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

An essay concerning the advantages of studying history without chronology is presented. It discusses the need for historians to renew their study of time and temporality as used in the study of history, the history of the use of chronology in studying history and the methods of using time instead of chronology in the study of history.

An essay is presented on the use of digital technologies by the American Social History Project (ASHP), with a particular focus on its work in history education and faculty development. The author explores the possibilities surrounding a digital version of the ASHP's textbook "Who Built America? Working People and the Nation's Economy, Politics, Culture, and Society" (WBA?) with an emphasis on the use of digital tools to promote literacy and historical thinking skills.

The article presents the author's insights on history presentation. The author mentions that Everyman believes that picture of past events and documents are entities in the course of historical research. According to Malcolm Gladwell, people are coolhunters, people who notices cultural pulse, patterns, and trends in understanding history route on humankind.

An essay is presented on how Dante used history in his "Commedia," suggesting approaches on how to incorporate his texts into undergraduate history teaching with examples from Medieval southern Italian history. It believes that a literary work such as the "Commedia" often reflects a period's shared values and assumptions. It considers different ways Dante portrays the political figures and social institutions of Italy, provoking thought and discussion on what constitutes historical evidence.

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.

An introduction to the journal is presented which discusses articles in the issue, including one on milk consumption in Mexico in the twentieth century, one on the replacement of bison with beef on Indian reservations in Montana, and one on teaching food history.

The article features German Dramatist and Historian Friedrich Schiller and his famous inaugural lecture "What is and to what end does one study universal history" at Jena University. According to the article, he reflected on the nature of history and its discursive implications and noting how world history appears to the human observer. It also notes that Schiller and German Novelist and Dramatist Johan Wolfgang von Goethe became close friends and collaborators.

This essay presents the Mexican philosopher Leopoldo Zea's doctrine of history related to comparative American studies. It also addresses Zea's early work on Mexico and presents his discourse on margination and barbarism in dialogue with philosopher Gloria Anzaldúa's theoretical engagement. The essay concludes with discussions on several theorists who have presented models of comparative American studies compatible with the Southern Theory.

An interview with Chicano/Latino studies professor Gilbert G. Gonzalez is presented. He shares how his family's history as part of Chicano/a and U.S. history, shapes his research and teaching. He talks about his aim to educate by drawing on student's histories and connecting them to a larger historical patterns. Gonzalez sheds light on the power of listening to and learning from family experiences, of connecting the past to the present, of thinking transnationally and of putting Chicana/o education, labor and migration in the context of U.S. empire.

The author reflects on her experience of working with the performance group Culture Clash to create an innovative, and indeed radical learning environment in which students were introduced to historically and ethnographically informed methods of theatrical inquiry. She relates how her collaborations with theater professionals, persuasively convey how dramatization can be used simultaneously as a method of inquiry and as a means for introducing and eliciting alternative, critical narratives in the study of history.

This essay argues that the current crisis in history education at the K-12 levels requires creative interventions and interdisciplinary collaborations. It also offers a series of strategies for teaching critical historical thinking skills to young people. Drawing on the author's recent collaboration with a theater educator, the essay examines the radical potential of one pedagogical method in particular--a theater-based strategy called "process drama." A philosophical and experiential approach to teaching and learning, this method draws on theatrical ideas to trouble the traditional dynamics of the classroom and provoke students into critical investigation. The author roots her reflections on the power and potential of process drama for history education in a lesson she developed for a group of public school teachers from the Bronx. Interested in introducing these teachers to a diversity of visual primary source documents and in complicating the story of the Civil Rights movement, she asked participants to use a series of theater exercises to examine a set of photographs taken at civil rights protests. This work, the author argues, suggests the power of critical and creative pedagogies in the history classroom; demonstrates the importance of interdisciplinary instruction, even at the K-12 levels; and offers a model for social justice history education that does not ignore the practical demands that weigh heavy on classroom teachers in this current standards-saturated public school educational climate. [ABSTRACT FROM AUTHOR]

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 the concept of historical studies for professional historians. It states that historical studies involve the past events in the occurrences constructed by the people. According to the etymology of the professionals, historical past constructed as an end in itself has very limited if any practical usefulness and contributes only to the understanding of what ordinary folk regard as the present. For modern historical studies, a historical event is any occurrence that lends itself to investigation by the techniques and procedures currently in force among the guild of professional historians.

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 offers information on the existence of American studies in Tehran, Iran. The University of Tehran in collaboration with the American Studies Association (ASA) has offered graduate course and masteral programs for business education which emphasize research techniques and methodologies employed by Americans. Lectures on globalization, culture, diaspora and American literature and orientalism with political and cultural awareness were also discussed in the course by academic experts on American society and history. In addition, ASA is a left-leaning organization which provides opportunity to their scholars to fully developed their understandings and learning through outside experiences.

The author examines the specific challenges she experienced in engaging her students to consider the necessity of teaching literature that requires immersion in the history and other politics of location. She asserts that in situations where the subject matter is highly complex, it is impossible for educators to claim expertise. She states that students benefit greatly when they witness the process by which one becomes adequately informed to teach a particular subject responsibly.

The article examines the launch of the Regional Disability History Archive Project at the University of Toledo from a larger context of public disability history activism in the U.S. The need to archive the history of disability studies is borne out of the reality that few archival repositories document the lives of disabled. Thus, the project expands areas of opportunity and research for professional training of public historians and contributes to the goal of institutional community outreach.

