The Purpose of Purposeful Ignorance
R. Raoul Meyer | Nov 3, 2021History starts with questions, and behind genuine questions is a humble acknowledgment of not knowing.
Teach Your Family
Rachel Mesch, Alyssa Goldstein Sepinwall, and Annette Joseph-Gabriel | Oct 14, 2021A pandemic-inspired twist on class presentations, Teach Your Family asks students to think not only about conveying information but also...
Playing with the Past
Patrick Rael | Oct 13, 2021Board games encourage history students to imagine changing historical outcomes and discuss counterfactuality and contingency, while covering the entire range of Bloom's taxonomy of learning.
Common Schooling and the Common Good
Jacqueline Jones | Oct 12, 2021Public schools are an essential part of American society, with a long history.
Evaluating without Grading
Luke Clossey and Esther Souman | Sep 14, 2021Mastering a skill is at the heart of the specifications grading system.
The Professor as a Primary Source
Julianne Johnson | Sep 9, 2021In telling students about her experiences on September 11, 2001, Julianne Johnson makes herself the primary source—and demonstrates the interplay of history, testimony, and memory.
Professional Practice and Effort Rewarded
Kevin Diestelow | Sep 1, 2021Should undergraduate students attend the AHA annual meeting? One attendee emphatically says yes.
Repair and Reconnection
Shannon Bontrager, Alexandra Hui, Katharina Matro, and Laura McEnaney | Aug 18, 2021After the pandemic upended so many of our classroom routines, what will "back to school" mean?
Teaching Content, Teaching Skills
Katharina Matro | Aug 17, 2021Teaching history at the high school level does not need to default to teaching skills alone, as Katharina Matro found...
Motivate, Situate, Evidence, Illustrate
Joseph D. Martin | Aug 16, 2021Educators might better serve students by dragging the complexities of the primary–secondary source divide into the light earlier in their education, and more often.