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The article suggests the effectiveness of incorporating digital video projects into retelling of local historical narratives to facilitate student learning of history in the U.S. Topics include the importance of considering the local history of a certain narrative before constructing a comprehensive retelling of any particular national history, and a background on the development of the Satchel & the Yastrzemskis digital video project to retell America's black baseball history.

The article discusses a study which examined the impact of an authentic digital assessment on student engagement with the history of higher education in the U.S. Topics include the number of Higher Education and Student Affairs (HESA) programs in the U.S. that included a course on the history of higher education, the importance of an authentic learning assessment in history education, and the indicators of engagement of students who participated in the study such as hard work.

Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the hillbilly stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies' Themes of Social Studies and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners' settings, perspectives of events and issues, and methods of protest. Modern technology's preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive. [ABSTRACT FROM AUTHOR]

The article emphasizes the importance of integrating lesbian, gay, bisexual, transgender, questioning (LGBTQ+) content into history and social studies curricula in the U.S. Topics include the significance of this integration considering data and resistance to LGBTQ+ curricula, criticisms of the traditional approaches to the curricula, and several practices for integrating LGBTQ+ histories into the classroom including strategies for teaching LGBTQ+ history and creating inclusive environments.

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.

Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians' disciplinary practices may be needed in history education. [ABSTRACT FROM AUTHOR]

This article presents an essay written by historian Juliana Barr on the topic of Native American sovereignty. She comments on the lack of time spent teaching about Native American history before 1492 in United States classrooms and examines the rich oral and written traditions of native groups dating well before European colonization of the land in the late 15th century.

This article addresses the teaching of disability history, specifically concerning the historical figure of Franklin Delano Roosevelt (FDR). Drawing upon literature from multicultural education, disability history and disability studies in education (DSE), the authors discuss historical content and teaching ideas for instruction about FDR. The authors present findings from a content analysis of six middle level and secondary United States history textbooks, noting unanimous coverage of FDR's disability resulting from polio. These textbooks noted how he overcame his disability and strengthened his character, referenced his decision to conceal his disability, and quoted FDR directly regarding his disability. The authors follow this analysis with discussion of several middle and high school teaching ideas that might augment textbook coverage and representation about FDR. This article explores how teachers of United States history might further develop their teaching of history through the inclusion of disability history within the context of a famous historical figure. [ABSTRACT FROM AUTHOR]

An essay is presented wherein the author shares her journey to becoming a historian of American Catholicism. Topics include her passion for studying the history of late medieval and early modern Europe during her freshman year at the University of Michigan in 1963, her decision to stay in Michigan for her graduate studies, and the publication of her dissertation "Wage-Earning Women: Industrial Work and Family Life in the United States, 1900-1930" in 1979.

Librarians and archivists can gain insight into the disciplinary culture of historians, and history doctoral students in particular, by examining the acknowledgment sections of these students' doctoral dissertations. This paper is an exploratory analysis of the 219 history dissertations written at the University of Oklahoma between 1930 and 2005. [ABSTRACT FROM AUTHOR]

This article focuses on the study which examines the anomaly on the history of racism in the U.S. The condemnable racialism made an eager acceptance of white people from the slave South and the free labor North. Furthermore, the defensive measurement of being paternalistic on Christian slavery presents a complicated relation between race and under harsh condition than it was previously studied. In addition, anthropologist who studies ethnology provides a strong defense on the state of being controlled as opposed to the biblical servitude.

This article focuses on the studies of Civil War battles and campaigns in the U.S. According to the author, studies of campaigns and battles are staples of Civil War history. He added that it evolved over the past years and more traditional approaches have been refined and improved. He also emphasized that the old and new approaches can flourish together and students can work to remove the blinders and prejudices that prevented Civil War historians from realizing the potential of the study.

Focuses on the teaching of history at the Omaha University in Nebraska from 1908-1957. Entry requirements and voluntary daily convocations at the university in 1909; Subjects in the history curriculum; Revision of the curriculum in 1931; Impact of World War II on the History Department; Celebration of the Golden Anniversary of the department in 1958.

