When Will Bailey-Watson (a history ITE tutor) and Charlie Crouch (a history PhD student) worked together to improve a history undergraduate course at their university, they realised that the benefits of collaboration between teachers and historians can flow both ways. In this article they offer an account of how they sought to create a structured…

Experimental archaeology is a vibrant and fascinating field that offers great opportunities for hands-on student learning in history. Although it is typically taught by archaeologists and anthropologists, it is certainly accessible and easily adapted to history courses. In addition to teaching "Introduction to Experimental Archaeology"…

"'To Make History the Living Force': The Professionalization of Public History, 1880- 2000" challenges how we often distinguish public history education from "traditional" history education and shows how debates about public history teaching reveal a larger and more dynamic story about all historians' professional identity,…

History departments at many colleges and universities offer upper-level courses that focus upon the craft of the discipline. These stand-alone methods classes often lack the specific time period and geographic region that typically anchor history curriculum. Although most graduate programs in history provide in-depth exposure to historical theory,…

This practitioner reflection piece discusses and evaluates the experiences of the authors overseeing undergraduate research internship projects in the discipline of history. It considers the opportunities such a scheme can afford the intern, and the potential for contribution to historical scholarship.

The article describes and summarizes the experience of conducting local history educational and productive practice for students of the first (bachelor's) level of education, majoring in "History and Archeology" at the School of History, V.N.Karazin Kharkiv National University (Ukraine). The authors show that the set of principles and…

Educators, legislators, and other segments of the general public have been in discussions related to evaluating history as an academic subject. Various individuals and groups have taken up the task of not just trying to decipher what history majors learn, but also how they are equipped to apply what they learn outside of academia. Since the Spring…

Historical thinking, a term that encompasses a diverse set of definitions and competencies, calls on students to replicate the work and cognitive processes of historians by analyzing and interpreting evidence and making logical conclusions based on this evidence. Given this emphasis on discipline-specific skills, "sources" (especially…

A relatively new phenomenon in teacher education involves preservice history teachers conducting fieldwork in museums, archives, and other cultural institutes. However, researchers have yet to generate understandings supported by empirical observations of the inner workings of such fieldwork experiences. Using interviews, observations, and…

Teaching economic history requires the study of how to combine the economists' modeling and statistical methods with the methods used by historians and the other social sciences. It often involves learning how to search for quantitative data from a variety of sources and then building panel datasets that match the data found with existing…

This article presents a critical analysis of moral judgment in history education using the case of Cecil Rhodes as an example. For this purpose, I first examine the arguments for and against passing judgment on past actions given by historians, historical philosophers, and history education researchers. Second, I take a close look at the ways…

College expansion throughout the twentieth century was accompanied by the growth of a profession centered on supporting student learning and development. Higher Education and Student Affairs (HESA) programs multiplied across the United States to train these professionals with a focus on administration, leadership, and student affairs. As…

The moment many students begin to get excited about history is when they realize that much historical knowledge is contested, enmeshed in a productive argument that never ends and therefore endlessly fascinates. Such an epiphany might occur at any time. But a frequent catalyst is classroom debate, a formalized contest that dramatizes and vitalizes…

In particular, the study of history--its scope, reliance on analytical narrative, and methodology of tracing change and continuity over time--provides for an exchange of meaningful narratives. As historians Martha Howell and Walter Prevenier argue, "All cultures, all peoples, tell stories about themselves, and it is these stories that help…

In this article, Jess Angell shows how her department seeks to make extracurricular activities accessible to all. There is a strong focus on involving professional historians, since so many students seem not to understand who historians are, or what they do. But the audience is wider than just history students: she shows how the whole school, as…