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.
Over the past year, the nationwide decline of history majors and enrollments has become one of the AHA’s foremost concerns. Now, surprising news has arrived from Yale University: after a two-decade slip in popularity, history is the top declared major among its Class of 2019.
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.
Recently, a number of AHA members and others have expressed concern and dismay over the future of the Teaching American History (TAH) grants, a program begun virtually single-handedly by Senator Robert C. Byrd in 2003. True, he was the program's devoted supporter who brooked no opposition in growing the program from an initial $50 million appropriation to the present approximately $120 million as a line item in the Department of Education's budget. Now that the senator is gone there are those, in the Obama Administration and elsewhere, who say that history must take second or third place to reading and mathematics, that in the midst of a the most severe recession in several generations the U.S. cannot afford the program, and, some even argue there is no evidence that the TAH program has made much of a difference, or that it has improved history teaching.
Article By: Bruce Craig, former executive director of the National Coalition for History.