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The article evaluates whether the new curriculum developed by history faculty at Rollins College in Florida helps students to effectively learn important history skills. Topics include an investigation by American historian Claire Strom into whether students' acquisition of primary source literacy skills is facilitated by the iterative pedagogy of 200-level classes, the reason for the revision of the curriculum in 2014, and the types of 300-level courses that resulted from the revision.

The article examines the ways in which history of higher education (HE) instructors worked through the lens of social justice to make history relevant for graduate students outside of the history discipline using data from a survey of HE and student affairs (HESA) programs in the U.S. Topics include the number of HESA programs in the U.S., the importance of the strong social justice emphasis within HESA programs to HE history, and the principles of social justice education (SJE) pedagogy.

The article outlines important concepts that should guide history teachers in reorganization of their curriculum around movements and how these can help students develop a stronger understanding of the past. Topics include the need for teachers to emphasize the role of people organized in movements and collective action in the past and present, the importance of illuminating the role of intersectionality in movements for justice and the significance of the role of community and school context.

The standard response of any historian in almost every case is: it's not that simple. The challenge, of course, is the tension between exploring questions to their full complexity and ambiguity on the one hand and the fact that we know that you [teachers] only have one period ... and have a lot of things to cover. That's a really hard thing to reconcile. [ABSTRACT FROM AUTHOR]

The author discusses his history course on "the history of future technology." He cites the essay "The Principles of Communism," by 19th century philosophers Friedrich Engels and Karl Marx, explores the notion of technofuturism, and examines the relationships between past, present, and the imagined future.

The article discusses various aspects of disciplinary literacy, also referred to as historical literacy, within world history, and how such literacy informs a particular approach to K-12 history education. It attempts to define world historical literacy and how world history teachers must define the parameters for becoming literate in world history.

The author discusses various challenges for teachers in teaching the Paleolithic era, particularly when ongoing discoveries change previously held conclusions and perspectives at a relatively high rate. The article examines research about the Upper Paleolithic era, world history scholarship, and U.S. curriculum regarding the Paleolithic era.

The article presents an essay on the influence of the Amherst Project, the publication of 70 pamphlets of primary sources for 11th grade U.S. history and teacher training materials in the 1960s. The author cites the impact of national education reports in the 1890s, progressive thinking in the 1920s, and support for discussion of primary sources in the 1960s on history education.

An essay on the benefits of committing mistakes in the classroom to history students is presented. It tackles the importance of error in teaching and learning, the benefits of students making mistakes in front of their peers and teachers, and exercises recommended to reveal to students that history is open to multiple narratives.

The article looks at the U.S. Department of Education's Teaching American History (TAH) grant program, with a particular focus one grant recipient, the Model Collaboration: Rethinking American History (McRAH) program, which included a high-needs school district, a liberal arts college, and an urban historical society. Topics discussed include teaching strategies, teachers' attitudes towards the study and teaching of history, and the sustainability of teaching methodologies.

An essay is presented in which the author discusses the relationship between what is identified as the study of history in an academic environment and popular history and how the differences between the two might impact history teachers, and his development of a college-level early American history survey course. The article discusses the understanding of history by the public at-large, how the survey course incorporates films and documentaries and linking current events to the past, and the interactivity of the course.

The article discusses the use of the Internet in teaching history from the vantage point of a college student, public high school history teacher and college professor. An overview of massive open online courses (MOOCs), including their low cost and the availability for student-teacher interaction, is provided.

A case study is presented concerning Haverhill, Massachusetts, High School history teacher Abigail Gable and the Advanced Placement (AP) program. It examines Gable's goals for historical understanding among her students, including combining several elements such as historical significance, epistemology, and evidence, It also discusses how Gable emphasizes continuity and change, progress and decline, and moral judgments in history and historical studies.

An essay is presented on the subject of what was known as the color line in U.S. major league baseball between 1887 to 1947 and how teachers can develop lectures, discussions, and student projects on the color line. It discusses how the color line led to paradoxical exclusion of players on the basis of race and how American minorities strengthened their ethnic identity and communities by adopting baseball during the Jim Crow era. The article discusses several minority players such as Moses Fleetwood Walker, Clarence Duval, and Jackie Robinson.

An essay is presented in which the author describes her development of two history instruction labs for students in college teacher education programs at Northern Arizona University (NAU) as of August 2012. The author argues that history teacher preparation courses and programs should create a transparent historical process, require hands-on history education, and provide teacher candidates with the ability to facilitate classroom practice of history.

