Search

The article discusses the changes at the American Historical Association's (AHA) as of 2017. These include the redesign of the AHA's "Perspectives on History" magazine led by Allison Miller, the changes of its Career Diversity programs, and Lumina's funding to the National Communication Association as a response to AHA Tuning.

The article talks about an increasing trend of veterans that have enrolled for history undergraduate courses in colleges and universities across the U.S. since the passage of the Post-9/11 GI Bill in 2008. Topics discussed include the challenge in ensuring the veterans are enrolled in accredited colleges, and instructors often not making a concerted effort to include veterans in lessons.

The article reports on the enactment of the U.S. Every Student Succeeds Act legislation in December 2015 which would reauthorize the Elementary and Secondary Education Act (ESSA) that restores funding for K-12 history and civics education. The U.S. Congress has reportedly terminated funding for history and civics education in 2012 which prompted scholarly societies including the American Historical Association to engage in advocacy efforts. Also discussed are various aspects of ESSA.

The article discusses the "Mock Policy Briefings Program" offered by the National History Center (NHC), and modeled after NHC's "Congressional Briefings by Historians" initiative. Topics covered include details relating to how the "Mock Policy Briefings Program" was developed, the important goals of the "Mock Policy Briefings Program," and how the "Mock Policy Briefings Program" works. It also discusses the "Tuning" project of the American Historical Association (AHA).

The article discusses the budget allocated for history programs by the U.S. federal government for 2016. Topics covered include the potential impact of another federal government shutdown in the U.S., the number of funding and appropriation bills passed in the U.S. Congress and Senate as of August 2015, and the reported reduction in funding international education and foreign language studies programs. A table showing the budget status for history, archival and education programs is presented.

The article presents the author's views on the in-class exercise that she developed for graduate history students in the U.S. called "Xtreme Endnotes." She states that she uses "Xtreme Endnotes" at the start of all historical methods course that she teaches to have a unique conversation with students about bibliographical citation. Also discussed are other teaching methods that she uses which include citation scavenger hunts.

The article reflects the views of author on importance of studying history via a curiosity of knowing his hometown, a village in New Castle County, Delaware. Topics include the aesthetics of doing archival research and the sheer enjoyment of assembling a coherent story from disparate, scattered pieces of evidence; and historians have reasons for studying the past, and learning about history is worthwhile the state legislature requires that all public university in U.S. history.

The article focuses on a report from the College and University Personnel Association for Human Resources which revealed a widening gap in salaries between history and other disciplines in the U.S. in 2011-2012. Topics covered include the increase in the average pay of historians, salary increase for associate professors at private institutions, and some factors contributing to salary gains among newly hired faculty. Also highlighted are the trends in history departments.

The article presents an overview and evaluation of the historical discipline of American Peace History from the Vietnam War to the beginning of the 21st century. Details are given defining the specialist sub-field, noting its use in historiography and history education. Additional subjects discussed include the influence of the Vietnam War on the discipline, activist feminism, and antinuclear activism.

The article presents the results of the 2007-2008 American Academy of Arts and Sciences (AAAS) survey of U.S. college and university humanities departments, part of the AAAS Humanities Indicator Project, focusing particularly on statistics regarding history departments. Some of the statistics considered include the total number of faculty employed by history departments; the number of enrolled students; availability of tenure for history faculty; and the proportion of women faculty.

The article reports on the U.S. academic job market for historians as of January 2010. Statistics show the number of job openings for those with doctor of philosophy degrees. Employment concerns have increased since the number of job advertisements declined by 23.8 percent during 2008-2009. Trends in hiring patterns, job openings in relation to the geographic specialty of the historian, and the outlook for employment outside the academic market are mentioned.

The article discusses the collaborative nature of the digital scholarship being offered by Harvard University, Massachusetts called the history lab which uses active learning to help history majors with hands-on experience in digital methods for historical research. Topics include the preference to collective learning rather than individual learning offered by history lab and the various projects offered by history lab.

