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This article presents information on various events related to education in the U.S. The Rocky Mountain Interdisciplinary History Conference, is being conducted by the University of Colorado, in Boulder, Colorado, from September 16-17. International Conference on Socioeconomic and Political Issues in Nigeria, is to be held from September 16-17 in Orangeburg, South Carolina. The conference titled "Ireland's Great Hunger: Representation and Preservation," conference will be held at Quinnipiac University, in Hamden, Connecticut, on September 17. Another conference titled "America and the Holocaust: Politics, Art, History," will be conducted by David S. Wyman Institute for Holocaust Studies, at Fordham University.

The article discusses the role of historical facts and evidence in societal debates as of 2015. Topics include the role of selective advocacy rather than coverage of essential events in history curricula, the role of history courses in collective memory of past injustices, and the denial of past atrocities for nationalist or political purposes in nations including Turkey, Japan, and China.

The article reports that West German historians are divided over the place of National Socialism or the Nazi era in their history. They are calling for a positive view of Germany's history by looking at the Nazi period not as an aberration but as the result of long-term trends in their history. According to University of North Carolina history professor Gerhard L. Weinberg, German historians recognize not just what most people would perceive as the horrendous, evil character of the Nazi system, but also recognize that the evil things were not just done by fringe elements but implicated a lot of German people and institutions.

The article discusses the report "Recasting History: Are Race, Class, and Gender Dominating American History?" from the educational organization the National Association of Scholars, and argues that it is misguided in assuming that the inclusion of social history in the teaching of American history leads to a more narrow learning experience.

The article discusses a controversial study about the history knowledge of college students conducted by the Intercollegiate Studies Institute. The report showed that American universities were failing to teach their students about American history. Some of the most prestigious schools were shown to do the worst. The researchers did not have their study peer-reviewed, but took the results directly to the media. After further investigation, many who have studied the methodology of the study believe it to be severely flawed. Details about the study and the criticisms of it are elaborated.

Presents a narrative of the author's experience of giving a series of lectures on American history and the global impact of American culture to students and faculty members at several universities in central Java, Indonesia. Information that Indonesia is a country with the largest Muslim population in the world; Expectation of the author that he would meet a number of people in Indonesia who had some familiarity with the U.S.; Information that the author had a difficult time communicating with audiences in Indonesia.

Discusses the task of reconstructing the history of South Africa and reteaching it in schools. Plan of the government to overhaul the apartheid-era education system; Factors that hinder the implementation of the changes; Debate among history professors.

Reports on the Organization of American Historians executive board's issuance of a statement affirming the importance of studying race, class, sex and ethnicity in history curricula in public schools. Need for a balanced voice over whether to increase multicultural education in the schools; Criticism on the programs which are claimed to emphasize 'Afrocentrism.'

Comments on challenges in the study of history in Russia. Cancellation of history exams in universities; Requirement for textbooks to be rewritten; Replacement of falsified history of the past with truthful account.

The article reports on the dispute over the validity of different approaches to writing history in the U.S. In a meeting of the American Historical Association, speakers revealed that the debate is not likely to end soon. Historians are in dispute on the use of new methods of scholarship and the more traditional approaches.

The article contends on the idea towards Africa-centered view of the life and history of black Americans. The Africa-centered view was a major problem on the part of the African scholars. Hence, they were making ways on how to correct the wrong concept. This concept had led Molefi Kete Asante, the professor and head of African American studies at Temple University, to advocate "Afrocentricity," the understanding of the black experience as an extension of African history and culture.

The article discusses sociology and history professor Charles Tilly's contribution to scholarship. Tilly's research on social structures and change have been a major influence on both sociologists and historians. His book about four centuries of popular rebellion in France, "The Contentious French," is his way of confronting historians who are moving in the direction of a history of culture, ideology and emotion.

The article presents a calendar of events in the United States. A workshop on history under title "What Can Marketing Learn from History and How?'' will be held on April 28-30. An annual forum on institutional research under title "Promoting Excellence through Information Research and Technology" will be held on May 28- June 1. An annual conference on languages under title "Languages for Business and the Professions" will be held on May 2-4.

The article highlights the findings of a study that looked into the presidency of Dwight D. Eisenhower, which was conducted by University of New Orleans history professor Stephen E. Ambrose. It presents a positive picture of Eisenhower. The revision of his reputation began in the 1960s with the articles by Murray Kempton, Garry Wills, and Richard Rhodes, which portrayed him as more skillful, sophisticated, and complex than the stereotype. It also praised him for not sending troops to Vietnam as France requested in 1954.

The article reports that historians in the United States have been increasingly using videotapes and films in their research work. Historians have been videotaping interviews, making film documentaries, planning film studies of events in history and using films to teach history. The use of film was discussed and films were used at the December 1981 meeting of the American Historical Association and the Organization of American Historians.

The article discusses the era of geological time known as the Anthropocene and the expansion of the frame of reference among historians. According to the article, the group the International Geologic Congress endorsed the Anthropocene. It also discusses French historian Fernand Braudel and the speed of change in society.

The author contends that digital technology that enables the significant enlargement of historical material will drastically alter how historians will research and write about history.

