"Plantation Politics and Campus Rebellions" provides a multidisciplinary exploration of the contemporary university's entanglement with the history of slavery and settler colonialism in the United States. Inspired by more than a hundred student-led protests during the Movement for Black Lives, contributors examine how campus…

Offers conclusions of research examining the U.S. history knowledge of 263 elementary education majors. Reports poor performance for the students. Suggests that the students have a greater understanding of more recent historical events than of earlier U.S. history. Argues that knowledge of history is essential in understanding the world and…

For most of the history of the United States , higher education leaders were spokespersons and philosophers. After World War II, the presidential role shifted to administrator. Two possible paradigms emerge for the next century: conventional corporate hierarchy or one in which the president maintains internal responsibilities and the board takes…

Argues that a complete and accurate understanding of constitutional history and constitutional law requires the study of state constitutions. Maintains that state constitutions contain a coherent political theory that is, in important respects, at variance with the concept of federalism. (CFR)

Reviews the European response to U.S. women's colleges. Contends that most international visitors believed that the United States was the world leader in women's rights in the latter part of the nineteenth century. Concludes that women's colleges' influence as models was limited severly by generally negative perceptions of all U. S. colleges. (CFR)

This document reports on the "Great Migration" project at Harvard University that brought together scholars and teachers to study the roots, processes, and results of African Americans' urban migration during the period from 1900-1939. The primary purpose of the project was to enhance teachers' scholarly understanding of this aspect of…

Maintains that the National History Standards are a collaboration among classroom teachers, scholars, and curriculum specialists. Discusses the process used to develop the history standards. Asserts that the most contentious issue was the treatment of western civilization in the presentation of historical criteria. (CFR)

Contends that the sociology of U.S. organized religion is undergoing a period of ferment. Discusses the development of an open market in the historiography and sociology of U.S. religion studies. Concludes with suggestions for further research. (CFR)

"Chronicle of Higher Education" presents an abundant source of news and information for college and university faculty members and administrators. This October 1, 2004 issue of "Chronicle of Higher Education" includes the following articles: (1) "Ditch the Boyfriend" (Fleer, Elizabeth); (2) "Missing Summer Already" (Benton, Thomas H.); (3)…

Presents an interview with Cornel West, author of "Race Matters" and "Keeping Faith," about cultural pluralism, racial relations, and democratic values. Concludes that the ongoing struggle for justice is an integral element of what it means to be an American. (CFR)

Asserts that professors of U.S. history have an important stake in the publication of standards for teaching history in the public schools. Discusses the development of the standards and controversies that emerged. Concludes that college historians will benefit if the voluntary standards are implemented. (CFR)

The president of a historically black college provides his personal perspective on the evolution of race and affirmative action issues in higher education in the United States within the context of broader social change and activism. Continuing problems and successes in the movement toward cultural diversity in higher education are examined. (MSE)

An important objective of the History Academy for Ohio Teachers was to shift the participating teachers' beliefs and orientation to history. Through the examination of the portfolios and interviews, the study looked at the changes from the participants' perspective. A subset of 12 teachers were selected from the Academy's participants and were…

The History Academy for Ohio Teachers provided 40 Ohio teachers with an intense 4-week summer immersion in world and U.S. history and in historical theory and methods that was followed by a year-long follow up program on teaching units. Working together with college based historians, a new model was developed to help educators improve the teaching…

This book is designed to provide educators and prospective educators with knowledge essential to making decisions about teaching and learning. The book is intended as a foundation for thinking about curriculum and pedagogy. Case studies involving African American, Asian American, Hispanic American, Native American, and white American groups are…