The article presents information on world history education in the United States. It discusses the supply and demand issues associated with the subject and notes the demand for qualified teachers at the high school level. It examines some of the problems that world history teachers encounter when designing courses and offers some solutions.

The article provides information on the Historical Advisory Committee of the Department of State in the U.S. It states that the committee has two responsibilities, including to oversee the preparation and publication of the "Foreign Relations of the United States" series and to facilitate public access to Department of State records. In connection, the committee is celebrating its 17th year in 2008.

The article reports on the findings of a federal survey that examines the condition of women and minorities in the history profession in the U.S. in 2008. The study showed that 30.4% of the history faculty in colleges and universities are women, while 14.7% are minorities. Furthermore, the data revealed that about history doctorates awarded appear to indicate more positive trends.

The article cites a federal survey about the number of doctor of philosophy degrees (PhD) in history in the U.S. Trends in the number of history PhD were examined for their fit with the academic job market. It was found that in 2004 to 2005, the number of jobs being advertised was more than five percent higher than the number of new PhD. In 2006 to 2007, it was indicated that the number of new PhD increased sharply. However, such an increase was likely to be only a temporary phenomenon.

The article highlights the History Discipline Core released by the American Historical Association's (AHA) Tuning project in 2013. Topics discussed include the iterative nature of the Tuning process, the management of the project by faculty director Anne F. Hyde, and the call for AHA members to attend the Workshop on Undergraduate Teaching on January 2, 2014.

The article focuses on the state of K-12 history teaching in the U.S. Topics covered include the challenges affecting quality of history instruction, the critical thinking skills that are distinctive to the professional disciplines of history and the social sciences, and approaches used by several K-12 history teachers to help students engage in disciplinary work. Also noted is a comparison between Research I institutions and teaching-intensive universities.

The article proposes a new blueprint for history education in the U.S. Topics covered include the significance of the discipline of history in improving student literacy, reports published by the California Department of Education (CDE) regarding history education, and some systems established through the 2001 No Child Left Behind (NCLB) legislation to determine school performance and annual improvement. Also cited are history topics commonly taught in elementary and middle schools.

The article analyzes the lack of information on U.S. gender and political history in post-1945 U.S. history courses. The authors discuss the importance of integrating topics beyond those of the 1960s and 1970s feminist movement, including addressing the inequities embedded in the New Deal, understanding the National Welfare Rights Movement (NWRO), and discussing the changing family structures of the 1970s and 1980s.

The article presents discussion regarding the status of political history as a discipline in the U.S. as of 2011. The author focuses on the use of digital internet resources such as YouTube to teach the history of U.S. foreign policy in the Middle East. Comments are given highlighting the strengths and weaknesses of using internet materials for curricula taken from the author's experiences.

The article presents discussion regarding the status of political history as a discipline in the U.S. as of 2011. The author focuses on the challenges of teaching political history with a focus on individuals rather than concepts. Reflections are offered noting the importance of grounding political history in tangible sources and accounts. Suggestions are given discussing ways to include images and source material to better teach the discipline.

The article reports on the number of doctoral degrees (PhDs) in history in the United States that were awarded in 2009. It explores reasons why the field experienced such dramatic growth and discusses the growth of employment outside of academic teaching. The article discusses statistics related to the employment of individuals with history PhDs between the years 1979 and 2009.

News briefs related to the study of history in the United States are presented. Topics discussed include: an update on a bill in Congress to reauthorize the National Historical Publications and Records Commission; release of the latest online version of the "Federal Register" published by the National Archives; the release by the National Archives of case files on U.S. resident aliens born in 1909 and earlier; and others.

The author offers opinions on military history research and its historians. A lack of mutual understanding is seen between academic historians and the official historians employed by the U.S. armed forces. Means of cooperation between these two groups are suggested, as it is argued that such cooperation will result in improved scholarship by both.

