Describes a living history program at the Old Town State Park in San Diego, California for elementary children. Program activities and the roles of volunteers and teachers are discussed. (AM)

Describes how a koala hand puppet was used to teach county history as well as reading and writing skills, multicultural awareness, music, art, and self-esteem to third graders in San Diego, California. Activities that involved the puppet are described. (AM)

Suggests activities for students interested in historic preservation: walking trips, collection, and projects which recreate activities of the past. (KC)

Discusses how oral history can motivate elementary students in the social studies. Suggests oral history learning activities and procedures to help students recreate events from the past. (CK)

Provides ideas for using community studies to acquaint students with American history and to help them develop an appreciation of the uniqueness of their own community and the importance of the role that a locality can play within the nation. Lists seven student learning activities and presents suggestions for researching local history. (KH)

Describes an elementary level oral history program instituted in New York City schools. Its aim is to improve student understanding of history by having the young work with the elderly and bridge the generation gap. (MD)

An outline for a fourth grade local history course is presented. A historic study of the local community should focus on social/cultural, political, and economic community roots. An annotated listing of three local history books written specifically for children, which have received accreditation, is provided. (RM)

Describes a combined local history/printmaking project conducted by students in grades one through nine at Armitage Academy in Kenosha, Wisconsin. Students studied and drew local buildings and printed the results as a calendar. (SJL)

Describes the assignment of an oral history project in a communications history course offered at Northwestern University, indicating the project's benefits to teacher, students, and community. (RL)

Describes resources used to teach local history at the third-grade level in El Cajon, California. The content of the resources is described as well as the methods used to develop the resources. (AM)

Presents a social studies unit of study that involves having students conduct investigations of events and people in their own neighborhoods. (FL)

Describes a local history unit used to introduce fourth graders in Berkeley, California to history. The topics and activities used to teach the topics are discussed. (AM)

Describes a Canadian secondary school communications and history course dealing with the oral and cultural history of the area. Following intensive workshops, students develop ideas, interview, write, photograph, edit, lay out, and publish a commercial quality magazine for sale to the public. (Author/KC)

Provides suggestions for turning the search for local history materials into a coherent package for the classroom. Teachers should choose a project that teaches skills and helps shape student values. A thematic approach (for example, transportation) contributes to selectivity and is useful for producing a sourcebook. (KC)

Presents a report of a community studies program in which high school students prepared an architectural and historical study of interesting and historic community buildings. Presents general information on how and why students should study buildings, including selecting a building, photographing the building and site, interviewing individuals who…