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This study aims to provide new insights into the connections between maritime history and global history. It demonstrates the significance of maritime activity as a conduit of global exchange by examining local, national, and international interdependencies and trade networks, and a broad range of time periods, geographical areas, and various sub-divisions of maritime historical research. It is composed of ten essays, with an introductory chapter and concluding chapter. The first five essays discuss the effects globalisation on shipping in the early modern period; the following three discuss maritime transportation and the economics of industrialisation from the nineteenth century to the present day; the next discusses the impact of global entrepreneurialism on maritime history; the penultimate discusses the connections and variables between maritime and global history; and the concluding chapter examines the theoretical assumptions surrounding the two disciplines, using the globalisation of Early Modern Spain as a case study to do so. The study demonstrates that the core strength of maritime history is its essential place in global history, and that the process of globalisation began at sea

Big History is a seemingly novel approach that seeks to situate human history within a grand cosmic story of life. It claims to do so by uniting the historical sciences in order to construct a linear and accurate timeline of 'threshold moments' beginning with the Big Bang and ending with the present and future development of humanity itself. As well as examining the theory and practice of Big History, this Element considers Big History alongside previous largescale attempts to unite human and natural history, and includes comparative discussions of the practices of chronology, universal history, and the evolutionary epic

What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education? The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. T.

This volume of essays is the result of the EU project «EHISTO», which dealt with the mediation of history in popular history magazines and explored how history in the commercialised mass media can be used in history teaching in order to develop the media literacy and the transcultural competences of young people. The volume offers articles which for the first time address the phenomenon of popular history magazines in Europe and their mediating strategies in a foundational way. The articles are intended as introductory material for teachers and student teachers. The topic also offers an innovative approach in terms of making possible a European cross-country comparison, in which results based on qualitative and quantitative methods are presented, related to the content focus areas profiled in the national magazines.