If high school history courses are meant to introduce students to the paradoxes and debates of American history, then they should study the 1619 Project, the authors argue in this article. College history students regularly debate the extent to which slavery was formative to the development of American systems of law, business, medicine, religion…

The rise of China, as well as any of the emerging economies, has much to offer students and teachers of social studies--especially in the fields of history and economics. Traditionally, history education in the United States has emphasized Western civilization and provided instruction for educators with that end in mind. In an era of increased…

The author is a master packer. Last summer, anticipating the thousand-mile drive from southern California to Colorado, he packed their Sienna so that everything had its logical place, from the DVDs to the audio books, from the beef jerky to the bottled Starbucks mocha. Of course, at first he had to explain to everyone else where things were, since…

With state content standards always looming in the background, history teachers express concern about "covering the curriculum." And, many history teachers say they have to abandon teaching the "fun stuff" in order to teach state-mandated content. While teaching challenges do entail practical considerations, this article argues…

Secondary students interpret a primary source document from the National Archives--the Tonkin Gulf Resolution--and are involved in activities which will help them understand the Tonkin Gulf incident in the context of the Vietnam War. Background information is provided. (RM)

U.S. history is an ideal subject in which to inculcate skepticism and to teach critical thinking skills. High school students who read and analyze rival interpretations of history come to expect that there is more than one viewpoint to most historical topics. Sample lessons are presented. (RM)

High school students can study the life of Franklin Delano Roosevelt using primary and secondary sources, including biographies, autobiographies, diaries, interviews, and memoirs. Afterwards, students should prepare their own evaluative essays on Roosevelt. This approach will help them to understand a highly complex president. (CS)

Roosevelt is usually described as a liberal, but a number of recent books see him as essentially conservative. Suggests how these books can be used to study the New Deal era and the concepts of liberal and conservative. Comparative analysis could structure the teaching unit. (CS)

Discusses five history textbooks commonly used in schools and homes in the United States prior to the Civil War. Describes the style, reading level, and content of the books. Concludes that the books promoted a sense of nationalism related to the political development and ideals of the United States at that time. (CFR)

Traces the historiography of studies of slavery since the 1950s, emphasizing changing views of the socioeconomic underpinnings of the slave system, the experiences of slaves, the family and social systems of slaves, regional variations in slavery, the experiences of white slave owners, and socioeconomic differences between North and South. (DSK)

Discusses religious influences on nineteenth-century voting behaviors. Demonstrates how such historiographic information might be integrated into standard teaching on this period. Contends this integration of religious materials will promote student understanding of the role of religion in U.S. history. Points out that historiographical study can…

Contends that the freedom to discover and debate the past is essential to a democratic society. Presents a high school lesson in historical methodology to illustrate how historians search for what happened in the past. Includes seven classroom activities to help students examine historical evidence. (CFR)

Discusses the effects of global trends on scholarship in the academic disciplines, especially in history. Argues that the nature of production, distribution, and consumption of history in the social studies curriculum will play a vital role in the reconceptualization of U.S. citizenship education. (DB)

Outlines a series of teaching activities to be used in conjunction with Robert E. Lee's letter of resignation. These include textual analysis, class discussions, writing assignments, and student research. Includes a photocopy of the letter as well as a brief discussion of Lee's role in the Civil War. (MJP)

Reports on a study of how the three-way encounter among Europeans, the indigenous Americans, and Africans is presented in six secondary U.S. history textbooks. Describes the evaluation instrument and process used to review the textbook content. Concludes that teachers should use supplementary materials to ensure balance. (CFR)