This Arkansas history curriculum framework sets out the state content standards for grades K-4, grades 5-8, and grades 9-12. The framework lists the different history strands: Strand 1: "Time, Continuity, and Change"; Strand 2: "People, Places, and Environments"; Strand 3: "Production, Distribution, and Consumption";…

These guidelines are designed to help teachers and school districts answer questions related to the national history standards as they develop their own local curriculum. The work is built upon the original guidelines from the Bradley Commission on History in the Schools. This booklet is divided into two parts: (1) "Introduction"; and…

Discusses an elementary teacher's use of educational skits in history instruction. Describes the preparation of skit scripts. Observes that children who grow up passively watching television need encouragement to become actively involved in learning. Suggests that rehearsing the past may be the best way to prepare for the future. (SG)

This history course has been designed by the Schools History Project for the national curriculum in England. It covers three study units for the revised curriculum, including: (1) the Roman Empire as a study of an era or turning point in European history before 1914; (2) Medieval Realms as a statutory unit; and (3) Islamic Civilizations as a study…

This framework contains six instructional strands. Each strand has a content standard and cumulative student learning expectations for grades K-3, grades 4-6, and grades 7-12. The strands for students to understand are: (1) "Interdependence," how Arkansas people, cultures, and systems are connected; (2) "Continuity and Change,"…

Presents the Bradley Commission on History in Schools' recommendations that history become the core of the social studies curriculum. Identifies six themes of historical inquiry, and outlines topics for the study of U.S. history, Western civilization, and world history. Analyzes the place of history in all grades. Suggests changes in curriculum.…

One of a series of booklets designed to make available to a wide audience thoughtful perspectives on issues of domestic and foreign policy, this booklet contains two essays which provide a solid base for elementary and secondary teachers to communicate the nature of America's place in the world, its responsibilities, ideals, and traditions to…

Relates the creation of the "Tarheel Museum," created by fourth-grade students in a North Carolina school. Used the creation of a museum to engage students in studying about state history; to incorporate art, music, and physical education into social studies; and to engage special education students. (DSK)

This book advocates that teachers of history create for their students a workshop environment where they actually can practice being historians. Adolescents, rather than thinking analytically, prefer to identify strongly with heroes and heroines and to explore their own lives and identity, character and convictions, through heroic stories. This…

The Bradley Commission on History in Schools was created in 1987 in response to concern over the inadequacy of the history taught in U.S. elementary and secondary classrooms. This history curriculum guideline was designed by the Bradley Commission to aid those responsible for making curricula related decisions to realize the manifest importance of…

As many disciplines as possible should be used in the teaching of Indian Studies. In particular, creative literature adds another dimension to the understanding of Indian culture and the history of Indian-white relations when it is used in conjunction with historical and anthropological material. The serious student should read historical novels…