We have long thought of the Renaissance as a luminous era that marked a decisive break with the past, but the idea of the Renaissance as a distinct period arose only during the nineteenth century. Though the view of the Middle Ages as a dark age of unreason has softened somewhat, we still locate the advent of modern rationality in the Italian thought and culture of the fifteenth and sixteenth centuries. Jacques Le Goff pleads for a strikingly different view. In this, his last book, he argues persuasively that many of the innovations we associate with the Renaissance have medieval roots, and that many of the most deplorable aspects of medieval society continued to flourish during the Renaissance. We should instead view Western civilization as undergoing several "renaissances" following the fall of Rome, over the course of a long Middle Ages that lasted until the mid-eighteenth century. While it is indeed necessary to divide history into periods, Le Goff maintains, the meaningful continuities of human development only become clear when historians adopt a long perspective. Genuine revolutions—the shifts that signal the end of one period and the beginning of the next—are much rarer than we think.

The Title 'Periodisation of History: Arunchal Pradesh written by P. K. Nayak' was published in the year 2017. The ISBN number 9789351282198 is assigned to the Hardcover version of this title. This book has total of pp. 196 (Pages). The publisher of this title is Kalpaz Publications. This Book is in English. The subject of this book is North East Studies, ABOUT THE BOOK: - Periodisation in history has been the attempt to categorise historical time into discrete blocks. Historians broadly periodis

This volume critically investigates how art historians writing about Central and Eastern Europe in the late nineteenth and early twentieth centuries engaged with periodization. At the heart of much of their writing lay the ideological project of nation-building. Hence discourses around periodization – such as the mythicizing of certain periods, the invention of historical continuity and the assertion of national specificity – contributed strongly to identity construction. Central to the book’s approach is a transnational exploration of how the art histories of the region not only interacted with established Western periodizations but also resonated and ‘entangled’ with each other. In their efforts to develop more sympathetic frameworks that refined, ignored or hybridized Western models, they sought to overcome the centre–periphery paradigm which equated distance from the centre with temporal belatedness and artistic backwardness. The book thus demonstrates that the concept of periodization is far from neutral or strictly descriptive, and that its use in art history needs to be reconsidered. Bringing together a broad range of scholars from different European institutions, the volume offers a unique new perspective on Central and Eastern European art historiography. It will be of interest to scholars working in art history, historiography and European studies.

This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12

This is a collection of essays on current questions of historiography, illustrated with reference to Islamic historiography. The main concerns are conceptions of time and temporality, the uses of the past, historical periodisation, historical categorisation, and the constitution of historical objects, not least those called "civilisation" and "Islam". One of the aims of the book is to apply to Islamic materials the standard conceptual equipment used in historical study, and to exercise a large-scale comparativist outlook.

This book recounts two deaths, the murder of Mr. Wang Jin by 31 Red Guards in the Nanjing Foreign Language School, where the senior author was a young student at the time; and the earlier murder of Mrs. Bian Zhongyun of the Girls School affiliated with the Beijing Normal University in 1966. The book is a history of two small incidents in a massive social injustice and also an attempt to understand the Cultural Revolution (CR) within the framework of modern social movement theory. The book elaborates on the sources of violence in the CR, and the definition and periodization of the CR (that is, what was it, and when did it begin and end?).

The volume provides a comprehensive overview of the history of English and explores key questions and debates. A re-evaluation of the concept of periodization is followed by overviews of changes in the traditional linguistic areas – phonology, morphology, syntax, semantics – and chapters on prosody, idioms, fixed expressions, onomastics, orthography, register, and standardization, among others.