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The article discusses the online study and teaching of history. Particular focus is given to the authors' experience of designing two online, asynchronous courses for teachers, centering on Virginia history and U.S. history respectively. Details on the use of primary and secondary source materials in online teaching are presented. The authors emphasize the roles of flexibility, interaction, and feedback in online learning.

In this article, the author discusses her experiences teaching a high school environmental history seminar. Particular focus is given to changes in students' conceptions of progress and the relationship between humans and the environment as they completed the course. According to the author, learning about environmental change, natural catastrophes, and economic systems caused students to question their assumptions about human agency and control. Topics discussed include innovation, chance, and discussion-based pedagogy.

The article discusses the September 11 Digital Archive, an online collection of documents, images, video, oral histories, and audio artifacts related to the September 11, 2001 terrorist attacks. Particular focus is given to the use of the web site in the study and teaching of the 2001 attacks. According to the author, the site can be used to teach history students about the process of interpreting historical evidence and can give them a chance to form their own thoughts on the attacks and their political and social implications. Details related to suggested student assignments which make use of the archive are also presented.

The article discusses the history of the American West in a new perspective to make it more interesting than ever before. The author begins by stating that the well-known concept that America was barren till its discovery is a myth. The author suggests that a different and analytic approach into history will show that the West was not a blank wilderness waiting to be discovered but rather a set of linked communities filled with Indian and European people engaged in colonial rivalries, imperial schemes and global trading networks. The author explores the history covering various aspects such as communities of trans-Mississippi West, events at Fort Vancouver and the Alamo of San Antonio. The author concludes that though this viewpoint is complex, it is an exciting way for students to learn history.

The article highlights several songs that have social significance and can be used in teaching American history. According to the author, the history of the United States is reflected in American music. This characteristic of the country's history will help in the effective use of music in teaching history. The author also adds that the use of songs in teaching history can have numerous benefits, particularly the songs with social messages. Some of the songs analyzed by the author are "A Friendly Invitation to a New Plantation" and "The Desponding Negro."

The article discusses the significance of the 19th century musician, Antonin Dvořák, on the use of music in teaching American history. The author traced the history of Dvořák's career, his most notable compositions and the songs that he wrote that are appropriate for teaching history. The author also analyzed the messages in the musician's compositions related to American history.

The article narrates the experience of the author about the use of the magazine, "North & South" as a medium in teaching the history of the U.S. Civil War. The author claims that the magazine is ideal since its article are of appropriate length and are written by experts, which include some of the most respected Civil War historians. He also appreciated the presence of discussions on the lives of soldiers, their experiences of battles, which students read through wartime letters, diaries and essays of soldiers that may be found among the issues of the magazine. The students were also asked to read articles on former president Abraham Lincoln and on the role of African Americans in the war.

The article discusses the History Survey Project (HSP), an initiative by the Center for History Teaching & Learning at the University of Texas at El Paso to examine history survey courses across the state of Texas and to provide suggestions for improvements in teacher training and teaching methodology in such courses. Details on the role of cognitive science and pedagogical research in the program are presented. Curriculum design is also discussed.

The article discusses the Liberia Project that focuses on teaching students on human rights in the U.S. It states that teachers and students are working together to developed new teaching strategies to introduce the complexities of the past particularly history and human rights, and its enduring impact on people's lives. It explores the Liberian children's situation and the possible impact of its history on teaching American children and other students throughout the school. Moreover, teachers challenged their students to think for themselves as they challenged themselves to reach across the discipline and involve their colleagues in an amazing multidisciplinary approach to history.

In this article, the author discusses her experiences teaching an undergraduate seminar on the environmental history of death and the human corpse. Particular focus is given to the sense of teamwork and collaboration that developed among the class. Details related to group field trips, including visits to a symposium on rural cemeteries and the Mütter Museum of Philadelphia, Pennsylvania, are presented. Student projects on topics including garden cemeteries, the U.S. Native American Graves Protection and Repatriation Act, cryogenics, and the green burial movement are also discussed.

The article looks at a series of teach-ins, or informal extracurricular discussions, held at Temple University which focuses on the historical origins and contexts of 21st-century events. Emphasis is given to the development of the teach-ins following the September 11, 2001 terrorist attacks and to their continued focus on issues related to the attacks and to the War on Terrorism. According to the author, the 2001 attacks and subsequent international events have led students to understand the importance of historical knowledge and analysis to understanding the present. Other topics include the Iraq War, the history of the Middle East, and media coverage of the teach-ins.

The article discusses how music can help American history teachers in their teaching tasks. According to the author, using songs to teach history is a way of training future generations to hear the voices communicating across time. The use of music, according to the author, will help build students' appreciation of their country's history. The author also discussed the uses and functions of music and how the use of music in communication gave rise to music's most important values for teaching history.

The article explores how music can be used to teach American history. According to the author, music is laden with feelings, and because of that, people will typically remember the activities it accompanies. The teaching of history can be made more interesting, more profitable and less boring to students if teachers will use music to impart their knowledge. The author also gave advice on what music should be used in teaching history and the factors that influence the success of using music in teaching.

The article provides a list of music or songs to accompany an American history lesson including "A Friendly Invitation to a New Plantation," by David and Ginger Hildebrand, "Appalachian Spring," by Aaron Copland, "Darling Nelly Gray," by Bill Schustik, "Address to the Ladies," by Jan Robertson and "Oh Freedom," by Hollis Watkins.

The article provides information about the 2004 OAH Mary K. Bonsteel Tachau Precollegiate Teaching Award winner Linda Olson. This award, which recognizes the contributions made by precollegiate teachers to improve history education, memorializes the career of Mary K. Bonsteel Tachau, University of Louisville, for her pathbreaking efforts to build bridges between university and precollegiate history teachers. Linda Olson exemplifies the best in history teaching through her passion and the success she has had working at the district and regional level to enhance the experiences of her students. Linda Olson is currently a fourth grade teacher at Mcintosh Elementary School, Newport News, Virginia. She is a passionate advocate for history education at the local, district, and state levels, and is active on curriculum and test development teams.