The author reflects on how technological innovations discourage an appreciation for the past and history, suggesting that higher education similarly distracts students and teachers from the achievements of history. Particular attention is given to the poststructuralism movement and the emergence of identity politics.

An interview with executive director James Grossman of the American Historical Association (AHA) is presented. He discusses efforts to train doctoral students in history in non-academic job skills. He notes a grant for graduate programs to train history graduate students for alternative careers. The use of apprenticeships to train graduate students in university jobs other than teaching or research is noted.

The article examines history as an academic subject, discussing how its value, objectives, and theories have changed over time. It notes that Marxism, modernization theory, and cultural theories were all used before globalization was implemented as an alternative area of study within history. The author goes on to explore how globalization can be viewed from a top-down or bottom-up approach, which can determine how the process is perceived by historians and scholars.

The article discusses a report created by the educational association the National Association of Scholars (NAS) asserting that social history is too dominant in the teaching of American history in U.S. universities, and argues that the report's conclusions are correct. The assertion that many history departments suffer from a lack of intellectual diversity is also offered.

The article presents a reprint of the essay "No More Plan B," by Anthony T. Grafton and Jim Grossman, which appeared in the October 2011 issue of "Perspectives on History," the journal of the American Historical Association. The authors discuss the ways in which students studying to obtain a doctoral degree in the field of history can apply their research and analytical skills to a wide range of employment opportunities, not just those in academe, and encourage history departments to emphasize this approach in student recruitment.

In this article the authors discuss the difficulties each of them have experienced in developing their careers as historians, one as a professor at the University of Michigan and one as a public historian, and examine the benefits that public history projects and the discipline in general serve in the U.S. They comment on their collaborative effort to develop a graduate public history course at Michigan that will require students to complete historical research and participate in historic preservation and overview how the course will benefit the goals of the U.S. National Park Service. Additionally, the authors present their views on the relationship between academic and public history.

The author discusses the spirit of anti-intellectualism as presented in historian Richard Hofstandter's book "Anti-Intellectualism in American Life." The author examines the changing public sentiment towards intellectuals. The author responds to two arguments regarding liberal education and developing knowledge of history and critical thinking among students. He asserts that liberal education is essential for enriching the individual experience.

The article presents an in-depth examination into the job market for historians in the 21st century. Details are given describing several challenging trends in higher education, such as the limiting of degrees being bestowed by elite institutions, the overabundance of degree holding job-seekers, and the disadvantageous structural organization held by many colleges. An overview is also given of the many changing conditions of the history field since the 1950s, noting that there was no "golden age" of clear stability and demand.

The article presents a discussion concerning the use of unprepared texts in lesson plans. The author presents an argument advocating his own use of various assigned works which he himself has yet to read. The importance of not just different learning styles, but different teaching styles, is highlighted and the merits of interacting with fresh material are stressed. Challenges to the author's techniques are included and discussed, such as the question of the reliability or value of the text if it had not been previously examined.

The article discusses the experience of the author of teaching Middle Eastern history at a large research university in the South. Like any new faculty member, the author's anxieties revolved primarily around not breaking the PowerPoint projector, not being mistaken yet again for a graduate student instead of a professor, and not spilling spinach dip on the dean at one of the innumerable faculty mixers held at the beginning of the academic year. Since neither of the letters specified exactly what the author had done to place the author in the ranks of someone who, as one of the letters put it, shoveled Jews into the ovens at Dachau, it took me a couple of days of inquiries and some Google searching to figure out what was going on.

This article reports that the Hollywood actor Peter Weller is drawing rave reviews for his unlikeliest role yet: a college professor and expert in Roman history and art. Weller, 58, is best known as the titanium-clad hero of RoboCop. But lately he has been spotted teaching undergraduates of Syracuse University, Syracuse, New York City about the Roman Empire. A collector of ancient Roman coins, he earned a master's in Roman and Renaissance art in 2004 through Syracuse University's program in Florence. As a teaching assistant for Robert A. Hatfield, a Michelangelo scholar, Weller was a natural in the classroom.

Presents an article on the challenges faced in working as teaching assistant for a long period of time. Experiences in studying at Brown University for a doctoral degree in history; Alternative career in the field of public history before deciding to continue the graduate studies; Influence of age on applying for teaching positions.

Presents an article about teaching Oral History and Performance: War and American Society, a military history course at Sonoma State University in Robert Park, California. Use of the DVD version of the play "The Vagina Monologue"; Activities in the class; Response of the students to the course content; Premise of the class.

Discusses several issues related to education. Recommendations for teaching Native American history; Concept of theory in science; Misconception about children and childhood.

Focuses on role-playing, a teaching technique employed by history professor Mark C. Carnes in his course at Barnard College in New York City. Features of the course; Mechanics of the educational game; Information on several arguments raised by students of Carnes; Risks of the technique employed by Carnes; Assignments given to students as preparation for the course.

Focuses on academic approaches to history as a field of study and teaching. Presence of much debate and contradiction in historical writing; Role of historiography in the practice of writing about history; Collective memory as a historical resource, and the factor of sentimentality; Relativistic approach that memory takes in historical interpretation, and the multiplicity that results in historical documentation; Comments on the text `The Devastation of the Indies,' by Bartolome De las Casas.