The article discusses a history teacher credential program at California State University, Long Beach, entitled "Raising the Visibility of Asia in World History Teacher Preparation" as of August 2012. According to the article, the program attempts to develop curricular materials and instructional activities for the school's pre-service classroom for novice teachers. The authors argue that the program gives pre-service teachers with scholarly understanding from a global perspective that will enhance student conceptions of Asian history. The article provides examples of student-created lessons from the course on Asian hegemony from 1450-1750, the Japanese industrial revolution, and a course on shogun Tokugawa Yoshinobu.

The authors introduce a history teaching instrument known as the Protocol for Assessing the Teaching of History (PATH). The authors claim that PATH provides the establishment of a conversation among history teachers concerning teaching behaviors that contribute to quality instruction in the subject of history. The authors state that PATCH attempts to engage students in what is termed the decomposition of practice for history teaching techniques. The authors state that PATH was modeled upon the Classroom Assessment Scoring System-Secondary (CLASS-S).

An essay is presented in which the author describes a project developed by himself in and scholar Elizabeth Moje at the University of Michigan as of August 2012 known as the Clinical Rounds Project. According to the article, the authors utilize disciplinary literacy in order to improve the education of prospective teachers of history and social sciences.

An essay is presented in which the author discusses her experiences teaching a graduate-level elementary teacher education course entitled "Literacy, History, and Social Science" at Stanford University. The article also discusses the Performance Assessment for California Teachers (PACT). She also discusses the findings of several articles published in the journal on the topic of history education in teacher education programs.

An essay is presented on the history of the scholarly journal "The History Teacher" and its involvement with the reform of history education throughout the 20th century. The author discusses why a scholarly journal on history education was implemented, explains that the periodical was founded by the History Department at Notre Dame University as the "Quarterly Bulletin of the Teachers' History Club," and explores programs for teachers developed by the American Historical Association.

The article focuses on the approach of teaching history through inquiry instruction rather than fact-based instruction. The author analyzes research scholarship on history teaching and learning that supports several ideas, including the constructed nature of history knowledge, the importance of substantive and procedural concepts in teaching history, and the need for intelligent support systems due to the challenges of discipline-based learning. A model for professional development and in-service training for history teachers is also presented.

The article focuses on the history of collaboration between K-12 teachers and college history professors to improve history teaching in U.S. schools between 1983 and 2011. The author discusses how educational reforms reflect patterns of conservative and progressive times within the country, analyzes the differences between teaching history and teaching social studies, and explores several history teaching organizations and programs, including the National Council for History Education, the National Center for History in the Schools, and the National History Standards Project. The grant program Teaching American History is also discussed.

The article discusses an approach to history education wherein nonfiction texts are paired with historical fiction books, focusing on ways in which such efforts can provide students with various perspectives on historical events in order to shape their understanding. The author provides suggestions to teachers on how to evaluate informational texts and novels for their use in history courses. Also provided is an annotated bibliography of the author's recommendation of appropriate fiction and nonfiction book pairings on various historical topics including the 1893 Columbian Exhibition, child soldiers in Africa, and the U.S. Dust Bowl.

The article examines problems associated with the method of teaching history which calls for teachers to have adolescent students read primary and secondary source materials using the same methodologies used by history scholars. Using evidence related to the world view, knowledge base, and cognitive development of adolescents, the article argues this approach to teaching history will result in only a minimal gain in student learning. Methods of teaching history based on cognitive constructivism and socio-cultural theory are explored. Other topics include the scaffolding method, lessons based on historical inquiry, and historians' heuristics.

An essay is presented which discusses the California History Social Science Project (CHSSP), a pilot program designed by members of the history department at California State University at Northridge (CSUN) aimed at promoting collaboration between university and secondary history teachers. It describes workshops that were focused on increasing content knowledge for high school world history teachers and argues that professional development and teacher education are vital to student success.

The article presents an examination of the role that history teachers play in cultivating students' imagination and empathy in Singapore. It discusses the importance that imagination and empathy have in engaging students to think critically about history. It explores how teachers can design a curriculum that allows students to understand the context of an event and bring them closer to the past. The article examines the history of housing development in Singapore and discusses a lesson that promotes classroom imagination and empathy.

