Examines how Estonian history was taught in Estonia before 1940, how it changed after the Soviet takeover, and how history instruction has been reorganized since 1988. Reveals that new textbooks will explore the Soviet destruction of Estonian social, economic, and cultural life. Looks ahead to the future of Estonia and history teaching. (SG)

Observes that resistant students in the college history classroom need to be intrigued by history through the unexpected. Recommends that educators use the study, preparation, and consumption of food as a means to engaging students in historical discussions about different ideologies, events, and places throughout history. (CMK)

Outlines an innovative way of teaching "World History Since 1500" at Samford University (Birmingham, Alabama) called the "great roads" approach, centered upon important roads in a country's history. Presents the "Veracruz to Mexico City corridor" case study used to teach a Latin American modern history course. (CMK)

Describes the development of a college-level course in the history of animation. Contends that social history is reflected in the animated cartoons made for movie theaters. Includes a selected glossary, a bibliography of print resources, and a recommended list of video cassettes. (CFR)

Discusses the use of simulations in the history classroom. Focuses on a simulation of the German Reichstag election of 1932, used in a modern German history course at Eastern Oregon University (La Grande, Oregon). Provides information on the setting, roles, the simulation procedures, and possible outcomes. (CMK)

Describes a course entitled "The Trial of Napoleon Bonaparte" that focuses on a fictitious mock trial of Napoleon Bonaparte to answer the question: did Napoleon pervert or preserve the gain of the French Revolution? Discusses the strengths and weaknesses of the course. (CMK)

Reviews three works that each examine a specific area of metahistory: (1) "World Historians and their Goals" by Paul Costello; (2) "The Structure of Big History" by Fred Spier; and (3) "The Myth of Continents" by Martin Lewis and Karen Wigen. (CMK)

Discusses the teaching of women's history at the University of Alabama at Birmingham (UAB). Describes how student views changed an instructor's own perceptions about race and gender issues. Observes that returning female students are particularly drawn to women's studies courses. Stresses the need to weave past and present into a feasible, humane…

Provides a definition of what is meant by Eastern Europe and includes statements on important persons or events in East Europe that had impact outside the region. Addresses the reasons why it is difficult to teach about Eastern Europe and offers some tips on teaching about Eastern Europe. (CMK)

Reminisces about the beginning of the journal "Teaching History" as its 25th anniversary arrives explaining that it started during a caucus of historians at the Missouri Valley History Conference (Omaha, Nebraska) in 1974. Maintains that the journal has remained true to its original commitment to tap the minds of history educators and share…

Maintains that the lecture method in history can still function as an effective means of instruction if approached with a critical perspective. Outlines creative and engaging approaches for the history lecture and specific suggestions for organization, delivery, and content coverage. (MJP)

Describes an oral history project to help students understand the narrative nature of history. Explains that the project focuses on "the Big Muskie" earth-moving machine and strip mining in southeastern Ohio. Explores the different stages of the classroom project. (CMK)

Describes how to use the films "Invasion of the Body Snatchers" from 1958 and 1978 and "The Body Snatchers" from 1993 to teach the last 50 years of U.S. history by enabling students to evaluate history as an ongoing analysis and critique of historical eras. (CMK)

Provides background information on the "Atlantic World" and discusses how the author created a course on this topic. Describes two course units used, the assignments, and the student response. Includes a bibliography of course materials. (CMK)

Discusses obstacles to discussion in a college class on American slavery. Observes two major problems: many white students, especially women, wanted to avoid confrontation, and many white males were defensive when there was criticism of 19th-century white males. Offers suggestions for improving the classroom atmosphere for discussion periods. (DSK)