While standards and assessments demand that students be able to recall content information, planning guides direct teachers to prioritize the development of transferable skills and understandings, and scholars of education have spent the past century debating the purpose of history instruction without approaching consensus. The field is still…

Graphic novels (book-length works of fiction or non-fiction that use the conventions of a comic book to tell a story or convey information) can embed images within that primary flow. The text boxes and recurring images of the single graphic novel flow can incorporate maps, photographs, timelines, primary sources, and images within the panel…

The "fingerpost" is that ubiquitous hand with one extended finger long seen in public places, accompanied by directions such as "to the ladies' toilets" or "exit this way." More recently, that same finger has been widely adopted in electronic media, for the purpose of leading people simply and intuitively to a…

Suggests that a primary value of a history of science course is that it provides the student with a more profound understanding than obtained from science courses alone. However, the course should also instruct in the craft of history and communicate the role of history in shaping current thought and institutions. (KC)

Describes a program sponsored by Newberry Library, Chicago, which aims to revitalize the study of community and family history through workshops which teach research techniques to librarians, teachers, and historical society activists. Case studies of successful family autobiography projects are presented. (Author/DB)

Discusses the cursory treatment of Mexican Americans and Mexican American History in United States History textbooks and classrooms. Identifies instructional methods useful in engaging student interest. Argues that the present inadequacies of education and educational tools in this area perpetuate existing stereotypes and contribute to cultural…

Discusses the changing role of history of science courses at Cornell University. The course has served as a link between the humanities and sciences and as an integral part of area studies programs. Suggests that history of science courses in the social sciences and in the undergraduate history major's program are needed. (KC)

Perspectives and realities to be considered in developing and teaching a rural history course include social factors, processes of change, effects of industrialization, character development, migration, and mobility. The use of slides, films, and artifacts of rural material culture is recommended. (Author/DB)

An opinion poll was conducted in Nigeria among experts, history teachers, and teacher-trainees to determine history teaching objectives. (DE)

Answers critics of the 1916 Social Studies Report. Stresses its continuity with earlier more widely favored curricular reports. Discusses the influence of James Harvey Robinson's new history with its focus on the whole of society rather than just political and military events. Urges a continuing synthesis of history and the social sciences. (DK)

The sequence, content, instructional goals, methods, materials, and classroom environment of West German social studies education are described. (DE)

Reviewing several social studies curriculum programs with history instruction content, the author identifies significant developments and trends giving special attention to the Amherst, Social Studies Curriculum Studies, and Carnegie Education Center projects. (MB)

Briefly outlines three major themes of American urban history pertaining to the study of all communities, and describes a program using extensive comparative community field studies which reinforces these themes. Emphasizes readings, discussion, field trips, and a month of field work. (Author/CK)

Description of a course built around the question, What is History?'' The methodological principles of selection, causation, generalization, and interpretation are applied. (JB)

Explains a system of goal setting which provides history teachers with a clear picture of what students wish to learn in an introductory course. Ask students what they would like to get out of the course, which goals they believe to be most important, and what techniques they suggest for working toward these goals. (Author/DB)