Experimental archaeology is a vibrant and fascinating field that offers great opportunities for hands-on student learning in history. Although it is typically taught by archaeologists and anthropologists, it is certainly accessible and easily adapted to history courses. In addition to teaching "Introduction to Experimental Archaeology"…

In this article, the author describes their class, titled "The World in A Year: A Global History of 1948," that was created to give students exposure to a set of events that, when scaffolded strategically, highlighted themes and processes featured in most global history courses: imperialism, environmental change, social hierarchy,…

In this article, Jacob Olivey describes his department's efforts to both diversify their Key Stage 3 curriculum and secure greater curricular coherence. Building on a large body of research and practice, Olivey sought new forms of curricular coherence through the selection and sequencing of substantive content across the curriculum. He reflects on…

The author--in the role of one teacher observing another--documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content…

In this mixed methods study, researchers explored students' perceptions of different types of syllabi, the course, and the instructor articulated through the syllabi. Students were randomly assigned to read one of two US History syllabi: a content-focused syllabus (CFS), characterized as a traditional, content-focused, policy-laden syllabus; or a…

The topic of this article is history education in upper primary school. Traditionally, the history subject has had a narrative orientation at this school level in Sweden, but it is also pattern that is discernible internationally. The recent Swedish upper primary school syllabus places more emphasis on the procedural aspects of the subject. In…

This article seeks to promote contemplation, even debate, among history professors on how to balance factual content with historical thinking, with the latter term incorporating elements of critical thinking that are conspicuously absent in many college students. This study emphasizes the importance of thoughtful, deliberate course planning that…

The idea of using "little stories" to illuminate the "big pictures" of the past was creatively explored in "Teaching History 107," which offered teachers a wealth of detailed vignettes with which to kindle young people's interest and illuminate major historical events. Paul Barrett builds on the ideas explored in that…

"Ancient Egypt," an upper-division, non-required history course covering Egypt from pre-dynastic time through the Roman domination is described. General descriptive information is presented first, including the method of grading, expectation of student success rate, long-range course objectives, procedures for revising the course, major…

Looks at problems encountered in the development of an interdisciplinary course on South Africa by two African history and English literature instructors. Focuses on problems related to timing, student expectations, and the balanced integration of materials from both disciplines. (AYC)

Examines how movies have formed history by (1) analyzing theories of history; (2) comparing historical perspectives in certain films; and (3) exploring how film language and techniques reflect history. Focuses on films from the United States, Europe, Japan, or Brazil. (PD)

A history course could be built around the hypothesis that capitalism, democracy, protestantism, individualism are the result of abnormal conditions caused when congested Europe discovered and began to exploit the Great Frontier; the assumption continues that when the abnormal conditions abate the world will return to a normal'' state. (JB)

The history teacher frequently struggles to find classroom sources that are not only insightful, but also challenge students to be interpretative and imaginative about the past. As an instructional tool, popular culture can do all of these while reflecting the cultural impulses emanating from a particular country or region. To this end, the…

Discusses the use of novels in a Latin American history course. Provides a theoretical basis for the course. Outlines course format, class assignments, and reading lists. Points out the value of the novel to students in understanding the history of Latin America. (RW)

An introductory history curriculum is described which is topical and question oriented, designed to encourage students to evaluate sweeping social changes instead of a strict chronology of events. A bibliography of recommended texts is included. (NHM)