The statistics are real: Black students are more likely to be suspended, more likely to attempt suicide, and less likely to attend college than their white peers. What can we do to change these realities? Do you want to just talk about race, or do you want to make real change in the lives of children and what they experience every day? Antiracism…

Racism exists within communities and within colleges. It is ever-present in the structures that professionals in the California Community Colleges system work within and that students of color must navigate. Striving to achieve equity is not enough and is not possible within the current community college system. Policies, processes, and other…

This issue brief is one in a series examining timely topics that are relevant to Black families and children in the United States. The series identifies key information and opportunities for consideration by policymakers, researchers, practitioners, philanthropists, and others interested in supporting the progress of Black families and…

This history of the Statue of Liberty begins with its dedication on October 28, 1886. The statue's roots are then traced back to France in 1865 when the idea for such a monument was first conceived. The efforts of the sculptor, Frederick Auguste Bartholdi, and the construction of the statue are detailed as well as the difficulties Americans had in…

Reports on a study of the opinions regarding the state of the art of historical research, writing, and instruction among 1,047 readers of the "Journal of American History," the journal of the Organization of American Historians. (CFR)

Provides an interpretation of survey results of historians by an Italian scholar of American studies. Maintains that U.S. historians and historiography are changing the way Italian and other European scholars view history and its societal role. Concludes that cultural and intellectual pluralism is deeply rooted in U.S. political culture. (CFR)

Describes four suggested junior high or senior high school teaching activities to use in conjunction with a letter written to Giuseppe Garibaldi during the Civil War. Activities encourage skills such as information gathering, reading and oral skills, creative expression, and critical thinking. (CK)

Reports on two interviews between a historian and Ken Burns, the documentary filmmaker. Discusses the role and interrelationship of academic historians in the making of documentary historical films. Argues that academic historians have lost touch with the public and this role has fallen to amateur historians. (CFR)

Discusses historians' attitudes expressed in a survey about cultural diversity, social change, and historical research. Questions basic public interests and needs that people feel. Concludes that the great strength of the United States is that individuals have the freedom to pursue individual searches for memory and meaning. (CFR)

Maintains the enduring public fascination with the Civil War provides opportunities and dangers for history teachers. Reviews changes in historical interpretations of the Civil War. Asserts that recent scholarship suggests that both the South and North fought to preserve doomed social systems. (CFR)

Provides a wide-ranging survey of relations between war, science, and technology from the days of the American colonies to the Vietnam War, indicating that the overall impact of science and technology on war has been overstated by historians in many fields. Includes military histories that science/technology historians have not used. (JN)

A five-day activity helps secondary students evaluate the qualifications of each major presidential candidate. Ten presidential roles are explained: head of state, executive leader, head of armed forces, diplomatic leader, legislative leader, head of party, voice of the people, protector of the peace, manager of prosperity, and global leader. (RM)

This student book encourages an understanding of U.S. history through song, and of American song through history. The book is organized in two main parts, the first focuses on the nature of popular music. It examines "What is Popular Music?" and looks at pop themes, lyrics, melodies, rhythm, the composer, performer, and publisher. The…

Maintains that, except from treatments of slavery as a legal condition, there was little coverage of African Americans in the first half-century of the "American Historical Review." Asserts, however, that coverage of black issues was even less in other scholarly journals. Reviews recent historiography related to African Americans. (CFR)

Contends that history is a nearly "sense-less" profession because reading is almost the only source of historical understanding. Reviews content related to sensory experiences in college history textbooks. Argues that including language about the senses in historical writing and instruction will enlarge the audience and the field of…