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.

The article focuses on teaching deaf history to predominantly deaf classes at the Rochester Institute of Technology. The course examines the history of deaf education and the creation of the Deaf community in a transatlantic context. What is revealed in the classroom is the culturally constructed nature of the power of hearing and the corresponding power of hearing people. Some of the teams include eugenics, civil rights and technological change.

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.

Focuses on the history of the Society for French Historical Studies (SFHS) in the U.S. Role of Evelyn Acomb in the creation of the organization; Impact of gender issues on SFHS; Citation of indispensable research made by SFHS members which clarified arguments on the French history.

Recalls the experience of infusing gender in teaching world history. Two insights that have come out of the world history course; Overview of topics that include gender and sexuality role in history; Responses from students who took the course.

Discusses the inclusion of women's history in teaching world history. Overview of the beginning of women's history; Three things that could prevent the exclusion of women in world history; Reason behind the slow development on the studies of women and gender roles in world history and its restriction to a small number of themes.

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.

The article presents information on various announcements related to French Historical studies. The Camargo Foundation maintains in Cassis, France, a center for the benefit of scholars who wish to pursue studies in the humanities and social sciences related to French and Francophone cultures. The foundation offers, at no cost, thirteen furnished apartments, a reference library, a darkroom, an artist’s studio, and a music composition studio. The Society for French Historical Studies and the Western Society for French History offer an annual award of $2,000 for research conducted outside North America on any aspect of the history of France.

Explores the narrative problems in the integration of Latin America in world history courses and textbooks. Issues which affect the interest of the proponents of world history; Characteristics of world history in courses and textbooks; Views of historians on European themes; Factors which lead to the deficit in Latin American history in the context of world history.

Examines the place of Latin America in the field of world history. Change in the views of historians about the relationship of Latin America and Europe; Nature of world history texts that are written by European historians; Significance of transnational approaches to the problems of integrating Latin America into the context of world history.

Discusses the use of U.S. history to transform a course on nineteenth-century issues of race and nationhood. Factors that discourage historians from undertaking comparative work; Information on the course, Emanticipation and Nationhood: The U.S. in International Context; Goals of the course; History of slavery and national identity in the U.S.

Discusses the creation of the master's program, The Americas: Histories, Societies and Culture at the University of Newcastle upon-Tyne in England. Aim of the program; Goals for establishing the program; Difficulties in designing the program; Focus of the program.

Henry O'Neill's narrative of first encounter in 1882 with residents of the plateau south of the Rovuma (in Mozambique) constitutes the earliest contribution to the written record on the area. By his presence among and accounts of these people, O'Neill transformed regional villains into victims awaiting British stewardship. This article portrays those O'Neill met on the plateau as more complex historical subjects who brought to the encounter their own fears, aspirations, and strategic agendas. Whereas the writings of the Subaltern Studies Group provide the author with a useful point of departure, the article critiques Subaltern Studies' excessive focus on textual readings, turning instead to the accounts of contemporary descendants of history's silenced subjects to construct an alternative narrative. [ABSTRACT FROM AUTHOR]

Discusses several aspects of teaching radical Africana political thought and intellectual history. History of thought and procedural matters; Issue on the nature of the radical black intellectual tradition; Details of the contemporary debates about methodology in the history of political thought.

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 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.

Proposes a rethinking of entertaining representations of the Jewish Holocaust, particularly representations involving toying with perpetration, in ways that might redefine their potential as instruments of learning and remembrance. What these representations say about dominant Western conventions of engagement; Under-emphasized recognition concerning what to teach about historical trauma.

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.

Discusses the use of films as a resource in teaching history. Ways of conceptualizing and teaching film; Impact of film on society; Advice for using film in the classroom.

Discusses the method of teaching French colonial history through film. Role of film in shaping the cultural history of French colonialism; Suggestions of films which can be used in the classroom to introduce discussion of the French history.

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.

Discusses a course that teaches the contribution of Africans to the history of the Americas. Relationship of Africa to the Atlantic world; Features of the course; Role of Africa in the Atlantic Revolutions.

Presents information on a course that teaches the history of African slave trade and the making of the African diaspora from 1441 to 1807. Objective of the course; Requirements for students; Details on the readings for course.

Describes a course that teaches the history of African slave trade and the making of the African diaspora from 1441 to 1807. Objective of the course; Details of the readings for the course; Features of the course.

Presents information on a course that teaches the history of cultural contacts in North America, Latin America and other countries in the Atlantic region from 1500 to 1825. Purpose of the course; Course outline and reading assignments; Course textbooks.

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.

Provides information on the use of multimedia, the Internet and student participation in teaching Mexican history to focus on the myriad ways in which Mexicans engaged in their own struggles for democracy and national self-determination. Reason for the outbreak of revolution against former Mexican President Porfirio Díaz; Comparative studies of rebellion, social movements and national revolts; Cultural tensions between the indigenous and European cultures to understand the politics of Mexican society.

Focuses on a teacher training program that highlighted the centrality of history for contemporary indigenous movements for cultural dignity, environmental renewal and political sovereignty in the Pacific including Hawaii, Guam and the Philippines. Economic and political advantage, notions of racial and cultural superiority and the use of military force; Grant given to the Pacific Program of the American Friends Service Committee to develop curriculum and teach radical history; Exercises to encourage students to rethink the value of indigenous ways of learning and relating versus those same concepts in the dominant culture.