Search

A personal narrative is presenetd which explores author's experience of teaching history, focused on Study Away, Teach Away (SATA) Program in Connecticut.

The article offers information on the Teacher/Public Sector Initiative organized by the Labor and Working-Class History Association. Emphasis is given to topics such as the teaching of labor history in public schools, online resources for history teachers, and the creation of the Telling Labor's Story repository at the Association's website.

The article explores the author's experiences of teaching college courses on the September 11, 2001 terrorist attacks in the U.S. and Pakistan. The goal of the course, according to the author, was to challenge prevailing narratives about the attacks and the role of the U.S. in global politics. It is suggested that Pakistani students were more likely than their American counterparts to suspect official narratives and to show empathy for Afghan and Iraqi civilians whose lives were impacted by U.S. military actions. Details related to the structure of the course, including the use of visual media, presentations, and discussions, are presented. Other topics include U.S. policies toward Arab and Muslim countries and criticisms of the course by students and administrators.

Since 2004, I have used various document sets from the National Security Archive (NSA) to teach students about modern Latin American history at Georgia College and State University, a medium-sized public liberal arts university in central Georgia. The NSA has the largest non-governmental online collection of US national security government documents in the world. Its research staff compiles, introduces, contextualizes, analyzes, and sifts through thousands of declassified materials. These include inter-agency memos, embassy communications, executive directives, confidential correspondence, and other once-classified materials. This essay will critically examine the NSA as a way of teaching the histories of US imperialism and intervention, state suppression of popular dissent, militarism, human rights abuses, and counterinsurgency tactics and training in Latin America from the beginning of the Cold War until today. First, I will provide an explanation of the assignments that I use. These consist mostly of document analysis exercises and larger research papers. I will also share which topics students tend to explore, while noting several potential methodological pitfalls in using the NSA documents. Secondly, I will share testimony on how students' views on US foreign policy have changed. The general consensus at the beginning of the semester is that one of the principal aims of US foreign policy is to promote democracy above all other values. After examining the NSA documents, however, students seriously re-examine this idea. Indeed, introducing students to the 'raw material' provided by the NSA is a powerful pedagogical tool for delivering and teaching radical history. [ABSTRACT FROM AUTHOR]

The article discusses how the authors have developed the graduate seminar course, "Gender and Colonialism" offered at the University of Illinois at Urbana-Champaign, Illinois. According to them, two related metanarrative debates fueled and focused their discussion, first, the literature on gender and colonialism generated by scholars of empire, while the second one, according to the authors, demanded that they bring two historiographies of two parts of the British colonial world, South Asia and Africa. They believe that a course like this should move among teachers as an ongoing experiment in what teaching gender and colonialism can look like. This article also presents information on the description and requirements of the course.

The article introduces "Mad People's History," a course about the history of considered mad people led by William Belcher. The course was designed to empower these people and to provide a critical discussion of history. The emphasis of the course is on the experiences and the viewpoints of the people who lived this history.

Discusses Japanese historiography. Three divisions of historical scholarship that became fixed in history teaching according to the guidelines issued by the Ministry of Education of Japan in 1894; Infusion of world history as a subject of social studies at Japanese schools after the collapse of the Japanese Empire in August 1945; Book on modernization by W. W. Rostow that challenged the traditional Marxist stages of development and which Japanese Marxists disagreed with; Organization of a workshop called Comparative History and History Education which was designed to reevaluate the writing of history.

Focuses on the study of the history of Great Britain's cinema as cultural history. Emotional effect of war; Pursuit of personal advancement; Generic similarities to cinematic romances; Epochal differences from political realities.

Considers the effects of globalization on the profession specializing in French history in the United States. Significance of globalization on the study and teaching of French history; Analysis of the consequences of globalization on French history; Forecast on the changes of the understanding on the context of French history.

Presents information on a graduate course for teaching the history of European imperial encounters in the modern age. Course description; Objectives of the course; Course requirements.

Introduces a series of articles about teaching the history of Islam and colonialism.

Presents information on a college course on the history of British imperialism and the dynamics of race, gender and class in the nineteenth century. Course description; Information on the reading requirements for the course; Principles and objectives of the course; Plan of action.

Presents an article on teaching the history of the U.S.-Mexico borderlands in the era of Proposition 187 and free trade. Conceptual challenges in teaching the history of the U.S.-Mexico borderlands; Goals of the course; Books and articles suggested for teaching the course.

Introduces articles about teaching national histories and the problem of combining an analysis of global political-economic processes with a concern for the complex, historically specific cultural interactions and identities produced within such process.

Presents information on the teaching of a course about the history of European and North American social policy. Course description; Details on the required readings for the course; Benefits of the course.

Presents an article on teaching a course on cultural encounters in European history. Aims of the course; Conceptualization of the course; Details of the course readings and books used in the course.

Presents an article on teaching the Age of Empire at the California State University in San Marcos, California. Interest of the students in the topic; Teaching methods used; Information on how the discussion of secondary sources were began; Documents with effective impact on the students' thinking.

Introduces the subjects of radical history in education. Success of the journal section of the "Radical History Review" in 1994; Contents of the radical history archive; Way to enhance the practice of radical historians.

Comments on teaching imperial history. Forms of learning favored for understanding the complexities of colonial and postcolonial realities; Information on a 1980 essay by William Appleman Williams.

Introduces a series of articles about teaching the culture and history of poverty.