Publications on Teaching Concerns from the AHA
In addition to the publications listed below, see the section on Teaching Concerns for additional material of interest to teachers.
Globalizing American History:
The AHA Guide to Re-Imagining the U.S. Survey Course
Edited by and
with essays by , , , , , and
This pamphlet is designed to contribute to the discussion of repositioning the American history survey course in a more global context.
It provides a general introduction to the issues involved in attempting to place this staple of K–12 and college history curriculum in a global milieu, and examines how these issues now stand after earlier, exploratory inquiries.
2008. 128 pages
ISBN 978-0-87229-160-7
$10 members
$15 nonmembers
Assessment in History:
A Guide to Best Practices
Prepared by the
with essays by , and , and with a foreword by
Student assessment is as old as the historical profession itself. By addressing recent new developments in student assessment, and challenging today's historians to exercise a new level of sensitivity and self-consciousness in evaluating their students' learning, this pamphlet hopes to stimulate ongoing discussions about changes in student assessment.
2008. 40 pages
ISBN 978-0-87229-156-0
$4 members
$6 nonmembers
Liberal Learning and the History Major
Here is a concise yet rich statement of the values, principles, and practices of the study of history. To fit the needs of our new century, Michael Galgano, an experienced university teacher of history and a teacher of teachers, has revised this influential report, first published in 1990, that offers guidance to historians, history programs, and their varied publics about the study of history and its place as the keystone of a liberal education.
Michael J. Galgano is a professor of history and head of the history department at James Madison University.
2008. 32 pages
ISBN 0-87229-150-2
$5 members
$7 nonmembers
Historical Comparisons
Historical analysis always involves comparison, and in this first entry in the new Teaching to Think Historically series, co-produced by the College Board, Wiesner-Hanks offers a concise and challenging argument for the application of comparative analysis in high school history classrooms.
Merry Wiesner-Hanks is UWM Distinguished Professor in the Department of History at the University of Wisconsin-Milwaukee. She is the co-editor of the Sixteenth Century Journal and the author or editor of many books and articles that have appeared in English, German, Italian, Spanish and Chinese. These include Early Modern Europe 1450–1789 (Cambridge, 2006); Women and Gender in Early Modern Europe (Cambridge, 2nd ed. 2000), and Gender in History (Blackwell, 2001). She currently serves as the chief reader for Advanced Placement Program* World History, and has written a number of source books for use in the college classroom, including Discovering the Global Past (Houghton-Mifflin, 3rd edition 2006), and a book for young adults, An Age of Voyages, 1350–1600 (Oxford 2005).
*College Board, Advanced Placement Program, AP and the acorn logo are registered trademarks owned by the College Board.
2007. 40 pages
ISBN 978-0-87229-155-3
$6 members
$10 nonmembers
The Next Generation of History Teachers
A Challenge to Departments of History at American Colleges and Universities
Edward L. Ayers
A national conference at the University Virginia and Monticello in the summer of 2006, funded by the Carnegie Corporation of New York, considered the issues involved in the task of preparing students who hope to become history teachers. The alliance formed at that conference—historians from a broad range of higher education institutions, master teachers from high schools, representatives from leading professional organizations, and specialists in the teaching and learning of history—prepared this document to suggest strategies to make history departments more effective in the important work of teacher training. Roundtables at the American Historical Association, the Organization of American Historians, and the National Council on History Education annual meetings in 2007 carry the conversation forward.
- Read the online version.
The AHA Guide to Teaching and Learning with New Media
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As an "early adopter," of the Internet as a teaching tool, McClymer presents a wide array of illustrations, hyperlinks, and examples from classroom assignments, to help bridge the gap between the seemingly separate spheres of new information technology—such as the Internet, e-mail, and blogs—and traditional historical scholarship. McClymer’s book is intended for those considering using the Internet in class, as well as those with some experience looking for new ways to bring technology into the history classroom.
- Read the online version.
