Outlines the functions of museums and explains how these functions can relate to teaching history. Points out the value in taking students to museums, noting that visits may be enhanced through teacher pre-planning. Gives advice on how to counsel students who wish to pursue careers in historical agencies and museums. (GEA)

College teachers of history can use science fiction to help students understand historical concepts. A seminar at the University of Tulsa used futuristic literature to provide a broader perspective on the present and the past. Available from: Loren E. Pennington, Division of Social Sciences, Emporia State University, 1200 Commercial, Emporia,…

Suggests three unconventional teaching approaches and instructional resources to help history teachers stimulate critical thinking about the past, present, and future. Described are ways of teaching folk history, alternative history, and future history. For journal availability, see SO 505 897. (Author/AV)

Film documentaries can be a valuable addition to introductory American history courses. Using "The Adams Chronicles" as an example, the author identifies flaws in the film and then explains how careful planning and analysis of the video and printed programs enabled him to incorporate it effectively into a freshman-level survey course at Ohio State…

Provides a brief overview of a workshop for high school social studies teachers revolving around the centennial of the Spanish-American War. The workshop focuses on cultural, social, diplomatic, and military history. Includes a 34-item bibliography and an 8-item list of related web sites. (MJP)

Describes the teacher education workshops and instructional materials available from the National Archives of the United States. Contends that using primary sources will help students see history as historians did. Concludes that the National Archives seeks more collaborative activities with history teachers. (CFR)

Discusses how to create a class on the Holocaust by providing books and films that address a number of issues, such as the role of World War I, interpretations of the Holocaust, the ghettos, and rescues of European Jews. Asserts that only by remembering the Holocaust will the evils endured be prevented. (CMK)

Explains the utility of city directories as an education resource and suggests ways teachers may use directories in student research projects. Finds original research stimulates student interest and creativity. Provides outlines for suggested study topics. Appendix includes student activity worksheets. (NL)

Contends that the lack of trained non-Western historians requires that Western historians must attempt to present world history from a global perspective. Describes a world region approach that uses overlapping spheres to link nations and cultures throughout history. Includes recommended resources for this approach. (CFR)

Directs a class at the University of Minnesota (Duluth) for teachers at developing effective research skills and historical mindedness. Teachers study a topic and write curriculum using primary sources as basic texts. Outlines the curriculum process and includes three case studies. Includes teaching activity worksheets. (NL)

Provides some useful guidelines, activities, and a few warnings concerning using documentary movies in a U. S. history course. Although documentaries can pique student interest, they need to be previewed first and presented in historical context with supporting materials. Includes an overview of a course content and accompanying films. (MJP)