The article explores how history teachers can more productively teach students how to engage with primary resources. It discusses the importance that primary resources hold in history education and examines how pre-service teachers can better familiarize themselves with effective methods for training students how to use these documents. It explores how historians engage with primary resources and offers a methodology for teaching primary resources in a year-long middle or high school level history course.

The article discusses an alternative approach to teaching the traditional history survey to future history teachers. The author states that history teachers must understand how historians frame historical problems, select and organize factual details, and construct historical stories. The author talks about a course he designed for future history teachers at the University of Northern Colorado. The course is entitled "Advanced Overview of American History." The article also discusses approaches to teaching World War II.

This article cites a scene in one of J. K. Rowling's "Harry Potter" books in which students struggle to stay awake in a course on the history of magic that is taught through lectures given by a ghost. The scene is cited to make a point about the lost art of lecturing by teachers. Lecturing has been losing ground to the belief that teachers need to use active learning strategies to engage students. The article describes some poor lecturing practices that should be corrected and presents an argument for reviving lecturing.

This article describes a way for history teachers to retain student interest in the subject matter. History teachers have found that they have little or no time to devote to their favorite topics or topics that students seem to be more interested in because of the expanding curriculum and the need to teach to achievement exams that have been gaining favor in education. Although history teachers have always had to deal with issues of curriculum, the problem of engaging students in history classes involves making events of the past relevant. The article describes a teaching method that requires students to rewrite historical periods using their own thoughts.

This article discusses the importance of reading effectively and knowing how nominal groups function in history discussions to understanding history in school. The use of nouns and nominal groups in history textbooks is examined to show how they can be confusing in history discussions, especially for those learning the English language and students with limited experience in the use of academic language. The author explains how she found that students reading history textbooks need to understand how historians construct the historical accounts in order to learn properly.

This article discusses the importance of teaching history students the idea of causality to understand why there could be multiple reasons for the occurrence of historical events. Students should understand that historical events have no neat progression from start to finish. The article suggests that history teachers create opportunities for students to engage in real historical inquiry to help free them from their typical myopic view of such events. History teachers can direct students to look forward from the beginning of an event so that they can put themselves in the shoes of the historical characters.

This article describes five methods for teaching the history of United States foreign policy in ways that will help to develop students' critical thinking. Critical thinking is defined as examining the meaning of historical developments and making interpretations, comparisons, theories, and evaluations. The methods teach students to ask questions about the information and to determine how historians have framed the information. Some of the five methods of developing critical thinking are as follows: analyzing history in terms of policymaking decisions, examining debates over policymaking, and comparing official rationales and policy results

In the article the author discusses how Wikipedia works and how teachers can effectively use it in the classroom. The main problem with electronic encyclopedias is with the accuracy of the information. Since Wikipedia is maintained by volunteers rather than by qualified historians, the information can sometimes be inaccurate. The article notes that since Wikipedia use has greatly increased and has seen increased use by scholars and teachers, history teachers should find ways to use it in the classroom. The author describes the benefit of having students prepare and submit articles to Wikipedia.

The article discusses the role of emotion in teaching and learning history. Although visual materials have been integrated into postmodern American culture, history teachers are still uncomfortable with using them and opting to use written texts over visual ones. Historian Louis P. Masur coins the term "ubiquitous visual culture" to characterize a condition where reality and authenticity are difficult to decipher. A collaborative study on student retention of historical information, using emotional images as a crucial research variable.

In this article, the author introduces course content material and accompanying teaching strategies to facilitate the incorporation of modern Japanese history into the world history curriculum. The author aims to show how changes in curriculum choices can serve to fill many of the gaps that exist in the teaching of world history. She encourages readers to adapt these strategies for use in their own classrooms. She also advises teachers to use the material and modify their lesson plans for immediate implementation at a variety of educational levels.

In this article, the author explores the challenges of teaching history in schools in California. The author puts a particular emphasis on the issues teachers encounter when they address writing in history classes in the state. She references a study which found that changes made by the No Child Left Behind Act have placed high demands and challenges on history teachers. She notes that teachers are expected to deal with institutional pressures to develop standards-based curriculum and to prepare students for standardized tests.

The article proposes an alternative method for teaching U.S. history and relates the changes introduced by a teacher to the U.S. history curriculum to enable the students to enjoy the class and better understand U.S. history. The teacher dismissed two basic assumptions that promote the negative attitude of students toward studying U.S. history, namely that history should be taught chronologically and that history should focus on particular groups and people. The teacher decided to move through the history class by topic rather than date. The teacher adopted a variation of an ethnographic technique called consensus analysis for the class.

