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The American People, Vol. 2, Chapters 16-31: Creating a Nation and a Society, Sixth Edition 6th Edition

3.4 out of 5 stars 25 customer reviews
ISBN-13: 978-0321125262
ISBN-10: 0321125266
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Editorial Reviews

From the Back Cover

Emphasizing social history, especially as it applies to discussions of race, class, and gender, The American People, 5/e presents the lives and experiences of all Americans--all national origins and cultural backgrounds, at all levels of society, and in all regions of the country. The narrative integrates discussion of public events such as presidential elections, wars, and reform movements with the private stories of ordinary Americans who participated in and responded to these events. As it unfolds the drama of American history, The American People highlights the political, social, economic, technological, religious, cultural, and intellectual events that have shaped American society. Appropriate for anyone with an interest in American history and the Social history of the United States. Previous ISBNs: Single Volume Edition: 0-673-98575-X --This text refers to an out of print or unavailable edition of this title.

About the Author

Gary B. Nash is Professor of History Emeritus, University of California, Los Angeles, and Professor and Director, National Center for History in the Schools.

Julie Roy Jeffrey is professor of history at Goucher College in Baltimore, Maryland.

Gary B. Nash received his Ph.D. from Princeton University. He is currently Director of the National Center for History in the Schools at the University of California, Los Angeles, where he teaches colonial and revolutionary American History. Among the books Nash has authored are "Quakers and Politics: Pennsylvania, 1681-1726" (1968); "Red, White, and Black: The Peoples of Early America" (1974, 1982, 1992, 2000); "The Urban Crucible: Social Change, Political Consciousness, and the Origins of the American Revolution" (1979); "Forging Freedom: The Formation of Philadelphia's Black Community, 1720-1840 "(1988); "First City: Philadelphia and the Forging of Historical Memory" (2002); and "The Unknown American Revolution: The Unruly Birth of Democracy and the Struggle to Create America" (2005). A former president of the Organization of American Historians, his scholarship is especially concerned with the role of common people in the making of history. He wrote Part One and served as general editor of this book. Julie Roy Jeffrey earned her Ph.D. in history from Rice University. Since then she has tought at Goucher College. Honored as an outstanding teacher, Jeffrey has been involved in faculty development activities and curriculum evaluation. She was Fulbright Chair in American Studies at the university of Southern Denmark, 1999-2000 and John Adams Chair of American History at the University of Utrecht, The Netherlands, 2006. Jeffrey's major publications include "Education for Children of the Poor" (1978); "Frontier Women: The Trans-Mississippi West, 1840-1880" (1979-1997); "Converting the West: A Biography of Narcissa Whitman" (1991); "The Great Silent Army of Abolitionism: Ordinary Women inthe Antislavery Movement" (1998) and "Abolitionists Remember "(forthcoming 2008). She collaborated with Peter Frederick on "American History Firsthand," two volumes (2002, 2007). She is the author of many articles on the lives and perceptions of nineteenth-century women. Her research continues to focus on abolitionism as well as on history and film. She wrote Parts Three and Four in collaboration with Peter Frederick and acted as a general editor of this book. John R. Howe received his Ph.D. from Yale University. At the University of Minnesota, he has taught the U.S. history survey and courses on the American revolutionary era and the early republic. His major publications include "The Changing Political Thought of John Adams" (1966)," From the Revolution Through the Age of Jackson" (1973)," The Role of Ideology in the American Revolution" (1977), and "Language and Political Meaning in Revolutionary America" (2003). His present research deals with the social politics of verbal discourse in late eighteenth- and early nineteenth-century Boston. He has received a Woodrow Wilson Graduate Fellowship, and John Simon Guggenheim Fellowship, and a Research Fellowship from the Charles Warren Center for Studies in American History. Howe wrote Part Two of this book. Peter J. Frederick received his Ph.D. in history from the University of California, Berkeley. His career of innovative teaching began at California State University, Hayward, in the 1960s and continued at Wabash College (1970-2004) and Carleton College (1992-1994). He also served as distinguished Professor of American History and Culture at Heritage University on the Yakama Nation reservation in Washington between 2004 and 2006.Recognized nationally as a distinguished teacher and for his many articles and workshops on teaching and learning, Frederick was awarded the Eugene Asher Award for Excellence in Teaching by the AHA in 2000. He has also written several articles on life-writing and a book, "Knights of the Golden Rule: The Intellectual as Christian Social Reformer in the 1890s," Wish Julie Jeffrey, he recently published "American History Firsthand," He coordinated and edited all the "Recovering the Past" sections and coauthored Parts Three and Four. Allen F. Davis earned his Ph.D. from the University of Wisconsin. A former president of the American Studies Association, he is a professor emeritus at Temple University and editor of "Conflict and Consensus in American History" (9th ed., 1997). He is the author of "Spearheads for Reform: The Social Settlements and the Progressive Movement" (1973); and "Postcards from Vermont: A Social History" (2002). He is coauthor of "Still Philadelphia "(1983); "Philadelphia Stories" (1987); and "One Hundred Years at Hull-House" (1990). Davis wrote Part Five of this book. Allan M. Winkler received his Ph.D. from Yale University. He has taught at Yale and the University of Oregon, and he is now Distinguished Professor of History at Miami University of Ohio. An award-winning teacher, he has also published extensively about the recent past. His books include "The Politics of Propaganda: The Office of War Information, 1942-1945" (1978); "Home Front U.S.A.: America During World War II" (1986, 2000); "Life Under a Cloud: American Anxiety About the Atom" (1993, 1999); "The Cold War: A History in Documents" (2000); and "Franklin D. Roosevelt and the Making of Modern America"(2006). His research centers on the connections between public policy and popular mood in modern American history. Winkler wrote Part Six of this book. Charlene Mires earned her Ph.D. in history at Temple University. At Villanova University, she teaches courses in nineteenth- and twentieth-century U.S. history, public history, and material culture. She is the author of "Independence Hall" "in American Memory" (2002) and serves as editor of the Pennsylvania History Studies Series for the Pennsylvania Historical Association. A former journalist, she was a co-recipient of the Pulitzer Prize for general local news reporting with other staff members of the Fort Wyne (Indiana) "News-Sentinel," She has contributed to Part Five of "The American People," Carla Gardina Pestana received her Ph.D. from the University of California Los Angeles. She taught at Ohio State University, where she served as a Lilly Teaching Fellow and launched an innovative on-demand publishing project. Currently she holds the W. E. Smith Professorship in History at Miami University. Her publications include "Liberty"" of Conscience and the Growth of Religions Diversity in Early America" (1986), "Quakers and Baptists in Colonial Massachusetts" (1991); and "The English Stlantic in an Age of Revolution, 1640-1661 "(2004). She is also the co-editor, with Sharon V. Salinger, of "Inequality in Early America" (1999). At present, she is completing a book on religion in the British Atlantic world to 1930 for classroom use. She has contributed to Part One of "The American People,"

