In this article, the authors detail a curriculum unit used by Ms. Brown and a second English Language Arts (ELA) teacher, Ms. Smith, with their high school students. The unit centered on a comparative genocide framework developed by the Comparative Genocide Project at Arizona State University. The framework detailed seven key themes common across…

As a result of the U.S. Department of Education's near one-billion-dollar investment in the "Teaching American History" ("TAH") grant program since 2001, almost 1,200 projects have taken place in school districts around the country with the important aim of improving the teaching of American history in K-12 classrooms. The…

The semester of fall 2004 presented a challenge to the History Department of the University of Nebraska at Kearney (UNK). A Nebraska state senator contacted the department and inquired about the authors' willingness to become involved in the congressional Veterans History Project. The usual call went out to the department and they considered a…

In recent years, the use of primary sources in the history and social studies classroom has been increasingly promoted as a necessary and welcome practice, one designed to improve the quality of history education and to encourage student interest and engagement. Although some K-12 educators have been wary of adopting the use of primary sources,…

Describes a college introductory history seminar designed to provide a practical introduction to history through a study of Socrates. Stressed using primary sources, putting events in historical context, evaluating modern scholarship, and writing historical narrative. (CK)

Briefly outlines three major themes of American urban history pertaining to the study of all communities, and describes a program using extensive comparative community field studies which reinforces these themes. Emphasizes readings, discussion, field trips, and a month of field work. (Author/CK)

Describes a project to help students understand the changing roles of work throughout history. Entitled the "World of Work Project", the program developed curriculum materials based upon the museum collection at Old Sturbridge Village, Massachusetts. (Author/DB)

Describes a four-week college history unit on Hiroshima designed to stimulate creativity and imagination in a large class. Activities included readings, films, short essays, and dramatizations and emphasized a multisided approach. (CK)

In this article, the author discusses the factors that contribute to the success of International Academy in Bloomfield Hills, Michigan in teaching history to its high school students. In 2003, "Newsweek" ranked the academy number one in the nation. The secret to its success is a combination of high expectations set by both teachers and…

In this article, the authors describe the eight-day Summer Institute, a part of an on-going "American History as Dialogue" Project funded by the United States Department of Education Teaching American History grant program. The focus of this project is both historical inquiry and the history of race in America. The goal of the project is to…

Meeting the demands of teaching in the digital age requires the identification of effective types of educational technology and ways of encouraging its use, and that was the aim of a "Preparing Tomorrow's Teachers to use Technology (PT3)" grant to the University of Michigan-Dearborn, from the United States Department of Education. This…

The Fannie Lou Hamer National Institute on Citizenship and Democracy is a coalition of friends who share a vision of the potential of education. Founded in 1997 at a National Endowment for the Humanities Summer Seminar for College Teachers, the Hamer Institute conducts seminars and workshops for K-12 teachers and students that feature the role…