The article explores ideas about integrating historical thinking into history instruction. It describes the features of learning and the use of historical knowledge by students. It emphasizes the importance of actively engaging students in exploring relevant questions related to the subject. Chris Husbands suggests ways in assessing students of history based on research done in Great Britain, including addressing the nature of student historical study and establishing criteria for the evaluation of interpretations.

The article explores how history teachers can teach history using the experiences of the unimportant or ordinary people of the past despite the paucity of records left by ordinary people. It emphasizes the importance for teachers to cope with the shortage of writings from ordinary people when teaching history in order for students to know that history was not made solely by people in power. Information is presented on the efforts of historians to produce works highlighting the concerns of the common people. It suggests investigating the findings of social histories written recently to be able to examine previously unused primary sources.

The article presents some pedagogic approaches for teaching the Crusades. According to the author, the emphasis on historiography plays a critical role in teaching the Crusades to students and stress that professional and amateur historians interpret those sources in various ways. In other words, historiography stresses that textual and visual representations of history are subject to the biases of people who create them. She asserts that background lectures on the emergence and rise of Islam that concludes with a discussion of some of the political and economic aspects of the Muslim world and on the eve of the Crusades are vital to a successful presentation of the Crusades.

The article reports the results of research that investigated which features films teachers are using to teach the history of the U.S. to high school students, and how and why they are using these films. The authors note that documentary films are not considered in their analysis because they are often created for different purposes and use different techniques. Instead, they used the terms feature film and Hollywood film to refer to movies commercially made for a mass audience for entertainment and profit. They add that information from the research provide an understanding of the practices of a group of teachers in using film as a resource and of the potential impact on their classrooms' history curriculum.

The article offers information on teaching history to middle school students through the use of films with historical themes. The author says that such films influenced his historical understanding and motivated him to read about and study the past. He admits that he never used film for much more than to guide students get a sense of the past. He adds that he never considered how film representations affect students' ideas about the past. He discusses the findings of a classroom research study designed to explore and improve how he uses film to teach history to middle school students.

The article talks about teaching history using John Sayles' film "Lone Star." The author says that the film is an excellent tool for teaching the production and interpretation of history in a high school or introductory level college history class because it shows that history is subjective. She notes that Sayles' interest in history can be seen in much of his work, such as in his novel "Los Gusanos" and in his film "Matewan." She considers "Lone Star" as Sayles' masterpiece. She describes it as a brilliant exploration of the nature of history.

The article presents information on the fishbowl style of monitored discussion that history teachers could use to promote class discussion. In this activity, a small group of students is assigned to discuss the assignment while the rest of the class watches and listen. The discussion participants are evaluated by the teacher according to some pre-announced criteria that addresses some combination of discussion skills and mastery of the content. In some instances, the observing students may also judge the participants in the discussion as a technique to keep their attention.

This article discusses the use of images in history lectures. The author argues that the use of images in the lectures improve the retention of historical facts and add greatly to student enjoyment of the subject. In this regard, the article examines several issues related to the value of images in teaching and studying history as well as the trends in educational technologies that are available to help history lecturers. Hence, it presents a detailed assessment of how important images are to history teachers.

The article investigates into the quality of history teacher education and certification in the U.S. The study addresses content standards for teachers, teacher certification in history, content standards for students, exit examination requirements in history, and resources and organizations that are available at the state level for history teachers. It focuses on the 2002 findings pertaining to teacher certification and content standards for teachers and changes that have occurred over the past three years.

Proposes a solution to history teachers in developing among undergraduate students the capability to provide concrete evidences to support their assertions about past events or issues. Failure of college students to provide evidences to support their assertions about the past; Technique employed in enhancing student's capability to provide evidences to support their assertions about the past; Suggestions to history teachers.

Discusses various measures that should be taken to improve world history teacher training in public schools in the U.S. Characteristics of an effective undergraduate survey of world history; Importance of the undergraduate survey to teacher training; Methods and strategies in teaching world history.

Discusses a strategy designed to improve students' knowledge of historical content and competence in historical thinking, for beginning and experienced history teachers and history teaching method professors. Conventional practices in using primary sources; Information on the use of primary sources in teaching; Examples of the use of first-, second- and third-order primary documents in investigating the period of Cold War; Ways of assessing the affective dimensions of students.