The article focuses on the relevance of history to the understanding and teaching of lessons to the present. An essay about the U.S.-Japanese relations after the World War II is presented, as well as the process of using it as the material for teaching a topic about the war in Iraq. Insights about the method for teaching are also presented.

The article focuses on the status of history job openings and advertisements in the U.S. It states that doctors of philosophy (PhDs) enjoy an exceptional hiring season in the 2007-08 academic year, but there is evidence that troubles in the economy will hit the industry. Moreover, a graph that shows the number of new history PhDs and advertised job openings from 1970-2008 and a table that shows the average number of applications for history openings are presented.

The article focuses on the collaboration of the American Historical Association (AHA), the National Council on Public History (NCPH) and the Organization of American Historians (OAH) on evaluating public history scholarship in the U.S. According to their report, single-minded focus on the monograph as the measure of scholarly achievement was inappropriate and undervalues the work of professional historians.

The article discusses the significance of Kindergarten to Grade 12 (K-12) teaching in the U.S. It is statistically unlikely that successful history doctoral candidates will get jobs at elite doctoral programs. Instead, most are more likely to be responsible for training future K-12 educators than for preparing academic historians. Thus, the author suggests promoting standards and expectations to the future K-12 teachers of the nation. INSET: Honorary Foreign Membership in the AHA.

The article features information about U.S. federal history programs which provide scholars and the general public with historical documents. The Office of the Historian and the Advisory Committee on Historical Diplomatic Documentation at the U.S. State Department have collaborated and have indulged in different activities to realize the mission of historians in educating and disseminating information to the public pertaining to history.

The article focuses on the growth of students enrolled in undergraduate History degrees which accounted to 2.18% of the baccalaureate degrees offered by colleges and universities in the U.S. According to the author, History surpassed the average growth among all disciplines but its increase is not huge amount compared to other humanities and social science fields. However, the number of History doctoral degrees decreased by 4.2%, from 855 to 819 of students enrolled in Doctor of Philosophy (PhD).

The article focuses on the assessment of the state of the historical profession in the U.S. It has been highlighted that Arthur M. Schlesinger Jr.'s contribution to public discourse over the past years bears eloquent testimony to his extraordinary place in American intellectual life. On the contrary, the author points out that criticisms regarding Schlesinger's scholarly contributions have been considerably less generous.

The article offers information on how to implement the Teaching American History (TAH) grants at different schools in the U.S. According to the author, successful implementation of TAH grants means integrating multiple perspectives of not only expert historians and expert in history education, but also the experience and expertise of successful classroom teachers. Implementation of such grant also requires incorporation of a wide range of primary sources.

This article discusses changes in the landscape of U.S. postsecondary history education and professoriate. Topics covered include how students are trained under the Doctor of Philosophy (PhD) programs, the effort of the American Historical Association (AHA) to elevate digital dissemination of knowledge onto the same plane as print, and the importance of teaching as skill for every historian, whether in a secondary school, museum and historical site. Also mentioned is the AHA's Tuning project.

The article explores the role of the Amherst Project in fostering collaboration between historians in schools and colleges in the U.S. Topics discussed include the history and features of the Amherst Project, the benefits of school-college collaboration for history education and the influence of the Civil Rights movement on the development of the project.

The article presents updates on the National Coalition for History (NCH) as of September 2014. The Records Preservation and Access Committee (RPAC) was added as a new constituency to the organization. The NCH submitted a letter to the U.S. Department of Education requesting for funds for history and civics education. The NCH also supports a proposal for the formation of the National Women's History Museum Commission.

The article talks about the challenges of Massive Open Online Courses (MOOCs) focusing on the comments of historians on the nature of MOOCs and the role of history departments in universities and college politics. Topics include history education in U.S., changes in teaching methods, reliance on recorded lectures, lack of proper learning due to the absence of an actual professor, and importance of human scaled classes. The author also talks about effects of MOOCs on higher education in the U.S.

The author considers history's role in the general education curriculum in the U.S. as of November 2013. Topics discussed include the call for general education to move away from a checklist approach, the need to engage students in the practices of fields outside their major, and the framing of general education as skill development.

