Students tell us that for them the past is inconsequential and insignificant--a dead issue. What this "now" generation fails to realize is that without a past there would be no present and no future. (Author)

Maintains that working with the Bayeux tapestry is an excellent way to introduce the use of primary sources (and thus help students develop a critical historical inquiry method) into the middle or secondary school history class. Suggests how to introduce the tapestry and describes numerous class activities for using the Bayeux tapestry across the…

Claims that the use of literary works, particularly short stories, can be very effective for the teaching of history. Describes how short stories can be used instructionally by history teachers. Gives examples of how two particular stories were used. (HB)

This article is a suggestion that in order to make history more interesting for students, schools might consider their own history, specifically, The History of the School. (Author/RK)

Discusses the value of historical fiction, using historical fiction to teach history and to teach literature, and activities using historical fiction. Offers a sample approach using the book "Underground to Canada," and notes cautions in using historical fiction. (SR)

If one is to know himself and be of some value to society, he needs early in life to learn to be accountable for his actions and his ideas. Suggests that responsibility as an educational philosophy could produce an individual who is an accountable figure and one who would have a stronger place in the world in which he lives. (Author/RK)

Explains the value of encouraging social studies students to participate in National History Day contests. (FL)

Describes a multi-media, open-ended approach to high school social studies that is relevant to any historical period. (AN)

Discusses the advantages of using photographs in history instruction and suggests questions teachers can ask to help students analyze photographs. (SJL)

Asserts that history teachers can make the study of history relevant to students by emphasizing the centrality of people in history. Examines ways to achieve cultural literacy while avoiding some of the inherent pitfalls. (NH)

Argues that women's history should stress the broad sociological view of women's roles not only in politics but in mundane, day-to-day life throughout all of history, rather that reducing women's history to a few token figures. Notes that many college and secondary texts and testing materials have recognized the trend toward the inclusion of…

History frequently is taught as a set of facts that must be memorized to either pass a test or become culturally literate (Whelan 1997). Such an approach to history instruction reduces content to a consumable, socially irrelevant product and strips meaning from the classroom. To alleviate the drudgery of typical history instruction, teachers can…

Senior high school American history teaching units developed around significant themes or areas reflecting the nation's exploration, settlement, and growth can be rewarding and meaningful teaching-learning experiences. One such unit, planned around the theme of settlement of the American Great Plains, can serve to illustrate the value of this…