Suggests that the imposition of order on history perpetuates a historian/history teacher dichotomy. Illustrates prevailing fallacies in the teaching of history: (1) the moniker fallacy; (2) the one-school fallacy; (3) the contextual fallacy; and (4) the wave fallacy. States that an avoidance of these fallacies will at least partially reconcile…

Responds to Graeme Decarie's recommendation to teach processes in introductory history by citing E. D. Hirsch's argument that a general body of knowledge is necessary for intelligent discourse. Argues that an understanding of historical chronology must be developed in the introductory history course. (LS)

The authors describe the development and implementation in British schools of their family history project. The student and his social setting, the childhood of his parents and grandparents, and the methods of the historian are combined for effective course content. (DE)

Recommends a revision of the traditional method for teaching history, so that students view facts as the starting point, from which they learn to classify, examine, and evaluate historical events. Suggests activities and projects for implementation of this teaching method. (LS)

Discusses objectives of "Canada in a North American Perspective," a controversial postsecondary course taught as an Ontario Academic Credit course. Argues examination of Canada's perspective and history as a North American nation can benefit from comparison to the United States. Suggests this continentalist approach need not diminish…

Discusses the use of quantitative methods in historical research. Maintains that numbers are essential to understanding certain historical phenomena and contends that statistical sources must be approached with a critical stance. Describes the integration of quantitative methods into the history curriculum, and the establishment of an…

Historical demography--the study of population in the past, its relation to the environment and economy, and the effects that inter-relationship had on the broad development of society--is an approach that can make the study of history dynamic. The historical development and methodology for historical demography are discussed. (RM)

Argues that the introductory history course should focus on teaching students to find, evaluate, and present information in a coherent manner rather than merely present a cluster of facts to be memorized. Suggests an article review assignment which teaches students to effectively evaluate and communicate knowledge. (LS)

An innovative syllabus outlining a history course for students ages 13-16 in Great Britain was developed by this council. Content of the course, which encourages students to collect and analyze historical evidence, is discussed, and evaluation techniques used in the course are examined. (RM)