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Public History and the Fractured Past: Colonial Williamsburg, the Usable Past, and the Concept of an American Identity

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dc.contributor.advisor Myers-Shirk, Susan en_US
dc.contributor.advisor Conard, Rebecca en_US
dc.contributor.author Highfield, Elaura Danielle en_US
dc.date.accessioned 2014-12-19T19:03:37Z
dc.date.available 2014-12-19T19:03:37Z
dc.date.issued 2014-10-23 en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4337
dc.description.abstract Colonial Williamsburg's educators have used the past to create a historical context around the colonial city and to construct an American history and identity. I study Colonial Williamsburg's publications to explore how the site defined early Americans and how this definition changed over time. From the site's inception in the 1920s and 1930s until the 1960s, Colonial Williamsburg's educators used the past to create a homogenous American identity that favored the white and wealthy. The social history movement of the 1960s and 1970s, along with newly hired interpreters and academic pressure to accommodate new standards, challenged Colonial Williamsburg to alter its usable past to form a more inclusive American identity. Along with studying the changes in the site's public depiction of an American, I also research how Colonial Williamsburg's American identity interacted with historical diversity and conflict. en_US
dc.publisher Middle Tennessee State University en_US
dc.subject Colonial Williamsburg en_US
dc.subject Intellectual history en_US
dc.subject Public history en_US
dc.subject United States en_US
dc.title Public History and the Fractured Past: Colonial Williamsburg, the Usable Past, and the Concept of an American Identity en_US
dc.type Thesis en_US
dc.thesis.degreelevel Masters en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.subject.umi History en_US
dc.description.degree M.A. en_US
dc.contributor.department History en_US


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