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The article presents the author's personal reflections on his experiences teaching U.S. history at the American University of Beirut, Lebanon in 2009. Details are given describing premise and central themes of his course "Introduction to American Studies," highlighting questions regarding the students' perceptions of what "America" was. Discussion is particularly given noting the influence of the U.S. military presence in the area with the Iraq War and the War on Terror. Additional subjects discussed include the benefits and pitfalls of comparisons between U.S. history and other nations' histories, encountering and critically examining American cultural mythology, and the centrality of ideology in the understanding of 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 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.

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.