My dissertation examines the role of women in the Cuban Revolution through the lens of the 1961 Literacy Campaign. Using archival sources, print media, oral histories, and other primary source accounts, I argue that the Campaign was a key formative period for the nascent revolutionary state and for the 250,000 teachers who worked in it. Beginning…

Oral histories are a powerful pedagogical tool in developing historical understanding and important learning skills simultaneously. Teachers use firsthand accounts of historical time periods and/or events to help develop students' sense of history. In addition to gaining historical understanding, students are able to bring history alive by…

A long-running collaboration between Kaurna people and linguists in South Australia began in 1989 with a songbook. Following annual community workshops and the establishment of teaching programs, the author embarked on a PhD to research historical sources and an emerging modern language based on these sources. In response to numerous requests for…

Statistics show the vigorous growth of oral history programs in the United States since 1965. Recent events at the Oral History Research Office, Columbia University, include the opening of two new memoirs (Francis Perkins and Henry A. Wallace); a successful oral history course; and projects in progress in business, English literature,…

Historians explore historical accounts, memoirs, diaries, letters, newspaper articles, speeches, historical documents, relevant legislation, maps, ship manifests, genealogical records, official certificates, photographs, and paintings. In short, historians examine any official or unofficial document that might provide relevant information about…

Contends that oral history projects are an effective way of teaching history. Provides suggestions on setting up an oral history project, selecting topics, conducting background research, and conducting interviews. Includes a bibliography of resources for both students and teachers. (CFR)

This presentation of informal responses to a series of questions relating to teaching and writing of history is based upon and extends from two tape-recorded "Conversations" with Professors Jere R. Daniell and Charles T. Wood of the Dartmouth College Department of History. The book covers such questions as what a historian is, why one should study…

The 14 articles included in this collection touch on several aspects of the teaching of history. The articles are: (1) "Observations on University Teaching and Research" (N. Graebner); (2) "Teaching History: A Changing Clientele and an Affirmation of Goals" (E. Burns); (3) "History for Citizens" (W. McNeill); (4)…

Asserts that every report on the status of history/social studies instruction mentions how teachers rely too much on the basal textbook. Maintains that quotations can be used to provide a human dimension to history and social studies teaching. Includes suggestions and illustrations for integrating quotations in history instruction. (CFR)

Included in this annotated bibliography are over 150 books, chapters in books, and journal articles dealing with Jewish women and Jewish feminism. Only English language sources have been cited, and the majority of titles focus on the experience of Jewish women in the United States. Most of the items included were published in the 1970's and…

This book advocates that teachers of history create for their students a workshop environment where they actually can practice being historians. Adolescents, rather than thinking analytically, prefer to identify strongly with heroes and heroines and to explore their own lives and identity, character and convictions, through heroic stories. This…

Maintains that historical objectivity is a myth and that scholars and teachers should recognize that fact. Asserts that the use of primary sources and oral history focusing on underrepresented groups such as women and minority groups is one way of using subjective materials to achieve objectivity. (CFR)

Asserts that contemporary history and historiography is "official" history that ignores the daily struggles of people for their continued survival. Argues that, while public illiteracy has nearly disappeared, individuals are ignorant of the wealth of primary-source materials of other cultures' histories. (CFR)