Dissatisfied by her previous enquiries on medieval kingship and inspired by Helen Castor's "She-Wolves," Elizabeth Carr sought to incorporate the stories of powerful medieval women such as Empress Matilda and Eleanor of Aquitaine into her Key Stage 3 curriculum. Carr used these stories to highlight to her pupils the crucial substantive…

Medieval history is on the rise. Among the many recent reforms in the history curriculum is a requirement for medieval themes at GCSE and across the country the new linear A-level offers fresh opportunities for teachers to look beyond the traditional diet of Tudors and modern history. The huge divide between us and the medieval mind can make the…

Presents activity ideas for using the 11th century Bayeux tapestry in middle and senior high schools. Suggestions for obtaining a reproduction of the tapestry and integrating writing activities are included. (JDH)

Offers one reading of Cynthia Voigt's "Jackaroo," a novel set somewhere in the Middle Ages about a young woman named Gwyn who struggles with the limitations her culture imposes on her as a woman. Discusses John Dewey's belief that the reading process involves readers in new experiences that force them to revise their basic understanding of the…

The conceptual steps that first led Galileo toward his principle are reconstructed showing that his thoughts on the subject of motions that are neither natural nor forced were of fundamental importance. (MP)

The author states that dramatic material appropriate for high school production is difficult to find. She traces the history of drama, and suggests that use of the religious drama of the Middle Ages should be explored. Plays that are suitable for high school students are discussed. (KC)

Discusses pollution in medieval times, focusing on pollution related to: (1) wood; (2) coal; (3) tanning; and (4) lead. (JN)

A method was designed to provide history students an opportunity to make interpretations and form hypotheses about historical events and eras. The teacher created representative "facts" and questions about a topic and let students use them to make their own hypotheses. A sample unit on European history, 1300-1450, is included. (KC)

Describes the first map to divide the globe into five symmetrical climatic zones. Discusses Ambrosius Macrobius's map as a statement of earthly limitations rather than physical reality. Suggests its significance for teaching world history is as an example of deductive cartography that influenced and challenged late medieval Christian thought. (DK)

One in a series of instructional units designed for gifted students, the booklet focuses on the arts in Greece, Rome, and the Medieval period. Narrative information on Greek pottery, sculpture, architecture, music, and dance is followed by lists of suggested activities for students and reference lists of texts and media. A similar unit on the…

Part One appeared in the Winter 1971/72 Indiana Social Studies Quarterly, SO 500 801. (JB)

Titles of the teacher developed units are: students write constitutions reflecting liberal and conservative views; a guide to the draft; and, life in medieval times. (VW)

Explains how Abraham Maslow's theory of the hierarchy of human needs can explain the success of medieval society which lasted 300 years. Based on sequential fulfillment of physical needs, security, affiliation, esteem, and self-fulfillment, the model can also illustrate how modern governments satisfy citizens' needs. (AV)

Maintains that writing assignments in world history should include essays that are sequenced according to difficulty. Proposes a sequencing model for an introductory course in world history based on seven steps of difficulty. Provides examples of questions at each level in addition to a course outline. (JDH)