The article discusses financial commitments by Harvard University and the University of Michigan at Ann Arbor to improve teaching through grants to faculty members. Topics include the adoption of the role-playing history teaching innovation Reacting to the Past, annual teaching conferences at Harvard, and the time that faculty members need to plan teaching innovations.

Reports that Randolph Community College in North Carolina has dropped a continuing-education course called `North Carolina History: Our Part in the War for Southern Independence.' Complaints against the course which put a pro-confederate spin on the Civil War; The premise that slaves were content with their lives in captivity as a key premise of the course; Jack Perdue, the instructor for the course.

Opinion. Comments on the way the American Historical Association has allowed its original mission of promoting the study of history to become muddled with posturing on difficult public-policy issues. Danger of division of membership; Taking positions for which no consensus exists; Deeper problem.

Discusses the report, titled 'One Nation, Many Peoples: A Declaration of Cultural Interdependence,' issued by the committee appointed by the New York State Department of Education to develop a social-studies curriculum for elementary and secondary students. Call for a conceptualization of history; Recognition of multiplicity and contradiction instead of homogeneity; Members of the committee; Issues that should be included in history teaching.

Reports that historian and professor emeritus at the Graduate School of the City University of New York, Gertrude Himmelfarb will deliver the 20th annual Jefferson Lecture, sponsored by the National Endowment for the Humanities. Plan of the historian to take the occasion to assail what she sees as the failings of the new approaches in studying the past; Points of interests which she will include in her speech.

Reports on the views of women historians regarding the purpose and identity of women's history studies in the United States. Origin of women's history studies and its direction in U.S. education; Complications in scholarship due to factors affecting women's lives like race and class; Challenge on the diversity of feminism and the impact of professional success on societal criticism.

Describes University of Virginia history professor Edward Ayers' revisionist Civil War history project. His objection to the oversimplification of the conflict as a referendum on industrial society and the place of blacks in America; His creation of a Web site containing every available piece of information about two opposing communities, Confederate Augusta County, Virginia, and Unionist Franklin County, Pennsylvania.

Discusses classicist Mary Lefkowitz's refutation of the Afrocentric viewpoint in her book `Not Out of Africa: How Afrocentrism Became An Excuse to Teach Myth as History.' Lefkowitz's disagreement with the treatment of Greek history in Afrocentric work; Views on the racial make-up of ancient Greece; Egyptian influence on Greek thought; Contentions of racism and views on the teaching of history; Funding of Lefkowitz's book provided by conservatively oriented organizations.

A letter to the editor is presented in response to the article "A New Approach to Understanding Human Memory Offers a Solution to the Crisis in the Study of History," which appeared in the September 27, 1989 issue.

The article reports that the National Endowment for the Humanities would finance a national center at the University of California at Los Angeles to explore ways on how history instruction in elementary and secondary schools can be improved. The Center on the Teaching and Learning of History in Elementary and Secondary Schools will receive $1.5 million during the next three years.

The article focuses on professor of history at the University of Texas at Austin, Robert Abzug's discussion of the study of history at the annual meeting of the Organization of American Historians. Abzug asserts the need for scholars to find an interpretive language to integrate religious experience into the study of history. He argues that the social reform in pre-Civil War America was a complicated religious response to a condition endemic in moral consciousness.

The article focuses on the presentation of the $25,000 University of California faculty award to F. Roy Willis, a teacher of history at the Davis campus. An anonymous alumnus established the Davis prize in 1985 to reward excellence in both scholarship and undergraduate teaching. The dean of letters and science nominated Willis, who was considered for the award by a committee of university officials.

Focuses on the reason of William Graebner, a professor of history at the State University of New York College at Fredonia, for teaching the history of rock-and-roll music, discussed during an Organization of American Historians workshop held in Ohio. Advantages of the technique of Graebner to relate the history of rock-and-roll to some important historical events; Career background of Graebner; Average number of students attracted by the course.

Presents a letter to the editor in response to the article "Attempts to Revise Japanese History Stir Debate," in the January 12, 1983 issue.

Focuses on the factors that hinder the efforts of Canadian universities to establish scholarly programs dealing with their country's literature, history and culture according to a review of developments in Canadian studies conducted by James E. Page, president of the Association for Canadian Studies. Reaction of Canadians to the failure of universities to provide such programs; Number of universities that have formal Canadian-studies programs; Reason of the University of Toronto in Ontario for delaying the offering of a graduate program in Canadian literature.

The article features the El Colegio de México, a respected research institute in Mexico City, Mexico. It offers graduate programs in history, Spanish and Latin American literature, Asian and North African studies, and related courses. Students at the institution were lucky enough for receiving enough scholarship support to study full time. El Colegio has full-time faculty members and has a student-faculty ratio of two to one.

The article reports on the survey of the National Coordinating Committee for the Promotion of History in the U.S. The study found that several public historians were concerned about threats to their freedom and scholarly integrity in both business and government fields. The historians also were complaining on their uneasy relationship with their academic colleagues.