Thursday, August 22, 2013

American Military History: A Resource for Teachers and Students

The 248 page PDF document can be downloaded here:  http://www.fpri.org/docs/American_Military_History_A_Resource.pdf


American Military History: A Resource for Teachers and Students


About the Editors:
Paul H. Herbert is the Executive Director of the First Division Museum at Cantigny. A retired Colonel, United States Army, he held a variety of operational assignments, including command of the 1st Battalion, 27th Infantry, and service on the Joint Staff in Washington, DC. He holds a Ph.D. in military history from the Ohio State University and is the author of Deciding What Has to be Done: General William E. Depuy and the Writing of Field Manual 100-5, Operations (1976).
Michael P. Noonan is director of FPRI’s Program on National Security, a veteran of Operation Iraqi Freedom, and holds a Ph.D. in political science from Loyola University Chicago.
Paul HerbertMichael P. Noonan
August 2013
PREFACE
Teaching America’s military history is an important civic duty because “We the People” are responsible for the common defense and therefore should know something about it. At the Foreign Policy Research Institute (FPRI), we encourage teachers to integrate military history into the history that they already teach, and we think they can do so without personal military experience, just as they teach about so many other aspects of American life.
Starting in 2006, FPRI teamed up with the First Division Museum at Cantigny to offer the first Teaching Military History Institute for Teachers. This history institute series built upon and expanded the proven FPRI model that has been in operation since 1992. The concept is simple: assemble an audience of dedicated secondary school teachers, bring in first tier scholars of varied perspectives to address them on substantive military topics, and stimulate their interaction over a weekend at the world class setting of the First Division Museum. Omitted are the pedagogical lessons that can be learned back at one’s school. Teachers earn continuing education credits for attendance and are encouraged to develop lesson plans to incorporate knowledge from these weekends into their teaching. Since 2006, nearly 300 teachers have gone through one or more of these Institutes.
(Continued at the link below)

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