The article discusses teaching North American indigenous and environmental history at the college level. It provides an overview of their historiography, and considers both traditional and indigenous ecological knowledge of the Americas and issues of sustainability. Topics include human ecology ad climate change, the culture of indigenous people prior to their contact with Europeans, ecocentrism, ethnohistory, transnationalism, and beliefs regarding time.

Stephen Aron is professor of history and Robert N. Burr Department Chair at UCLA. He thanks John Gray for teaching him that we have no alternative but to make history matter more to more people, Virginia Scharff for turning Los Angeles traffic jams into productive thought incubators and Paul Aron, Anne Hyde and Elaine Nelson for much valued comments on a draft of this address. He is also indebted to the Autry Museum, Binghamton University, Brigham Young University, the California Club, Claremont Graduate University, the Gilcrease Museum, the Huntington Library, Louisiana State University, Pomona College, St. John's University, Skidmore College, UCLA, the University of Connecticut, the Université de Paris 1, the University of Oklahoma, the University of Missouri, St. Louis, the University of New Mexico, the University of North Dakota and Yale University for providing him with forums to present and discuss the issues and ideas that inform this essay. [ABSTRACT FROM AUTHOR]

This article is a reflection on the teaching of black history after the Obama presidency and at the dawn of the Trump era. It is both an analysis of the state of the academic field and a primer on how to integrate the past few decades of scholarship in black history broadly across standard K-12 curriculum. It demonstrates the importance of theorizing black history as American history rather than just including African American content in US History courses and offers specific methods that can shift the narrative in this direction even within the confines of a more traditional telling of the American past. Finally, it situates the voluminous work of historians of the black past as critical interventions in pedagogy necessary to challenge today's unrelenting attacks on public education. [ABSTRACT FROM AUTHOR]

The federal report A Nation at Risk, edited by the federal government of the United States of America (1983), alarmed the country by pointing out a education deep crisis. That document pointed to many problems in state curricula and programs, therefore accused of becoming too generalist, uninstructive. Among scholars and politicians, became powerful the idea of designing national standards for all of the school subjects of the USA, which should be seen as guidelines for teachers and students towards excellence. So, the present article analyzes the attempts to design national History curricula in the United States of America between the 1980s and 1990s, such as Building a History Curriculum (1988) and National Standards for History (1996), emphasizing the way the political discourses engendered in the United States of America had crucial impacts on the recommendations in regards to the teaching of history -- from patriotism to multiculturalism, as in a pendulum movement. [ABSTRACT FROM AUTHOR]

The article provides an overview of the history of the Committee on Teaching and Public Education for the Western History Association (WHA), established by Annette Atkins in 2003 during the Annual WHA conference. Topics include outreach opportunities to promote education of local and regional history, efforts to promote attendance by public school teachers to annual WHA conferences, and programs that matched academic historians with schoolteachers to build lesson plans to teach history.

The article discusses course design for introductory courses in U.S. history and the Tuning Project history education initiative from the American Historical Association. Emphasis is given to topics such as the aims and objectives of survey courses in history education, the relationship between U.S. history learning and citizenship, and active learning classrooms in inquiry-based pedagogy.

This mixed methods study explores how high school students (N = 35) enrolled in a US charter school with a high Latino/a population perform on and perceive (in terms of interest and relevance) document-based type historical reasoning tasks: one about the Dust Bowl in the 1930s and the other about the experiences of Mexicans and Mexican Americans in the 1920s. Students wrote essay responses and completed perception inventories about the tasks. We also interviewed 10 focal students to delve more deeply into students’ thinking regarding the tasks and their interest levels in the two topics. We scored students’ responses along the criteria of historical claims, substantiation of claims, use of evidence from documents, sourcing of documents and contextualization. Our hypotheses were that students would perform better on, and be more interested in, tasks that were culturally relevant to them. We found that although students did not perform differently on the two tasks overall, students’ perceptions of the tasks differed, with a significantly greater interest in the task about Mexicans and Mexican Americans. We address the complexity of these findings and discuss implications for curriculum and practise. [ABSTRACT FROM AUTHOR]

The article discusses the politicization and censorship of U.S. history textbooks and the article "A 'Pure History Law'" by James Franklin Jameson, published in the July 1923 issue of the journal. Emphasis is given to topics such as textbook laws in Wisconsin and Texas, the role of nationalism in historiography, and citizen participation in history curricula.

