Empire and its related themes of conquest, colonization, decolonization, and cultural imperialism loom large in the teaching of any history course on European, African, Asian, or Latin American history. "How to Hide an Empire" by Daniel Immerwahr argues that the image (North) Americans have of their nation is that of what scholar…

The author argues that, in the early 1920s, many urban White Americans saw in the Arctic an escape from a world of rapidly expanding technology and became captivated by images of Inuit communities. To pass down an antimodernist form of imperialism to children of the period, educators used lead ethnographic "Escimo" figurines, which…

On December 7th and 8th, 1941, President Roosevelt issued three proclamations stating that any natives, citizens, or subjects of Japan in the United States would be liable to possible arrest, detention, or removal from the United States (Roosevelt 1941). Roosevelt followed the enemy alien proclamations with Executive Order 9066, authorizing the…

In the aftermath of the 11 September 2001 attacks against the United States, people immediately compared the attack with the Japanese assault on Pearl Harbor sixty years prior. In this article, we explore how US and world history textbooks published shortly after Pearl Harbor and 9/11 depicted and contextualized both events. The textbooks…

Increasing diversity and equity in secondary and college music programs is a common thread in the scholarship across disciplines in the field. While crucial work is being done to decolonize curricula broadly, students often express difficulty relating to formal music study and teachers struggle to balance desires to diversify repertoire and…

This study examines world history teachers' attitudes regarding teaching U.S. presidential elections. During interviews with nine teachers, participants emphasized that the competing demands of their classrooms negatively influenced their willingness to teach about the U.S. presidential elections generally, and the 2016 Election specifically. The…

Throughout the nineteenth century and continuing after annexation, an American hegemony was exercised over Hawai'i and its people. It is the purpose of this article to continue the story of the use of hegemony as it pertains to education in Hawai?i. While prior research on the use of hegemony dealt with the 19th century and the first 40 years of…

The United States and Brazil were the two largest slave societies in the history of New World slavery, and the legacies of that history remain salient in both nations. Slavery and the slave trade are important topics to be taught in history courses, and future generations need to be given accurate information about the history and legacies of…

This study explored how world history teachers think about the United States and the world in their practice. The purpose of this study was to understand how teachers make decisions about including the United States in their world history instruction and how those choices position the United States in relation to the world. The study sought to…

America's sprawling system of colleges and universities has been built on the ruins of war. After the American Revolution the cash-strapped central government sold land grants to raise revenue and build colleges and schools in newly conquered lands. During the Civil War, the federal government built on this earlier precedent when it passed the…

The year 2017 will mark the 75th anniversary when President Franklin D. Roosevelt signed Executive Order 9066 or EO 9066 on February 19, 1942. EO 9066 led to the mass incarceration of approximately 120,000 Japanese Americans into ten racially segregated concentration camps throughout the U.S. This article discusses the educational and literary…

The Advanced Placement® Program (AP®) offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory-level course or series of courses…

Since 2014 the College Board has continued to revise and develop the Advanced Placement European, United States, and World History examinations. It keeps getting in trouble. Many critics have excoriated the College Board for teaching history grossly politicized to the left--history without the history of freedom, history that teaches hatred of…

Heggert and Flowers (2019) offer important insights into how social media provides students with important opportunities to engage in meaningful civic engagement and political activism. They argue that students are more politically active than some recent studies would have us believe because they are utilizing social media platforms, methods not…

Why do we teach U.S. history and government to students? The answer is simple: to prepare students for engaged and informed citizenry, the essential ingredient for preserving the American republic. Unfortunately, ACTA's most recent "What Will They Learn?"® survey of the core curricula at over 1,100 colleges and universities found that…