Allan M. Winkler is Professor of History and former Chair of the History Department at Miami University, Oxford, OH. His recent books include America: Pathways to the Present and Life under a Cloud: American Anxiety about the Atom (OUP, 1993).


Charlene Mires is Professor of History at Rutgers University-Camden. She is the author ofIndependence Hall in American Memory and a co-recipient of a Pulitzer Prize in journalism. --This text refers to an out of print or unavailable edition of this title.
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Product Details

  • Paperback: 700 pages
  • Publisher: Longman; 6 edition (March 17, 2003)
  • Language: English
  • ISBN-10: 0321125266
  • ISBN-13: 978-0321125262
  • Product Dimensions: 8.5 x 0.9 x 10.9 inches
  • Shipping Weight: 3 pounds
  • Average Customer Review: 3.4 out of 5 stars  See all reviews (25 customer reviews)
  • Amazon Best Sellers Rank: #2,856,426 in Books (See Top 100 in Books)

Customer Reviews

Top Customer Reviews

By A Customer on January 8, 2004
Format: Hardcover
It's amazing to me to read reviews of people who tout this book as "liberal propaganda" when it merely tells the truth about history. If you wanted the whitewashed version of history we were taught in high school, where Christopher Columbus had pure motives in the new world and didn't rape or enslave the native population, where the Native Americans were savages who were domesticated by the pilgrims who so graciously shared a Thanksgiving feast with them, where Woodrow Wilson's racism and hatred of women isn't mentioned...why did you bother taking a college history course, or bother going to college for that matter, at all? Pull your heads out of the sand! If you truly believe this book is socialist propaganda, I recommend you start doing your own research of America's past without using any high school or college textbook as a source of information - you'll find that this particular textbook has one of the truest pictures of American history available.
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Format: Paperback
Let me start off by saying that I am liberal. But I have absolutely no patience for intellectual dishonesty, especially not from those teaching history to others. They have a duty to give a fair account of history, as what they teach becomes truth in the minds of those taught history. The perspective of the authors is anything but fair. The authors of this book should be ashamed. Before reading this book for a history course, I read the reviews here. I was hoping that the reviewers claiming this to be liberal propaganda were simply misguided conservatives who take offense at anything conflicting with their world view. Turns out they were right. I realize that many wrongs have been committed by the white majority of society in American history, but this is not all of what history is about.

The authors of this book are staunch supporters of conflict theory. They spend an unfairly large portion of each chapter on the plight of the underprivileged, and especially on minorities and women. The authors seem to view all of society's problems as the fault of the social/governmental/economic system. The concept of personal responsibility apparently is a lost cause. The authors seem to not only subscribe to the social belief of equal opportunity, but also equality of outcome.

Almost every chapter has a large amount of text devoted to the plight of minorities and women. Minorities are always blameless in this book, and the big bad white men can never seem to do anything with moral integrity.

The first chapter of this book, "The Union Reconstructed", is intended to tell the history of the Reconstruction Era, or post Civil-War era. It ends up talking more about the plight of blacks than it does on actual Reconstruction.
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Exactly what we ordered. Very fast shipping and delivery.My daughter received a book from school, which is brand new and needs to be returned at the end of the school year. She needs to make her own "Highlights", so we ordered this one and she couldn't be happier.Amazed by the quick delivery.
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Format: Paperback
I studied history in school and I teach history now. This was the first U.S. history book I used in school, and I still use it as a guideline. It explains history very clearly, and it reminds me how exciting and interesting history is. It not only explains political events correctly, but also provides the experiences in the eyes of the minority and the ones that had to fight for their rights. Liberal? Are you kidding? This book tell you what actually happened, and that's how any history book should be.
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If you are assigned this book, that sucks for you because the timeline jumps around everywhere. It is not a very good text book and even our teacher agreed.
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Format: Paperback
Some of the reviews posted here are just bizarre - did they read the book? Yes, the book writes minority groups and women into the story - where they belong (gay Americans are not mentioned at all in the pre-Civil War volume; in the full edition they are not mentioned until the 1970s gay rights movement!). The book discusses farmers, urban artisans, and everybody else in early America. It also does NOT ignore the traditional subjects of history - politics, leaders, diplomacy, economic development. Events and dates? of course, with timelines at the end of each chapter. Good maps. The only flaw is that it tries to work too much material in, gets too dense. Recommended.
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By AH on December 31, 2012
Format: Paperback Verified Purchase
not what i expected for "good quality" but good enough for me only spent 4 dollars on it. it's SO THICK T_T
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By A Customer on May 20, 2001
Format: Hardcover
This book tries to teach history without actually including any concrete information. It outlines general trends without emphasizing the historical facts on which the trends are based. While it's certainly important to recognize progressions in history, it's extremely difficult to learn about them based only on the text's vague, 50-page summaries, all of which fail to mention any form of historical evidence.
As a student, I found this book's approach to teaching history disastrous and mildly insulting. First of all, it fails to convey even the most cursory knowledge of history by shunning, at all costs, cruel Old Regime teaching methods that might require DATE memorization or familiarity with historical FACTS. With nothing to "Lock On" to, it's very hard to retain anything. Even worse, however, are the implications of the book's approach. I like History because I enjoy being able to look at a set of evidence and trying to figure out, based on otherwise stale information, what *actually* happened, what life was like. Somehow, I got the sense that by describing outright "what life was like," the book implies that to force students to learn INFORMATION is useless, that students are unable to think for themselves and interpret historical information with any accuracy.
I think I should comment, also, on one reviewer's dismissal of this book as "Nouveau History." I come close to BEING one of the "Tenured Radicals" this reviewer had so much disdain for, and I still hated this book. I would hate it if I were communist. There's so much wrong with it that to criticize it for its left-wing perspective is plain silly.
I would recommend "The American Promise," by James L. Rourke, Micheal P. Johnson, and a few others instead.
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