In this article, the author examines equality in U.S. history. Particular focus is given to how the topic relates to relevant historical figures, or, "great persons," literacy and historical evidence. Additional topics discussed include a lesson plan examining historical figures through a public forum, how issues of equality have pervaded American history traditionally and insights on U.S. history following the Civil War.

Background: Much research has been done on the factors that influence teachers' work. Yet the nature and scope of those factors, and their impact on teachers, remain unclear. Indeed, different literature bases on teachers' work present different and often contradictory conclusions. For example, some researchers claim that mandated accountability testing exerts the greatest impact on teachers' work. Yet other researchers claim that teachers' knowledge and beliefs have an equally strong impact on their work, as does mandated testing. These contradictory findings in the research seem to happen at least in part because most research into teachers' work only looks at one or two influences on that work and ignores how multiple factors work together to influence teachers' work. Purpose: Recognizing this background, this study examines three factors that influence teachers' work: mandated accountability testing, teachers' knowledge and beliefs, and teachers' milieu. The article examines each factor, both individually and collectively, for their combined influence on teachers' work. Setting: This study was conducted at a public middle school in south Texas. Population: Four social studies teachers participated in this study: 2 eighth-grade U.S. history teachers, 1 seventh-grade Texas history teacher, and 1 sixth-grade world cultures teacher. Research Design: The study encompasses 5 years of weekly interactions with social studies teachers at the school. I logged approximately 450 hours of nonparticipant observations, made field notes and audio recordings of regular classroom activities, conducted 13 semistructured interviews and had numerous informal conversations with the teachers, and attended teachers' department meetings. Open coding was used to closely analyze research texts. Findings: The analysis finds that these three factors do not influence teachers' work in isolation. Instead, they combine to form a complex "web of influence" on teachers' work. The article crafts a narrative of these teachers' experiences with these different factors and illustrates how the factors combine to impact their work. Conclusion: This article holds implications for school leaders, policy makers, and teacher educators. In short, it offers evidence about the unintended consequences of not taking a holistic approach to school leadership, educational policy, and teacher education. [ABSTRACT FROM AUTHOR]

The article focuses on a program by in which authors worked with curriculum leaders in an academically and culturally diverse school district to develop materials and techniques to strengthen middle school students' skills in making arguments and using evidence in historical essay. It mentions that social studies teachers promote the student literacy skills advocated by the Common Core and other standards. It also mentions the teaching history as a investigation into the past.

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.

The article discusses U.S. president Abraham Lincoln's visit to Richmond, Virginia, near the end of the U.S. Civil War in April 1865 and interpretations of the event. It discusses the U.S. military's capture of Richmond, the role of then-U.S. Navy admiral David Dixon Porter in making arrangements for Lincoln's visit and safety, and the recollections of journalist Charles Carleton Coffin of Lincoln's visit, particularly the reaction of African American former slaves in Richmond. It also discusses a meeting between Lincoln and then-Confederate assistant secretary of war John A. Campbell.

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 offers the author's insights on the common practices and assumptions to holocaust education in the universities of U.S. Topics discussed include the significance of holocaust teaching through historical approaches that will teach basic moral values, the connection of teaching holocaust to the history of U.S. such as American slavery, and the complexity of the holocaust courses.