The article discusses the most common words used in history dissertation titles in the U.S., which the author determined by creating a word cloud. The most common word was American, as many American doctoral students work in the field of U.S. history. Other words point towards a high focus on war (particularly the American Civil War and Cold War), and politics and a relatively low amount of interest in issues of race and gender. Decreased focus on English and French history is also noted.

The article focuses on the relationship between history and civics in the U.S. education system. It announces that retired associate justice of the U.S. Supreme Court and co-chair of the Campaign for the Civic Mission of Schools (CMS) Sandra Day O'Connor received the American Historical Association (AHA) Roosevelt-Wilson Award, discusses the collaboration between the CMS and the National Coalition for History (NCH), and analyzes the National Assessment of Educational Progress (NAEP) reports for U.S. History and Civics in 2011.

The article discusses the method of teaching history through examples of national rivalries in sports. The author contends that students can learning political history and about the history of imperialism through the teacher's use of creative teaching methods. The 2009 World Cup soccer match between Algeria and France and India winning the 2010 Commonwealth Games are provided as examples of this teaching methodology.

The article discusses the challenge of receiving U.S. federal education aid for the National Historical Publications and Records Commission (NHPRC) and K-12 history education. Particular focus is given to efforts of the advocacy group National Coalition for History (NCH) to gain legislative support for the reauthorization of Elementary and Secondary Education Act of 1965 (ESEA) and the Teaching American History (TAH) grant program within it.

The article discusses the reauthorization of the U.S. Elementary and Secondary Education Act (ESEA) of 1965 and its effects on the teaching of history. Particular focus is given to a measure which would include history in a flexible funding pool along with other subject areas such as foreign languages and arts. . It is suggested that this structure would not guarantee funding for history professional development as did the former Teaching American History (TAH) grants program.

The article discusses the relationship between public and academic history. According to the author, academically-trained historians consistently undervalue the expertise of public historians, elementary and secondary school history teachers, and genealogists, from whom they can learn about the ways in which history is discussed and understood by the U.S. population as a whole. It is suggested that these experts and professionals can help to make the work of academic historians more relevant.

The author reflects on partisanship in U.S. politics, with a particular focus on debates over budgeting and appropriations legislation in the U.S. Congress. It is suggested that insufficient education in history and civics has contributed to a decline in public discourse and political compromise, which in turn further endanger the nation's historical and political education. Topics discussed include the U.S. Elementary and Secondary Education Act (ESEA) and government aid to education.

The article presents discussion regarding the status of political history as a discipline in the U.S. as of 2011. The author focuses on the issue of violence in teaching political history, noting the difficulties in expressing the complexities of power dynamics and social resistance. Philosophical questions are raised seeking to address how teachers should approach the material, especially in regards to bias and the representation of different historical actors.

The article discusses U.S. historian Holman Hamilton's experiences taking his oral history qualifying exams while a graduate student at the University of Kentucky. The author provides the text of a letter sent by Hamilton to his family expressing relief over passing the exams. The exam questions largely focused on U.S. colonial and Revolutionary history

The article discusses how high school history students can benefit from conducting intergenerational interviews. It discusses the power of oral histories and notes that these interviews presents valuable bonding experiences for the students and the senior adults they interview. It discusses an assignment that paired students with seniors who had experienced the Great Depression and World War II.

Several news briefs related to United States politics are presented including one that discusses delays related to the passage of the 2011 United States fiscal budget, one that announces that the U.S. Secretary of Education Arne Duncan announced the school districts receiving funds from the Teaching American History grant and one that discusses the National Park Service awarding grants to protect American battlefields.

The article discusses identifying good historical source materials, often ones that other historians have overlooked. Examples discussed include the diary of 18th-century American midwife Martha Ballard, used by historian Laurel Thatcher Ulrich as the basis for her book "A Midwife's Tale," and research of comparable note by historians Greg Dening, Dror Wahrman, and the author himself.