For much of the twentieth century, the United States and the Soviet Union were superpowers engaged in a struggle against one another in which children were held up as symbols of each state’s successes and failures. Aspects of my comparative approach could be applied to a Cold War course or unit, a World Since 1945 […]
Everyone has a childhood. Therefore, the history of childhood is accessible to students of history and intrinsically compelling. It creates spaces for students to question implicit assumptions about both history and childhood. More history courses, I argue, should include a reading or project relating its contents to the burgeoning field of childhood studies. While the history […]
Teaching Historiography to Undergraduates
It Ain’t Easy Being a Green Screen
Creating Video Lectures: Storytelling
Creating Video Lectures–Behind the Scenes
Is Anyone Out There?
Using Alternative Projects in Russian History Courses
Digital + Liberal Arts = Employability?
Alyssa DeBlasio: Some Problems I Encountered Using Class-sourcing
This blog was founded by Karl Qualls, Associate Professor of History at Dickinson College. Karl has received the Constance and Rose Ganoe Memorial Award for Inspirational Teaching, Gamma Sigma Alpha National Honor Society Professor of the Year, and Student Senate Professor of the Year. He is the author of numerous articles and chapters, including a chapter in the textbook Russia and Western Civilization: Cultural and Historical Encounters (M.E. Sharpe, 2003) written in collaboration with his colleagues at Dickinson College. He is also author of the monograph From Ruins to Reconstruction: Urban Identity in Soviet Sevastopol after World War II (Cornell, 2009). He teaches Russian, German, Italian, and eastern European histories, as well as courses on European dictators, urban history, historical methods, the Holocaust, and more.
