightning warfare.
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This is our first remotely recorded episode during lock-down in South Africa (hence the difference in audio). In this episode, Colin and I explore the changes in farming that laid the foundation for the start of the Industrial Revolution in England. We discuss the enclosure movement, changes in farming techniques and technology, and the sharing of farming information. For this episode we draw on the work of Patrick Allitt who teaches a course on the Industrial Revolution on @TheGreatCourses. Please share your comments with us @WilliamHPalk or email us at williamhpalk78@gmail.com.
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In this episode we discuss some of history's deadliest pandemics and the impact some of them had on society. We also look at the origins of COVID-19. We draw on information from @FlintDibble, @VisualCap, @TheGreatCourses, @lfspinney, @harari_yuval and @NAChristakis. We also share some tips to remain safe in this time, and ponder on how governments should best deal with this pandemic. We hope you enjoy it! Please follow us on twitter @WilliamHPalk. Stay safe guys!
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In this episode we discuss Hitler's foreign policy - from retaking the Rhineland to the invasion of Poland. We recap his rise to power in the face of a global economic crisis and comment on his ambition. We consider whether his quest for lebensraum was the main impetus of his foreign policy. We mention Chamberlain's policy of appeasement and look at the controversial Non-Aggression Pact Hitler signed with Stalin. Please contact us at williamhpalk78@gmail.com or at the twitter handle @WilliamHPalk.
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In this episode we explore all the factors that contributed to the start of the Industrial Revolution in Great Britain from around the 1700's. We go beyond the notion that industrialization started in Britain because they had the natural resources of coal, iron and water. We draw on the work of the historian Patrick Allitt. Please contact us at williamhpalk78@gmail.com or at the twitter handle @WilliamHPalk.
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In this episode we try to define the study of history and discuss the approach we follow in our teaching, i.e. not just learning history but doing it. We also consider what makes for a good historical argument. Here we draw on the work of Sam Wineburg.
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