Presents an activity which encourages hypothesis testing and introduces the study of prehistorical and historical societies. Students formulate a hypothesis about an artifact; then the teacher gradually introduces more information. Students refine their hypotheses and test them against what the artifact was used for. (KC)

Lists 27 secondary school activities in which career awareness is incorporated into the history curriculum. Students investigate occupational changes over time, identify history-related occupations, research the development of farm equipment, and invite the local bank president, news director, school librarian, and city planner to speak. (KC)

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)

Suggestions are made for teaching history to slow-learning students. The importance of developing a sense of time and of stimulating imagination is discussed, and three examples of history activities are provided. (CL)

Man's association with animals throughout the history of the United States is emphasized in these social studies activities. (JH)

The wealth of brochures, booklets and lore available from historic sites can be used to create exciting learning stations. Centers filled with facts and artifacts of landmarks make local and area history come alive for students and individualize the social studies curriculum. (Author)

The article discusses the links between storytelling skills and history, with particular focus on Black History Month, and also lists resources and describes storytelling activities. (CB)

Near the end of a class, secondary social studies students are instructed to write a reaction to that day's lesson. The teacher reads and responds to the reaction papers. Examples of this technique intended to teach critical thinking are provided. (RM)

History consists of events and things that happened in the distant or the recent past. Students can make a time capsule to leave a piece of history for the future to discover. Time capsule items should be carefully selected, preserved, labeled, stored in a sealed container, and buried with a marker to indicate the site. (JDD)

Discusses methods for increasing students' appreciation of and interest in history by incorporating the human element into the narrative. Suggests that this can be accomplished by utilizing diaries, journals, oral histories, and living people. Argues that the brief coverage of events presented in texts does little to give students a feeling of the…

Presents a board game in which students pretend to be American Indians, settlers, or traders. Explains that students learn about people and life in Canada in the nineteenth century. Suggests that players will learn vocabulary, a sense of value, and bartering methods. Includes designs for the gameboard, commodity cards, and score cards. (DK)

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

Participation in the National History Day program (involving student papers, presentations, projects, and performances) provides many opportunities for eliciting the gifted behavior of sixth- through twelfth-grade students. The program, which emphasizes student involvement in real problems, can be used in the resource room, mainstreamed, advanced…

Upon completion of these two lessons, high school students will be able to distinguish between power and authority and analyze how individuals or groups exercise power. The lesson, which can be used in world history classes, deals with the period of time between the two world wars. (RM)

Philography, or autograph collecting, is a good way to liven up social studies classes. For example, after watching the TV miniseries "Winds of War," students wrote to famous real life participants in the war asking them a variety of questions. The response rate was nearly 100 percent. (RM)