Aaron Johnson – författare

Eusebius of Caesarea was one of the most significant and voluminous contributors to the development of late antique literary culture. Despite his significance, Eusebius has tended to receive attention more as a source for histories of early Christianity and the Constantinian empire than as a writer and thinker in his own right. He was a compiler and copyist of pagan and Christian texts, collator of a massive chronographical work, commentator on scriptural texts, author of apologetic, historical, educational, and biographical works, and custodian of one of the greatest libraries in the ancient world. As such, Eusebius merits a primary place in our appreciation of the literary culture of late antiquity for both his self-conscious conveyance of multiple traditions and his fostering of innovative literary and intellectual trajectories. By focusing on the full range of Eusebius’s literary corpus, the collection of essays in Eusebius of Caesarea offers new and innovative studies that will change the ways classicists, theologians, and ancient historians think about this major figure.

Traumagenic events—episodes that have caused or are likely to cause trauma—color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators’ awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore “difficult” knowledge, instruction that acknowledges trauma in social studies classrooms is essential.Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction.

Traumagenic events—episodes that have caused or are likely to cause trauma—color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators’ awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore “difficult” knowledge, instruction that acknowledges trauma in social studies classrooms is essential.Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction.