The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second typeconsists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.

Accounts of the rise of American literature often start in the 1850s with a cluster of "great American novels"-Hawthorne's The Scarlet Letter, Melville's Moby-Dick and Stowe's Uncle Tom's Cabin. But these great works did not spring fully formed from the heads of their creators. All three relied on conventions of short fiction built up during the "culture of beginnings," the three decades following the War of 1812 when public figures glorified the American past and called for a patriotic national literature. Decentering the novel as the favored form of early nineteenth-century national literature, Lydia Fash repositions the sketch and the tale at the center of accounts of American literary history, revealing how cultural forces shaped short fiction that was subsequently mined for these celebrated midcentury novels and for the first novel published by an African American. In the shorter works of writers such as Washington Irving, Catharine Sedgwick, Edgar Allan Poe, and Lydia Maria Child, among others, the aesthetic of brevity enabled the beginning idea of a story to take the outsized importance fitted to the culture of beginnings. Fash argues that these short forms, with their ethnic exclusions and narrative innovations, coached readers on how to think about the United States' past and the nature of narrative time itself. Combining history, print history, and literary criticism, this book treats short fiction as a vital site for debate over what it meant to be American, thereby offering a new account of the birth of a self-consciously national literary tradition.

The Student Study Guide is an important and unique component that is available for each of the eight books in The World in Ancient Times series. Each of the Student Study Guides is designed to be used with the student book at school or sent home for homework assignments. The activities in the Student Study Guide will help students get the most out of their history books. Each Student Study Guide includes chapter-by-chapter two-page lessons that use a variety of interesting activities to help a student master history and develop important reading and study skills.

The conference explored how the royal courts of Mesoamerica represented their kingdoms in architectural, iconographic & cosmological terms. Themes in this volume include the ways in which public monuments were fashioned to reflect geographic space, patron gods & mythology.

Accounts of the rise of American literature often start in the 1850s with a cluster of "great American novels"-Hawthorne's The Scarlet Letter, Melville's Moby-Dick and Stowe's Uncle Tom's Cabin. But these great works did not spring fully formed from the heads of their creators. All three relied on conventions of short fiction built up during the "culture of beginnings," the three decades following the War of 1812 when public figures glorified the American past and called for a patriotic national literature. Decentering the novel as the favored form of early nineteenth-century national literature, Lydia Fash repositions the sketch and the tale at the center of accounts of American literary history, revealing how cultural forces shaped short fiction that was subsequently mined for these celebrated midcentury novels and for the first novel published by an African American. In the shorter works of writers such as Washington Irving, Catharine Sedgwick, Edgar Allan Poe, and Lydia Maria Child, among others, the aesthetic of brevity enabled the beginning idea of a story to take the outsized importance fitted to the culture of beginnings. Fash argues that these short forms, with their ethnic exclusions and narrative innovations, coached readers on how to think about the United States' past and the nature of narrative time itself. Combining history, print history, and literary criticism, this book treats short fiction as a vital site for debate over what it meant to be American, thereby offering a new account of the birth of a self-consciously national literary tradition.

Illustrations remain one of the fundamental tools of archaeology, a means by which we share information and build ideas. Often treated as if they were neutral representations, archaeological illustrations are the convergence of science and the imagination. This volume, a collection of fourteen essays addressing the visual presentation of the Pre-Columbian past from the fifteenth century to the present day, explores and contextualizes the visual culture of archaeological illustration, addressing the intellectual history of the field and the relationship of archaeological illustration to other scientific disciplines and the fine arts.

The Teaching Guide to The Ancient American World is a complete, all-in-one resource that provides teachers with the support they need to help their students access the content of the book from the Medieval & Early Modern World series. It contains a collection of important instructional tools for the teacher, and a separate section on reading and literacy with practical strategies for teaching content to students with a wide range of abilities and learning styles.
Special multimedia, cross-curricular projects, one for each chapter, designed for mixed-group use gives students of all backgrounds and learning styles a chance to access and interact with the content. Chapter-by-chapter three-page lesson plans that are filled with activities to help teachers get the most out of every chapter in the book, including two chapter activities in blackline master form, graphic organizer reproducibles, project outlines, rubrics and a chapter assessment.

The author describes in this publcation, the institutional framework of the European Union, the existing currency systems, and provides a review of the Maastricht treaty ratification debates. He used the op-ed of Franco-German finance ministers published in the International Herald Tribune, to relate the desire of the two countries to work on the new currency creation, as well as describing the preparation of corporate France. The events to mark the new change over as reported in national newspapers and the pubic information campaign to turn millions of people into users of the Euro were well narrated.

The Copan Sculpture Museum in western Honduras features the extraordinary stone carvings of the ancient Maya city known as Copan. The city's sculptors produced some of the finest and most animated buildings and temples in the Maya area, in addition to stunning monolithic statues and altars. The ruins of Copan were named a UNESCO World Heritage site in 1980, and more than 150,000 national and international tourists visit the ancient city each year.

Opened in 1996, the Copan Sculpture Museum was initiated as an international collaboration to preserve Copan's original stone monuments. Its exhibits represent the best-known examples of building facades and sculptural achievements from the ancient kingdom of Copan. The creation of this on-site museum involved people from all walks of life: archaeologists, artists, architects, and local craftspeople. Today it fosters cultural understanding and promotes Hondurans' identity with the past. In "The Copan Sculpture Museum, "Barbara Fash one of the principle creators of the museum tells the inside story of conceiving, designing, and building a local museum with global significance. Along with numerous illustrations and detailed archaeological context for each exhibit in the museum, the book provides a comprehensive introduction to the history and culture of the ancient Maya and a model for working with local communities to preserve cultural heritage.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second typeconsists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.