Describes how the author teaches a four-week course on the Vietnam War giving attention to the books, films, and guest speakers used. States that the course enables students to understand the significant and complex issues raised by the war so that they can appreciate the different truths contained in diverse perspectives. (GEA)

Describes the author's methods of teaching a high school course on the Vietnam War. The methods encourage student participation in discussions, role playing, and the questioning of guest speakers. Includes a list of written and audio visual materials used in the course. (GEA)

Describes a course taught to U.S. Air Force officers at Air University in Alabama. Discusses special problems confronted when teaching veterans of the war and new officers looking for answers. Maintains that studies of the war should look beyond "lessons learned" to search for the processes of policy analysis which will enable the nation…

During the Fall term, 2001, the author taught a new course intended to develop a diversity of close reading skills among his students. An integral component of the course involved the exploration of memory and history. As the fate of the syllabus would have it, right after the September attacks he taught Sarah Farmer's "Martyred Village:…

Offers an organizational framework, built upon a concept-based curriculum and a dialectical model of history, for the study of multiple perspectives in the combined fields of history and literature. Describes a college course using such a framework which investigated children's picture books concerning war. (HB)