Defines history as social science and humanity. States that history possesses primary responsibility for understanding and explaining evolution of civilization. Offers a list of 22 reasons why students should study history. They include: (1) to avoid being mislead by government officials, (2) to learn critical thinking skills, and (3) to enable…

Discusses how using literature can enhance the teaching of history. Contends that literature conveys the texture of life in the past. Textbooks do not provide this sense of the past. (RKM)

Explores the influence of Jacksonian democracy upon the ideas and activities of William Lyon Mackenzie, a reformer who sparked the 1837 Yonge Rebellion in upper Canada. Examines similarities in several original documents written by Mackenzie and Jackson. (RKM)

Cites the problems associated with teaching history: (1) lack of consensus on what and how to teach; (2) the adult perspective from which it is taught; (3) the abstract nature of history content; and (4) the concept of time. Concludes that efforts to include adolescent knowledge, skills, and attitudes should be considered in the history program.…

Myths that have grown up and persisted about Canada's involvement in World War II are examined. It is a mythodology heavy in self-congratulation, contemptous of politicians, suspicious of outsiders, and uncertain about the possibilities for Canadian independence in a complicated world. (RM)

Advocates teaching about the Holocaust in European and Canadian history courses. Maintains that the study of the Holocaust should help students see that history provides grist for reflection on our past and how our past has shaped the world we live in today. (JDH)

Lessons on Canadian social history from the 1890's to 1920 are provided. (DE)

Depicts the problems encountered by a Soviet history teacher whose textbooks and materials have not kept pace with the policy of Glasnost and student attitudes. Suggests that textbooks be replaced with original documents, scholarly articles, and memoirs. (SLM)

Suggests an educational exercise involving the ranking of historically significant scientists. As a stimulus for the activity, instructor presents findings to the following question asked of approximately 50 IBM employees: Which scientists in history have had the most influence on lives and thoughts? Includes the list and a sampling of…

The use of poetry in teaching history is discussed. Emphasis is placed on understanding the various types of metaphors used by the poet. (DE)

The roles and procedures for holding a mock trial based on actual events that took place during the Canadian Cariboo gold rush are described. Intended for use with secondary history students, the trial can be conducted in one classroom period. (RM)

Shows how F. R. Scott's poem, "Laurentian Shield" can be used to teach Canadian history and geography. (RKM)

Advocates the use of "journalogs," a combination of a learning log and journal, to aid students in meeting the academic challenges of advanced history classes. Includes a list of questions which will help structure student journalogs and provides an example of a student's entries. (JDH)

Explores the nature of historical thinking, asserting that no intrinsic differences characterize how people understand ideas. Suggests history's role in the social studies is to inspire creative inquiry into past cultures and into oneself. Examines mythology's power to teach what is timeless and quintessentially human. Highlights Joseph Campbell's…

Teaching techniques for developing a sense of historical time among students are presented. (DE)