James Loewen has revised "Teaching What Really Happened", the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled…

Learn how to design history lessons that foster students' knowledge, skills, and dispositions for civic engagement. Each section of this practical resource introduces a key element of civic engagement, such as defending the rights of others, advocating for change, taking action when problems are observed, compromising to promote reform, and…

Describes an instructional unit in which Frederick Jackson Turner's Frontier Thesis is applied to Russian history. Suggests that the activities and recommended readings are perhaps best suited to Advanced Placement and honors classes. Includes a list of student readings, teacher resources, and step-by-step teaching procedures. (CFR)

Describes in detail an historical research project, beginning with a tombstone marker, and eventually uncovering the lost story of local educator, Philotus Dean. (JDH)

Discusses different ways of conceiving the content and purpose of journalism history courses. Maintains that history is about arguments, not facts; and that there is no such thing as journalism history. Notes that both premises are applicable to research and are easily and usefully employed in the classroom. (SR)

Describes ten values which are developed from the study of history. The values are: appreciation of change, appreciation of historiography, vicarious experience, perspective, historical insight, pluralism, skepticism, empiricism, humanism, and responsible citizenship. Describes how the study of history develops each value and states that explicit…

This article describes a three-stage model for teaching historical writing to senior high school students. The model is applied to the incident known as "Bloody Sunday" which occurred in Northern Ireland in 1972. (JDH)

Reviews several definitions of material culture and material culture research. Identifies the special characteristics and pitfalls of material culture research appraising how such research can be useful in historical explanation. Forecasts expectations for materials culture research over the next decade. (JDH)

Secondary students interpret a primary source document from the National Archives--the Tonkin Gulf Resolution--and are involved in activities which will help them understand the Tonkin Gulf incident in the context of the Vietnam War. Background information is provided. (RM)

Presents three pages on the relationship between teaching and the writing of history. Conclusions are that teachers involved in historiography better understand their students; writing history and teaching history are two steps of the same process; and the relationship between history as it is written and taught is tenuous to students. (Author/KC)

Describes history writing as a social practice that contributes to a radical critique of dominant discourses on gender. Discusses how feminist practices in the history of rhetoric can become an active source of inspiration for the future. Argues that concepts such as positioning and representation can be brought fruitfully into the classroom. (RS)

Offers a review of various authors' interpretations of historical mindedness and perspective. Lists ten educational outcomes achieved through the development of historical mindedness and concludes that its development provides a frame of reference in which a more balanced and comprehensive view of life is cultivated. (JDH)

Elementary children can be introduced to the historical processes of evaluating and interpreting materials within the existing curriculum. Activities for teachers and students are suggested. (AM)

Hypothesizes about the relationship between history and fiction. Discusses the contribution of history to understanding human affairs, stressing that history is true and fiction is not. Asserts that each generation uses the same materials to construct a new reality. States fiction gives only a partial view whereas history sees the world as whole.…

In 1860, 226,000 (47 percent) of the US' 478,000 free blacks lived in free states, and thus totaled over five percent of the black population in America. Though oppressed by popular prejudice and a range of legal and institutional constraints--in 1847, blacks at a convention labeled themselves "slaves of the community"--African Americans outside…