Academic cartographers consistently expressed an interest in the history of map form (design and practice), at least until the 1980s. This essay reviews the formation of academic cartography, primarily in central Europe and the United States, and the scholarly work on the internal history of cartography that was clearly manifested in Imago Mundi. Internal map history catalysed the development of socio-cultural map histories after 1980 but did not itself change along those new lines. This was unfortunate because it is by paying attention to internal questions of the physical and graphic form of maps and the practices of mapping—albeit critically reconfigured as the processes of producing, circulating and consuming maps—that map historians will discover new and fertile intellectual ground. [ABSTRACT FROM AUTHOR]

The 150th anniversary of the American Civil War has brought renewed interest in the war itself and in how social studies educators teach the Civil War in their U.S. history courses. The authors encourage teachers to use social history as a vehicle to engage their students in a more complete examination of the war and to foster a deeper understanding of how wars are fought by societies as well as armies. The article discusses ways in which teachers can focus on the experiences of women, African Americans, and civilians to help students see the war through new lenses. By working with visual images and letters as well as government documents and firsthand accounts from sources such as the Southern Claims Commission surveys, students see the active role played by groups of ordinary people as they sought to advance their political and economic interests. In addition to providing a rationale for using social history in the teaching of the Civil War, the authors include two lesson plans that teachers can easily adapt for use in their own classrooms. [ABSTRACT FROM AUTHOR]

The article discusses the significance of the history of suburbs and the importance of suburbs in the study of the modern U.S. despite the perception of suburbs as banal, and how local history can add to a history curriculum. It examines housing architecture, particularly Cape Cod and ranch style houses, and property ownership in U.S. suburbs, suburban roads and highways and how governmental road projects shaped U.S. history and U.S. social conditions, and how suburbanization impacted U.S. society.

The topic of this article is conceptions of the history of Europe in the US World History textbooks from 1921 to 2001. It finds the main theme of this history to be the development of modern democracy and science in Western Europe. The USA features as a forerunner and model of democratisation. Compared to the USA, Europe is held up as both same and different, depending on point in time. More recently, much more space is devoted to non-European history; still where Europe is concerned, the basic historical narrative has remained stable over time. This indicates that the image of Europe has long been fixed in this part of American historical culture. [ABSTRACT FROM AUTHOR]

Many of us who teach History of Science 101 courses face a situation where we must tell our story without relying on students' prior knowledge of, say, the significance of ancient Greece and China, premodern and modern colonialism, or Marx. This leaves us needing a clear and punchy basic message, supported by a solid, well-structured, and inclusive story line that also doubles as world history. This response takes a look at the prospects and problems of longue durée histories of science from the perspective of cultural history. It voices sympathy toward Frans van Lunteren's project and presents a small sample of potential difficulties involved in matching machines with historical periods. [ABSTRACT FROM AUTHOR]

Background/Context: Prior research indicates that students' ethnic, religious, national, and racial identities often impact their interest in, emotional connection to, and knowledge about histories specific to those groups with which they identify. Purpose/Objective/Research Question/Focus of Study: (a) What meaning do students attach to events with which they have a heritage connection? (b) How do students' identities impact their connection to, interest in, and understanding of events with which they have a heritage connection? Population/Participants/Subjects: This study focuses on three groups of secondary students (Hmong, Chinese, and Jewish) that studied a seminal event (respectively, the Vietnam War, the Cultural Revolution, and the Holocaust) with which they may be considered to have a heritage connection. Therefore, the students could not have been involved in the event itself, but their parents, grandparents, other family members, or other members of an affinity group (racial, ethnic, national, or religious) to which they belong were involved. Research Design: This qualitative study uses a multiple-case study design to interrogate the ways in which students (n=17) identify with heritage histories. Findings/Results: Findings reveal that students who have heard about family members' experiences during these events identify strongly with the events prior to learning about them in school. However, school knowledge was a powerful tool that enabled the students to create more lasting connections to the past. Conclusions/Recommendations: This study revealed that students connect with and understand heritage histories in multiple ways. Students whose families share personal stories about their own experiences during a specific time seem to have strong connections to heritage histories. However, some of their peers may have a strong connection to their heritage without access to the narratives associated with that heritage, leading to feelings of embarrassment or confusion. Other students' connections to heritage histories may be enhanced by the inclusion of the heritage history in the official knowledge of the classroom, which may also lead them to develop a stronger sense of identification with more multidimensional historical actors. [ABSTRACT FROM AUTHOR]

The article discusses the significance of the meaning of race in writing about history in the U.S. and Europe. It discusses the difficulties associated with expressing ideas across national contexts by U.S. and European historians and the transmission of what the article refers to as American meanings of race. It also discusses the German term Rasse, the Spanish word raza, French and German perspectives on the U.S. civil rights movement and racial discrimination in the U.S., and Anglo-American neglect of foreign constructions of race and racial terms.

