Provides a historiography of the articles and books that focuses upon studying history through film. Reviews topics such as: censorship, the film industry's use and interpretations of history in films, and the lack of material on documentaries in the scholarship. (CMK)

States that when analyzing film and television, traditional methods utilized in historical analysis for formats, other than visual media, can be implemented. Outlines an approach that can be used when examining film and television and addresses the importance of studying film and television in history. (CMK)

Discusses a project in which students visit the town of Madrid, New Mexico, to create a photographic record of Madrid, accompanied by stories. Explains that a video documentary was created about this experience. Includes background information on the village of Madrid to be shared with students. (CMK)

Presents information related to the attempts on discovering the true identity of Tituba. Focuses on theories presented about her identity and her role in the Salem (Massachusetts) witchcraft trials. Discusses the images of Tituba portrayed in literature and U.S. history. (CMK)

Discusses the treatment of historical events within Hollywood (California) films. Addresses the idea of verisimilitude, or the true replication of history in all aspects. Examines films such as: "Pearl Harbor,""Park Row,""Verboten!,""October Sky," and "Thirteen Days," to demonstrate how films portray history. (CMK)

Explores the ideas of the nineteenth century female historian, Matilda Joslyn Gage, who authored the book, "Woman, Church, and State." Focuses on Gage's ideas about women's history, particularly related to the role of the church and women persecuted for witchcraft. (CMK)

Reviews the articles included in this issue of the journal. Describes the tremendous changes in the United States since the American Revolution. Contends that the drama of history can be interesting and exciting to students if presented well by teachers. (CFR)

Contends that many students reject historical study because they see no connection between factual information and their own needs and interests. Suggests that this epistemology of the self can be used to analyze historical information. Recommends helping students see that historical fact is subject to individual and group interpretation. (CFR)

Explains that teachers should educate their students about images of witchcraft using sources other than those from popular culture. Reviews literature published on the topic of witchcraft including books on the Salem (Massachusetts) witchcraft trials. Includes a bibliography of resources. (CMK)

Discusses a family history research project that uses computer technology to develop students' historical thinking skills. Discusses five areas of historical thinking and an activity in which students analyze a photograph (includes the picture). Describes the family history project and presentation. (CMK)

Focuses on the reconstruction of the San Luis de Talimali, which was among the largest and most important missions in Spanish Florida with the Apalachee Indians as their parishioners. Describes the various structures found at San Luis: (1) the council house; (2) the chief's house; and (3) the church. (CMK)

Addresses the history of Spanish-American missions, discussing the view of missions in church history, their role in the Spanish conquest, and the role and ideas of Herbert E. Bolton. Focuses on differences among Spanish borderlands missions, paying particular attention to the Florida missions. (CMK)

Discusses David Hurst Thomas' archaeological work on the Spanish borderlands, which integrates field archaeology and documentary history. Focuses on locating and studying the Santa Catalina de Guale. Addresses his project on the Pueblo San Marcos that will further test his ideas about the Spanish mission period. (CMK)

Classifies witchcraft prosecution into three periods in New England during the seventeenth century. Focuses on the witch-hunt in Hartford, Connecticut, the trial of Katherine Harrison, and the period of skepticism toward witchcraft prosecution. Addresses the role of Governor John Winthrop, Jr. in this skepticism and the legal procedures in…

Explains that students must understand that, due to the beliefs of the time in New England, accusing people of witchcraft during the seventeenth century was plausible. Provides background information on societal beliefs centered upon witchcraft and the supernatural, as well as the process of accusing people of being witches. (CMK)