Teaching History, History for Teachers. Selected online articles from newspapers and popular magazines. Podcast episodes.
Go to Century Past History Resources for a directory of all pages.
How precise is the educated American’s understanding of the history of our country? How well does the average person remember the important facts; the laws, treaties, people, and events that should be familiar to everyone? What follows is not a test …
John A. Garraty, American Heritage 1986
Following announced funding cuts in US universities, is it entirely paranoid to wonder if humanities are under attack because they enable students to think?
Francine Prose, The Guardian 2017
Teens absorb social media news without considering the source; parents can teach research skills and skepticism
Sue Shellenbarger, Wall Street Journal 2016
Rather than recommending a specific bibliography of works worth reading, I find it easier to recommend historians and history educators whose works I have found useful. This is especially true in recent years, as “works” are often in the form of websites, lesson plans, MOOCs, blogs, and tweets, not just traditional books and articles.
Social Studies for the 21st Century 2015
Here are the best websites, recommended by readers of this website, with their official descriptions.
Dana Truby, We are Teachers 2017
Eight Heads of Washington-Area Private Schools, Washington Post 2018
Historical literacy, and the healthy skepticism that comes with it, provides the framework for being able to discern truth from fiction
Kevin M. Levin, Smithsonian 2016
Reading history, one can often get a sense of being shown an endless parade of human savagery. But History offers us the opportunity to try on someone else’s shoes and take them for a wander. It gives us a risk-free opportunity to practise empathy.
Suzannah Lipscomb, History Today 2017
Does anyone know how to teach history anymore? That’s an explosive question these days — not just on college campuses, but also in town meetings, talk-radio shows, newspapers’ editorial pages, Twitter and anywhere else that controversial debates stir people’s blood.
George Anders, Forbes 2016
We can drill pupils all we like on significant dates, people and places, but that does not, on its own, give our pupils the vocabulary to express what these dates, events and people mean. Unless history is to become ‘just one damn thing after another’ we need our pupils to be able to know what I call ‘vertical’ as well as ‘horizontal’ vocabulary.
JHC Porter, To Learn is to Follow 2017
Valerie Strauss, Washington Post 2017
Defending history chiefly in terms of skills is inherently a losing gambit. Locating a discipline’s value in the skills it conveys subordinates the substance of that discipline – what makes it unique and irreplaceable- to the transferable skills that are almost by definition available from other (perhaps cheaper) sources.
Ted McCormick, Memorious 2016
March 11 and 12, 2016 the authors hosted ‘Crossroads’, a conference on the future of graduate history education at Drew University in Madison, New Jersey. This is a report on the sessions, discussions, and issues addressed.
Jordan M. Reed and Leanne M. Horinko, OAH blog
Fact-checkers and students approach websites differently
Sam Wineburg and Sarah McGrew, Education Week 2016
It’s natural to want children and graduates to develop a set of all-purpose cognitive tools with which to navigate their way through the world. But can such things be taught? Carl Hendrick argues that general critical thinking skills cannot be so easily transferred from one context to another.
Carl Hendrick, London School of Economics and Political Science 2017
“Almost every historian has his or her own personal list of the characteristics of historical thinking, but abilities that come up again and again are:
1. The ability to tell the difference between a primary and a secondary source.
2. The ability to ‘source the source’; that is, figure out who created the source, when it was created, and so on.”
(plus 13 more characteristics)
Kelly, T. Mills, Teaching History in the Digital Age 2013
Should we debate the Holocaust? What does it even mean to debate the Holocaust? What are the merits or demerits of his position? The author says we should not debate it. Here’s why.
Andrew Nurse, ActiveHistory.ca 2018
In response to calls made for History to be a compulsory subject in South African schools and for the history curriculum to be â€œstrengthened,â€ the Minister of Basic Education appointed a Task team to investigate and research the matter, and held a ’round table’ consultation with interested groups.
Sieborger, Rob, Public History Weekly 2016
Digital history presents several obstacles for introductory-level students. For all the claims about the millennial generation’s tech literacy, they are more adept as consumers than creators. I wanted experiential learning and found a workable solution via the site HistoryPin.com.
Aaron Cowan, History at Work 2013
While the focus has been on teaching the dangers of racism, many students are left in the dark about the history and motivations for this troubling period.
Sylwia Holmes, Guardian 2016
3rd of a five-part series on teaching history in the digital age. A smart phone alone contains an astounding wealth of readily accessible resources. Burton asks students to make use of their devices to learn and better understand the material presented in the classroom, through Twitter.
Kristen D. Burton, OAH blog 2015
Final part of 5-part series in Teaching History in the Digital Age. Smith founded the of Fargo History Project as a delivery vehicle for student research in her Digital History course at North Dakota State U. Students take on various local history research projects and post their work on the site.
Angela Smith, OAH blog 2015
Rachel Griess, Life & Letters 2018
4th of a five-part series on teaching history in the digital age. The author’s idea was for the class to build the 1939 World’s Fair, as a way to understand 1939. They used the computer game ‘Minecraft’ because it allows kids to build a world inside the game.
Amy Absher, OAH blog 2015
This week we were told that rats didn’t spread the plague, the Aztecs weren’t wiped out by smallpox and ‘whipping boys’ may never have actually existed. So what other ‘facts’ are historically suspect?
Rebecca Rideal, Guardian 2018
Marie Myung-Ok Lee, Quartz 2016
A Change of Course Is Needed
David Pace, Perspectives on History 2017
Paul Sturtevant, Perspectives on History 2017
Studying history gives graduates tremendous flexibility in the job market. In fact, history is not merely a degree you could consider – it is the degree you would be remiss not to.
Jacob Anbinder, Perspectives on History 2016
The author of Lies My Teacher Told Me discusses how schools’ flawed approach to teaching the country’s past affects its civic health.
Alia Wong, The Atlantic 2018
AndAllThat Blog 2017
Andrew K. Koch, Perspectives on History 2017
The Open Syllabus Project Gathers 1,000,000 Syllabi from Universities & Reveals the 100 Most Frequently-Taught Books
Can Coleman, Open Culture 2016
Laura Ansley, The Junto 2017
2nd of a five-part series on teaching history in the digital age. McCormack responds to questions such as, “Is it easier or harder to teach online courses?”, “Why do you say your online discussions are more robust than those in the classroom?”.
Suzanne McCormack, OAH blog 2015
Thanks to inspiring and generous teachers on the social media site, my passion for my job has been renewed
Erin Miller, The Guardian 2017
Teachinghistory.org is designed to help K–12 history teachers access resources and materials to improve U.S. history education in the classroom. With funding from the U.S. Department of Education, the Center for History and New Media (CHNM) has created Teachinghistory.org with the goal of making history content, teaching strategies, resources, and research accessible.
Jorge Saiz Serano, Public History Weekly 2017
Nadine Fink, Public History Weekly 2017
Fredrik Logevall and Kenneth Osgood, NY Times 2016
An interview with Eric Foner, Pulitzer prize-winning author of The Fiery Trial: Abraham Lincoln and American Slavery.
David Cutler, The Atlantic 2014