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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]

Comments on the teaching job requirements for history teachers in the U.S. Frustration of historians with the prerequisites of teaching; Violation of the principles of academic integrity; Evaluation of book manuscripts for history work.

Explores the teaching of nationalism and national identity in the Middle Eastern history. Information on the Middle Eastern history course offered at Hofstra University in Hempstead, New York; Themes of the course; Methodology of teaching Middle Eastern history; Syllabus of the course.

Focuses on the study of the history of sexuality in the U.S. Relationship between queer theory and historical discourse; Importance of globalization to political elite; Sexual symbolism of Mexico.

Presents an article on contemporary currents in border studies, particularly those surrounding the border history between the U.S. and Mexico. Need to comprehend the border culture; Motive for using author Walter Mignolo's scheme of knowledge; Stand of Mexico on border studies.

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 an article on the materials and resources used in teaching medical history at the undergraduate level in the U.S. Emphasis of the Medical History in Cultural perspective course; Influence of race and gender on the types of medical care offered; Response of medical students to a 1915 condemnation of midwives in the U.S.

Presents information on a course on the history of Islam in western countries offered at Arizona State University in Tempe, Arizona. Course description; Details on the required books for the course; Objectives of the course.

Presents an article on teaching the history of cities, Bombay, London and New York which will provide students with a comparative perspective that enables them to question assumptions about history. Origins of the course; Course description and outline; Use of movies in teaching the course.

Discusses the teaching of a college course about the history of the war on poverty in the U.S. Course description; Details on the books used in the course; Method of instruction and study.

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.

Discusses the approach to teaching the history of the Americas in the U.S. Factors that have perpetuated a parochial view of the Americas; Intellectuals and activists that are linked to the efforts to view the region in terms that transcend the nation-state; History of the Americas according to historian Herbert Eugene Bolton; Approach of Kate Masur in teaching the history of Americas.

Studies the teaching of modern Middle Eastern history in U.S. academic institutions. Challenges of teaching Middle Eastern history; Students' view of the Middle East.

Focuses on the study of the history of sexuality in the U.S. Notions about evolutionary liberation; Impact of Europe's conquest and colonization on the disciplining of sexual bodies; Benefits of nationalism and citizenship in 19th and 20th centuries.

Introduces a series of articles about the teaching of radical history and the contributions of Africans to the culture in the U.S.

Introduces a series of articles about the use of radical mentoring in the teaching of history in universities and colleges and the U.S.