Reflects on the thought and process involved in the development of a series of computer simulations used to help teach a two-semester U.S. history course. Lists common elements in the simulations, describes the simulations, and responds to criticisms. Discusses student reaction to the use of computer simulations in a history course. (LS)

Explains the development of an instructional software package and accompanying workbook which teaches students to apply computerized statistical analysis to historical data, improving the study of social history. Concludes that the use of microcomputers and supercomputers to manipulate historical data enhances critical thinking skills and the use…