- Purchase the print version.
2005. 88 pages
ISBN 0-87229-137-5
$9 members
$11 nonmembers
Perspectives on: Life after a History Ph.D.
 |
Edited by Richard Bond and Pillarisetti Sudhir
Intended as a complement to Melanie Gustafson's, Becoming a Historian, this volume gathers articles from Perspectives that take an in-depth look at specific options on the career paths for history Ph.D.s, exploring a range of opportunities in public history, teaching, and academia, while also offering practical advice on CVs and interviews, and how to get that first article or book published.
2005. 126 pages
ISBN 0-87229-145-6
$8 members
$10 nonmembers
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Thinking History
by Peter N. Stearns
Peter Stearns explores two important dimensions of the pedagogic practice of history. Combining his two popular essays, "The History of History and What History Can Be" and "Why Study History?" Stearns considers anew the basic question: Why should history be studied? He also examines the relationship between the pragmatic practices in the classroom and the philosophical question of what history means. The essays in this pamphlet are designed to instruct and engage students who "don't like history" as well as students who do—and teachers who need to teach both kinds.
Peter N. Stearns is provost and professor of history at George Mason University.
2004. 23 pages
ISBN 0-87229-133-2
$5 members
$7 nonmembers
Teaching
Mexican American History
by Neil Foley and John R. Chávez
Foley and Chávez reexamine the impact of Mexican and Latino culture within the dichotomy of American-western historiography, and discuss ways in which this impact might be taught in the classroom.
2002. 54 pages
ISBN 0-87229-126-X
$8 members
$10 nonmembers
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Community College Historians in the United
States: A Status Report from the Organization of American Historians'
Committee on Community Colleges
by Nadine Ishitani Hata
Produced in collaboration with the OAH and with the assistance of the Community College Humanities Association, this collection of essays covers a wide range of issues of interest to the historical community. Individual essays cover, for example, various OAH-AHA initiatives relating to community colleges, historical scholarship and the community college historian, and perspectives on the job market. The report includes a bibliography and a roster of community college historians.
Nadine Ishitani Hata is vice president of academic affairs and professor of history at El Camino College and chair of the Organization of American Historians' Committee on Community Colleges.
1999. 160 pages.
ISBN 0-87229-110-3
$8 members
$10 nonmembers
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Teaching African American History
by Robert L. Harris, Jr.
An updated synopsis of African American history that reviews central themes, introduces the significant literature in the field, and provides a conceptual framework for including the main events of African American thought and activity in U.S. history courses. The author traces the rise of African American culture and its influence on U.S. society over three centuries. This text make recent interpretations of African American history accessible to a broad audience.
Robert L. Harris is associate professor of African American history in the Africana Studies and Research Center at Cornell University, where he also serves as Vice Provost for Diversity and Faculty Development.
2000.
$8 members
$10 nonmembers
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Teaching Immigration of People of Color
to the United States
by David M. Reimers
This essay begins with the Hispanic colonization of the American Southwest and continues to the present day. In the past sixty years, people of color--Hispanics, blacks, and Asians--account for nearly 90 percent of immigrants to the United States. In discussing these waves of immigration, it is important to remember that the classifications of Hispanics, blacks, and Asians are broad and represent many different groups, each with its own historical experience in the United States.
David M. Reimers is a professor of history at New York University. He is the author of numerous books and articles on immigration and ethnicity, including Ethnic Americans: A History of Immigration (coauthor, Len Dinnerstein).
1999. 64 pages.
ISBN 0-87229-110-3
$8 members
$10 nonmembers
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Teaching U.S. Puerto Rican History
by Virginia Sanchez Korrol
This essay includes a comprehensive overview of the Puerto Rican experience in the United States, incorporating the most recent scholarship on the subject. Setting the parameters for this historical narrative are the principles and issues surrounding Puerto Rican studies as an academic discourse and pedagogical strategies for teaching U.S. Puerto Rican history.