The article discusses the state of the academic field of sports history. The author examines the contributions sports history has made to history, developments in methodology that have impacted sports history, and the cultural significance of sports and sports history in the U.S., particularly concerning concepts of labor, capitalism, and class, religion, and race. The article also discusses the role of journalists in sports history, academic professionalism, and the cultural approach to sports history.

The article focuses on the use of student-centered learning in studying the work of American sociologist and documentary photographer Lewis Wickes Hine. The author discusses the importance of photographic images in history classes and examines Hine's work photographing the immigrant inspection station on Ellis Island, New York and child labor under the direction of the U.S. National Child Labor Committee (NCLC).

Technology has been long understood to play a central role in limiting the proliferation of nuclear weapons. Evolving nuclear technology, increased access to information, and systematic improvements in design and manufacturing tools, however, should in time ease the proliferation challenge. Eventually, even developing countries could possess a sufficient technical ability. There is evidence that this transition has already occurred. The basic uranium-enrichment gas centrifuge, developed in the 1960s, has technical characteristics that are within reach of nearly all states, without foreign assistance or access to exportcontrollable materials. The history of centrifuge development in twenty countries supports this perspective, as do previously secret studies carried out by the governments of the United States and the United Kingdom. Complicating matters, centrifuges also have properties that make the detection of a clandestine program enormously difficult. If conditions for the clandestine and indigenous production of weapons have emerged, then nonproliferation institutions focused on technology will be inadequate. Although it would represent a near-foundational shift in nuclear security policy, the changed technology landscape may now necessitate a return to institutions focused instead on motivations. [ABSTRACT FROM AUTHOR]

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.

The author discusses her experiences in utilizing the history of cigarettes and cigarette smoking in the U.S. in teaching 20th century U.S. cultural history to students at the Massachusetts College of Pharmacy and Health Science (MCPHS) University. She discusses the history of the prevalence of cigarettes in U.S. culture, the use of primary sources such as cigarette advertising in her course, information concerning smoking health risks, and government policies toward the tobacco industry.

This article surveys the writing of Chicano/a history since its inception and reflects on why scholars have been concerned with certain issues and how they have written about them. Born from the tumult of the Vietnam era, the field has challenged the status quo and emboldened those communities from which Chicano/a historians come and which they ultimately serve. Given the generation-long development of Mexican American history, this article focuses on Chicano/a historiography, with some commentary on the recent emergence of Latino/a history and the future directions that this field may take. It engages three questions that have driven the field: What forces engendered the ethnic Mexican community in the United States? Who comprises it? And how does the past bear on the present? [ABSTRACT FROM AUTHOR]

This article documents a pilot project teaching college students enrolled in a literature class on post-1965 (or "new wave") immigration to do an oral history, a curricular alteration I made because the canonical texts tend to emphasize the experiences of a very small subset of immigrants. While keeping the focus on literature, my goal was to introduce students to the skills and ethical values required of an oral historian and to enrich and nuance students" sense of the recent American immigration narrative, one that is disproportionately filled with texts written by well-educated immigrants or objectified accounts of poor or undocumented immigrants. Student feedback indicated the experience was gratifying, leaving them with a deepened sense of the friends or classmates from immigrant families whom they had chosen to interview and a more immediate understanding of the range of contemporary immigrant experiences. [ABSTRACT FROM AUTHOR]

The article presents an ethnographic study concerning the experience of African Americans who were educated in the racially segregated Excelsior School in the Lincolnville area of St. Augustine, Florida, and what was known as Luther Porter Jackson High School in Falls Church, Virginia. The article discusses the positive experiences, financial disparities between segregated schools, and demanding academic requirements of the schools involved in the study. It also examines the Caswell County, North Carolina, Training School (CCTS). The article also discusses methods by which teachers can discuss the history of segregation in a more nuanced way.