Second, you may want to propose student projects to try this themselves. Two models come to mind. You could bring some fragments of a past social world (photos, everyday tools, items of clothing, religious paraphernalia) into class and ask students to imagine what those fragments might mean. Alternatively, you might ask the students to gather some evidence themselves. Students might work in teams, each of which could focus on a particular social and cultural community from a particular period. Some of the students could collect objects that relate to this community. Some might also interview an elderly person from that community. Each student should keep a record of the process of discovery, a “field journal” detailing what clues were discovered, and, in the case of an interview, what the process of selecting the person, getting permission, and talking to the person was like. What issues came up in the process itself? How are they putting clues together? The team could organize a poster presenting the social world of that community, in the period of time they have chosen, and the clues they used to learn about it. Or the team might create a 5-minute i-movie to present the project.
Some degree of criticism has been leveled at Morison for his description of the Italian Regia Marina as having been considered by British seamen as nothing but a joke, and which he explicitly called " Dago Navy". It ought to be noted that at that time Dago was a commonly used Italian put down by the British much as the word Hun was used of the Germans. Italian historian Giorgio Giorgerini wrote that this use of an ethnic slur is the proof of a rather gratuitous and offensive attitude towards the Italian Navy that could have been at least more prudent in its expression.