Virginia Sanchez Korrol is the Claire and Leonard Tow Professor and chair of the Department of Puerto Rican and Latino Studies at Brooklyn College of the City University of New York. She is the author of From Colonial to Community: The History of Puerto Ricans in New York City.
1999. 64 pages.
ISBN 0-87229-098-0
$8 members
$10 nonmembers
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Teaching History with Film and Television
Edited by John E. O'Connor
Technology has made film and television more accessible to the history classroom. Film and history expert John O’Connor offers practical strategies for using moving-image media in the classroom. His approach helps teachers to incorporate film and television into a traditional readings and documents course or to design specialized courses on history through film.
John E. O'Connor is professor of history at New Jersey Institute of Technology and Rutgers University at Newark. Chair of the Historians' Film Committee, he was founding editor of its quarterly journal Film & History. He has written and edited several books on early American history and on the historical study of film and television.
1987. 86 pages, with illus.
ISBN 0-87229-040-9
$8 members
$10 nonmembers
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"We Shall Gladly Teach": Preparing History Graduate Students for the Classroom
As many seasoned educators know, there are some things about teaching--theories, methods, mechanics, strategies, tactics, techniques, even love for the classroom--that one can teach to and nurture in future teachers. This new pamphlet presents modules and an extensive bibliography for preparing graduate students to be effective teaching assistants and, later, effective teachers.This pamphlet was made possible through funding from Carnegie Foundation for the Advancement of Teaching.
Terry Seip is an associate professor of history at the University of Southern California.
1999. 76 pages.
ISBN 0-87229-114-6
$6 members
$10 nonmembers
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Knowing, Teaching, & Learning History: National and International Perspectives
As issues of history and memory collide in our society and in the classroom, the time is ripe to rethink the place in history in our schools. Knowing, Teaching, and Learning History represents a unique effort by an international group of scholars to understand the future of teaching and learning about the past. It will challenge the ways in which historians, teachers, and students think about teaching history.
2000. 482 pages.
ISBN 0-8147-8142-X
$25 members and nonmembers
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An online overview
of the essays presented in the book is available.
Perspectives on Teaching Innovations: World and Global History
with an introduction by Robert
Blackey
The traditional Western civilization survey--long a staple of college course catalogs--has become outdated as students face the global economy of the twenty-first century. Though shifting to world history may be the most logical option, it is not always the easiest. This collection of essays from the pages of Perspectives presents debates on world history versus Western civilization, advice for those planning a new course, and examples of incorporating different areas of the world into a global history course.
1999. 102 pages.
ISBN: 0-87229-113-8
$8 members
$10 nonmembers
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Perspectives on Teaching Innovations: Teaching to Think Historically
with
an introduction by Robert
Blackey 
Active or traditional learning? Research papers or student-produced videos? Classroom simulations or lectures and discussions? In this collection of essays, originally published in Perspectives, scholars discuss how to teach students not only history but also thinking historically. Drawing on the knowledge of history instructors from high school to graduate school, Teaching to Think Historically offers debates on the idea of active learning as well as practical strategies for creating an active learning environment in the classroom.
1999. 116 pages.
ISBN: 0-87229-112-X
$8 members
$10 nonmembers
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Perspectives on Audiovisuals in the Teaching of History
with an introduction by Robert
Brent Toplin 
This collection of essays, originally published in Perspectives between 1989 and 1999, samples a rich variety of ways that instructors deal with audiovisual materials in the classroom. From Hollywood blockbusters to documentary films, and rock 'n' roll to Andean flutes, the authors speak to the value and the power of media for stimulating classroom studies. While no scholar can argue that movies and music can replace readings and lectures in the classroom, these essays present various strategies for mixing the two formats into an exciting learning experience.
1999. 86 pages (with illustrations).
ISBN 0-87229-111-1
$8 members
$10 nonmembers
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Last Updated: March 5, 2008 4:11 PM