Roundup: The History Classroom

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Janet Bagnall, "Teaching Sovereignty in Quebec Classrooms," The Gazette, November 6, 2012

. . . . Éric Lamoureux, 45, a history teacher at Vanier College, instructs students who have already had several years of Quebec history classes in high school. Students’ reaction to another course on Quebec history, complete with discussion of the two independence referendums, is “Oh, no, not that again,” he said. “Yet I teach a course on Montreal history and it’s full to the rafters.”>>>

Nicholas Ferroni, "Using Music in the Classroom to Educate, Engage and Promote Understanding," Huffington Post, November 8, 2012

. . . . Educators have been using music to effectively educate for as long as there has been music. Many of us were fortunate to have those unconventional and edgy teachers (mine were Mr. Caliguire and Mr. "Weez," and I can't thank them enough), who played the iconic protest songs from the anti-war movement of the '60s and '70s, and then we analyzed and discussed the lyrics. This was one of my favorite activities and it helped me understand the nation and its differing political views better than any textbook or lecture ever could. This, however, is not the method of using music in the classroom to which I am referring. The method of using music that I will be discussing can be applied to all subject areas and used to engage all learners.>>>

Lara Harmon, "Teaching with Food," Teachinghistory.org blog, October 15, 2012

We need food to live, but don't always think about where food that comes from. We carry foods and foodways with us as we immigrate, emigrate, or migrate. We share food and celebrate with it. Every bite we eat has a long history involving geography, trade, science, technology, global contact, and more.>>>

James M. Lang, "Teaching What You Don't Know," Chronicle of Higher Ed, October 22, 2012

. . . . I can confirm that easily enough from my own dozen years of teaching at a liberal-arts college. Although my background is in 20th-century British literature, I regularly have to dip back into the 19th century for my survey course on British literature. With almost no formal training in rhetoric, I count "Argument and Persuasion" among my standard course offerings. Every member of my department could make similar claims.>>>