The National Endowment for the Humanities (NEH) announced today that Patricia Limerick, a long-standing member and past vice president of the Teaching Division of the American Historical Association, will be joining its advisory board, the National Council on the Humanities.
Every student currently pursuing a bachelor’s degree at a public college or university in Texas is required to complete six credit hours of US history, a standard that suggests more uniformity than it delivers.
The federal “Teaching American History” (TAH) program provided thousands of public school teachers access to high quality professional development. Congress ceased funding TAH five years ago, and we now have an opportunity to secure new resources.
By Shannon Bontrager
Editor’s Note: This post is the first of a series of posts from the AHA Bridging Cultures project. Participants will blog about how they have redesigned their US history courses to take a broader view of the US relative to the Atlantic and Pacific worlds. Authors will also be contributing curricular materials, to be posted in our new online Bridging Cultures Resources.
By Jennifer McPherson
Whether in research or teaching, as historians we wrestle with the big questions of our specialized fields. Unfortunately, far too often one of the biggest questions about the discipline goes unasked and unanswered: What do professors actually do?
By Beth Marsh and Dana Schaffer
Across the country middle school and high school students are learning about the historical process through their participation in National History Day.
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).
By Cristina Belli
On a sunny day in September, I made a phone call home to my parents, eager to share all the wonderful experiences I was having in my first weeks at college. It was a routine conversation: How were my classes? Was I making any friends? How bad was the food? Amidst the flurry of inquiries, I quietly mentioned I had decided to declare history as my major. An uncomfortably long pause followed … and then an incredulous, “What?”
In my 18 years of life, I had always been determined to follow in my parents’ footsteps, studying economics and making a life for myself somewhere in the financial world—or maybe at the World Bank, like my father.