September 29–30, 2007
Teaching Military History, Why and How
A History Institute for Secondary School Teachers
At The First Division Museum
1 S. 151 Winfield Road, Wheaton, IL
Sponsors:
Conference Report
Speakers and Topics
- Welcoming Remarks
- Paul Herbert, Executive Director, Cantigny First Division Foundation
- Alan Luxenberg, Director, FPRI’s Marvin Wachman Fund for International Education
- Why Teach Military History?
- Jeremy Black, Exeter University (United Kingdom); Senior Fellow, FPRI and author of The Age of Total War, 1860–1945 (Praeger, 2006)
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- Teaching about War in the Ancient World
- Kimberly Kagan, Executive Director, Institute for the Study of War and author of The Eye of Command (University of Michigan Press, 2006)
- Thucydides on Strategy and Leadership
- Karl Walling, US Naval War College
- War and Diplomacy
- Angelo Codevilla, Professor of International Relations, Boston University and author of No Victory, No Peace (Rowman and Littlefield, 2004)
- Warfare and Technology
- Martin Van Creveld, Professor, Institute of Arts and Letters, Hebrew University and author of Supplying War: Logistics from Wallenstein to Patton (Cambridge, 2004)
- The First Division at War: A Case Study
- Paul Herbert, Executive Director, First Division Museum
- War and the East
- Andrew Wilson, US Naval War College
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- War and the West
- Williamson Murray, Institute for Defense Analyses and author of The Iraq War: A Military History (Harvard, 2003)
Classroom Lessons
- American Civil War Reading and Discussion Guide (2007), Kathryn Lerch, Park Tudor School (164K Microsoft Word document)
- Analysis of the Battle of Gettysburg (2007), Sam Varsano (49K Microsoft Word document)
- The Battle of Bunker Hill: An Intellectual Examination (2007), Amy Moyer, Parkland High School, Pennsylvania (61K Microsoft Word document)
- War, Technology, and the Balance of Terror (2007), Ben King, Licking Valley High School, Newark, Ohio
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- Sun-Tzu Project (2008), Joshua Greenwood, Nashua HS South, NH (46K Microsoft Word document)
Major funding for the History Institute for Teachers has been contributed by The Annenberg Foundation.
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