How can history teachers structure learning pathways through historical content in ways that engage and challenge all pupils, that enable them to work at an appropriate pace and that also encourage pupils to self-assess and monitor their own progress? Stainer reports and reflects on classroom experiments in "Mastery Learning" that aimed…

One study, covering the last 25 years, reports that undergraduates in college complete about 30 percent of assigned work. Would it be surprising--in these days of DVRs, Internet, texting, email, and video games--if high school and middle school students' homework completion rates were even less? What are teachers to do? Comprehension strategies,…

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

The idea of using "little stories" to illuminate the "big pictures" of the past was creatively explored in "Teaching History 107," which offered teachers a wealth of detailed vignettes with which to kindle young people's interest and illuminate major historical events. Paul Barrett builds on the ideas explored in that…

In the last edition of "Teaching History", Maria Osowiecki described in detail the fourth lesson in a five-lesson enquiry entitled: What was remarkable about the Renaissance? She also shared her resources for two lively, interactive activities--the Renaissance Party and a balloon debate. Here she complements that piece with a full…

Presents the National History Standards for United States History, grades 5 through 12. Includes an overview of 10 chronological time periods. Provides student objectives and recommended learning activities. (CFR)