Judt’s jeremiad has a special resonance for high school history teachers, who fi nd their fi eld so consistently undervalued and neglected by school offi cials and Washington. Just recently, in fact, the members of New York State’s Board of Regents showed how little concerned they were with serious study of the past. Amidst an educational era in which standardized tests in math and literacy have been proliferating at an unprecedented rate, the Regents seriously entertained moving to eliminate the only statewide exam in global history as a cost-cutting measure (Decker, 2012). Th e U.S. Congress has been even less history friendly, voting in 2011 to de-fund the federal government’s only national professional development program for history teachers-the Teaching American History program (Brinkerhoff , 2011). Th is lack of support for history teaching and learning attests that, just as Judt claimed with regard to historical knowledge, we do indeed live in “an age of forgetting.” Global history teachers thus have good reason to feel as though they are oft en sailing against gale force winds as they labor to engage their students in deep, meaningful, and critical study of the past.