Latin America
“Improve the Quality of Life of the Majority of Its People”: Integrating Indigenous Perspectives in the Teaching of Guatemala and the Cold War
Discussion of how to integrate Indigenous experiences into teaching the Cold War
![“Improve the Quality of Life of the Majority of Its People”: Integrating Indigenous Perspectives in the Teaching of Guatemala and the Cold War](/content/images/size/w1460/format/webp/2024/05/CB424F3F-9600-41CA-86C5.jpeg)
“Those Who Suffer Under Colonial Oppression Must Join Hands”: International Anticolonialism in the Interwar Years
Discussion of teaching anticolonialism in the 1920s and 1930s as a global movement
![“Those Who Suffer Under Colonial Oppression Must Join Hands”: International Anticolonialism in the Interwar Years](/content/images/size/w1460/format/webp/2023/12/IMG_0800.jpeg)
“Let These Sacred Words Unite Us”: The Haitian Revolution, Creative Expression, and Teaching Analytical Writing
Discussion of how to teach analytical writing to world history students using emotions and the Haitian Revolution.
![“Let These Sacred Words Unite Us”: The Haitian Revolution, Creative Expression, and Teaching Analytical Writing](/content/images/size/w1460/format/webp/2023/11/imported.jpeg)
“Nothing Remained of the Houses”: Indigenous American Resistance to Columbus’ First Settlement in the Americas
Discussion of how to teach Indigenous American resistance to Columbus' first colony in the Americas
![“Nothing Remained of the Houses”: Indigenous American Resistance to Columbus’ First Settlement in the Americas](/content/images/size/w1460/format/webp/2023/11/Caribbean-1525.jpg)
“By Love and Friendship Rather than by Force”: Columbus’ First Description of Indigenous Americans and Student Participation
Discussion of how to encourage student participation in world history courses and teaching Columbus Day
![“By Love and Friendship Rather than by Force”: Columbus’ First Description of Indigenous Americans and Student Participation](/content/images/size/w1460/format/webp/2023/11/Columbus-Arrival-1.jpeg)
“Workmen Constantly Employed”: Teaching Mass Production and Industrialization in the Long Nineteenth Century
A discussion of how to teach the nineteenth-century Industrial Revolution as a global process.
![“Workmen Constantly Employed”: Teaching Mass Production and Industrialization in the Long Nineteenth Century](/content/images/size/w1460/format/webp/2023/09/Chinese-Porcelain.jpeg)
Destruction, Creation, and Preservation: Some Thoughts on Teaching the Haitian Revolution
Some reflections about teaching the Haitian Revolution and a collection of all posts about the revolution.
![Destruction, Creation, and Preservation: Some Thoughts on Teaching the Haitian Revolution](/content/images/size/w1460/format/webp/2023/09/Destruction.jpg)
“Haiti Has Borne the Weight of a Heavy Debt”: Teaching the Long-Term Effects of the Haitian Revolution
Discussion of how to teach the long-term consequences of the Haitian Revolution
![“Haiti Has Borne the Weight of a Heavy Debt”: Teaching the Long-Term Effects of the Haitian Revolution](/content/images/size/w1460/format/webp/2023/09/Long-Term.png)
“Those Who Refuse Slavery”: Teaching the Short-Term Effects of the Haitian Revolution
A discussion of teaching the short-term effects of the Haitian Revolution
![“Those Who Refuse Slavery”: Teaching the Short-Term Effects of the Haitian Revolution](/content/images/size/w1460/format/webp/2023/09/Making-Flag-Banner..jpg)