pedagogy
“When Any of You Intend to Divorce”: Teaching Continuity and Divorce in the Medieval Islamic Middle East, c.600 - c.1600
A discussion of teaching continutiy using examples of divorce in the Islamic Middle East
![“When Any of You Intend to Divorce”: Teaching Continuity and Divorce in the Medieval Islamic Middle East, c.600 - c.1600](/content/images/size/w1460/format/webp/2024/02/85E9E56A-A1F0-4832-91AA-C57286486F9D..jpeg)
“A Rich South and a Poor North”: Southernization and Facilitating Student-Centered Discussions
Discussion of how to facilitate student-centered discussions using Southernization
![“A Rich South and a Poor North”: Southernization and Facilitating Student-Centered Discussions](/content/images/size/w1460/format/webp/2024/02/discussion.png)
“A Time for Telling”: Lectures and Narratives in a Decolonized History Course
Discussion of how we can use lectures in world history classes with a focus on the Atlantic Revolutions
![“A Time for Telling”: Lectures and Narratives in a Decolonized History Course](/content/images/size/w1460/format/webp/2024/02/Pedagogy.66c0c6a0fb4a470a95ce21ba2d67381d.jpeg)
The Best History Lesson…. Is the One You Design Yourself
How to design the perfect history lesson
![The Best History Lesson…. Is the One You Design Yourself](/content/images/size/w1460/format/webp/2023/11/imported-f2d60c7d9a8744ab9f08e950986442fe..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)
“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)
“They Know the Peacebreakers but not the Peacemakers”: Teaching Dissent, Pacifism, and Women’s Activism in the First World War
A discussion of women’s peaceful protest during the First World War and using secondary sources in the world history classroom.
![“They Know the Peacebreakers but not the Peacemakers”: Teaching Dissent, Pacifism, and Women’s Activism in the First World War](/content/images/size/w1460/format/webp/2023/10/Women-Peace-Banner..png)
“We Must Not Refuse Them”: Finding African Voices and Stories in the Transatlantic Slave System
Discussion of how to read against the grain to understand lost voices in the transatlantic slave system.
![“We Must Not Refuse Them”: Finding African Voices and Stories in the Transatlantic Slave System](/content/images/size/w1460/format/webp/2023/10/African-Voices.af41a9e41ee04be2a297173ff89a77f3.jpg)
“The Questions Were Asked by the Teachers”: Decolonizing Pedagogy in World History Classrooms
A discussion of the civilizing mission, colonial education, and how we decolonize our pedagogy.
![“The Questions Were Asked by the Teachers”: Decolonizing Pedagogy in World History Classrooms](/content/images/size/w1460/format/webp/2023/10/Colonial-education-banner..jpg)
“Excessive Labor and Confinement”: Historical Imagination and the Urban Working Class
A discussion of teaching the Industrial Revolution to help students better understand how workers experienced industrialization.
![“Excessive Labor and Confinement”: Historical Imagination and the Urban Working Class](/content/images/size/w1460/format/webp/2023/01/Cotton-Famine.688ece3c18254742b5898d5329757b81.jpg)