This article seeks to promote contemplation, even debate, among history professors on how to balance factual content with historical thinking, with the latter term incorporating elements of critical thinking that are conspicuously absent in many college students. This study emphasizes the importance of thoughtful, deliberate course planning that…

In the United States courses on civics or government are often marginalized in most states' social studies curricula in favor of courses in United States or world history. The origins of this history-dominated approach have roots in the debates between the American Historical Association and the National Education Association at the turn of the…

This paper reports findings from a study that explored the classroom culture that developed in a university history classroom when the professor's pedagogical decisions encouraged students to make personal connections with difficult issues, events, and ideas in history and their own lives. The author describes how this experienced teacher…

In this article, the author shares his experience in teaching a course called "American Political Theory" at Nanjing University in Nanjing, People's Republic of China. The course the author designed was intended to explore the philosophical background of what drove the North American colonists to declare their independence; what ideas…

Many history professors have been reluctant to authorize students to use Wikipedia in their classwork because they do not fully trust the open source encyclopedia. But as increasing numbers of scholars and teachers work with Wikipedia, its influence becomes undeniable. In this article, the author describes how Wikipedia works and how she made…

For the past twelve years, the author has been teaching a lower division introductory historical methods course that uses active learning to introduce students to the issues and practices of historical methods, the "how to" of historical inquiry, research and writing. In her methods course, she is working to take into account the perspectives and…

According to the California Department of Education's Curriculum Framework, the secondary curriculum for grades nine through twelve is geared toward students who are beginning "to develop [an] abstract understanding of historical causality--the often complex patterns of relationships between historical events, their multiple antecedents, and…

Technological, industrial, social, genre, and auteur emphases in film courses are discussed. So that students can see an adequate number of films, instructors can schedule multiple showings outside of ordinary classroom time or during a portion of laboratory classes, which are two or three times the ordinary class length. (RM)

Reexamines the role of ideas as a factor in the French Revolution. Discusses recent research concerning the influence of philosophy upon this Revolution. Looks at research dealing with the Enlightenment thinkers and the "Cercle Social" Girondists among other philosophies. Views the French Revolution as a means of understanding the modern…

Addresses problems of declining enrollments and abolition of history requirements at the college level. Proposes restructuring of the traditional survey courses. (KC)

Presents results of a survey of the teaching about nuclear history at U.S. colleges and universities. Reports the existence of a well-established and extensive literature, a focus on nuclear weapons or warfare, and a concentration on nuclear citizenship, therapy, or eschatology for courses outside of history departments. Discusses individual…

A history course could be built around the hypothesis that capitalism, democracy, protestantism, individualism are the result of abnormal conditions caused when congested Europe discovered and began to exploit the Great Frontier; the assumption continues that when the abnormal conditions abate the world will return to a normal'' state. (JB)

Discusses techniques and provides background information to help teachers use debate in U.S. history courses. By debating controversial issues, students learn to do in-depth research. The necessity for anticipating evidence and arguments generates great incentives for study. (RM)

Criticizes historians for entrenching themselves behind barriers of methodology. Suggests that historians may be unable to see what is hidden beneath the surface of events. Urges that historians look to the subject matter of the literatures and cultures of all ages to effectively interpret events. (KO)

Describes the evolution of a course concerning the role of Spain in the Americas. Suggests that Spain has had a strong influence on the region. Explains that students participated unexpectedly well within the course's discussion seminar format. Includes an appendix setting out assigned readings and a course syllabus. (SG)