Tomorrow, many of my students will participate in what may be the largest single instance of high school activism in a generation. At 10 a.m. on March 14 they will participate in the #ENOUGH National School Walkout to protest Congress’s lack of action on gun violence. My class is currently in the midst of a unit on the Long Civil Rights Movement. Collectively, in class, my students and I have been exploring the ways that minority communities experienced, protested, and changed structures of racial oppression across the country.
By Alexandria Ruble, Scott Harrison, Jane Freeland, Adam Blackler, and Julie Ault
“Here’s a scenario,” I said to students in my course on the Holocaust. “Imagine that right now, the North Carolina state government issues an order that you must leave the state if you or your parents are not from here. How many of you are from North Carolina?” Most students in the class raised their hands. Then, I asked, “How many of you have parents from North Carolina?” Fewer students raised their hands.
By Lee White
In December, President Obama signed into law a bill to reauthorize the Elementary and Secondary Education Act. The “Every Student Succeeds Act” restored funding for K–12 history and civics education that was eliminated five years ago. Unfortunately, when the president’s budget request was released on February 9 it did not include appropriations for the major new program source of funding for history and civics.
The AHA Council just approved a statement regarding best practices in dual enrollment/concurrent enrollment (DE/CE) courses that was drafted by the Teaching Division.
By Elaine Carey
Soon after publication of the September 2015 issue of Perspectives on History, I began noting lively discussions of the issue’s forum, which was on dual enrollment (DE).
In July of last year San Jose State University (SJSU) announced that it was suspending its use of MOOCs (massive open online courses) for credit because of unsatisfactory completion rates.
The discussion that follows is important to all historians: whether or not you teach U.S. history (or teach at all, for that matter), or work for a public institution, in Texas or elsewhere. This is not because the NAS report from which it springs is particularly compelling.