Textbooks and Teaching
Since 1992, the annual "Textbooks and Teaching" section has sought to bring questions of teaching into the pages of the JAH. Originally designed to review the treatment of different historical fields and topics in American history textbooks, the section has in recent years focused more often on teaching practices, methods, and resources. In the words of former contributing editors Peter Filene and Peter Wood, the "Textbooks and Teaching" section aims "to provide a site where teachers exchange exciting ideas about how they convey history to their audiences inside classrooms as well as beyond."
Recent "Textbooks and Teaching" sections have explored the pedagogy and content of the U.S. history survey, the uses of digital technology in teaching U.S. history, the role of the "scholarship of teaching and learning" for studying our own teaching practices, and the historical skills and preconceptions of entering college students.
The "Textbooks and Teaching" section appears in the March issue of the JAH. The focus of the section is determined roughly one year prior to publication. Essays generally run 10-20 pages in length (double-spaced) and follow the same guidelines of format and citation as JAH articles. The section is also made freely available online along with additional resources and syallbi.
Scott Casper, professor of history at the University of Nevada, Reno, is the contributing editor for the "Textbooks and Teaching" section. He welcomes suggestions for annual themes, manuscripts related to the teaching of U.S. history, and proposals for submissions. Unsolicited manuscripts are reviewed with an eye toward whether they might fit within upcoming sections or help shape potential future themes. Professor Casper may be reached at firstname.lastname@example.org.
Read "Textbooks and Teaching" online >
Potential Future Themes
The following list is not definitive or exhaustive. Suggestions are welcome.
Teaching U.S. History outside the United States
Developing the Next Generation of History Teachers
Public History in the Undergraduate Experience