Intended for high school students, this book contains a collection of personal accounts of Vietnam and the Vietnam War by American and Vietnamese soldiers. An introductory paragraph suggests that one excellent way for students to learn the lessons of the Indochina war is through the words of the soldiers who fought it. Narratives, excerpts from…

Strategies and questions for students to ask when conducting an oral interview for learning a person's history are provided. (RM)

Reviews a collection of source materials that cover various aspects of immigration. The list includes twenty-three different types of information. Examples of sources are: (1) newspapers; (2) pictorials; (3) documents; (4) articles; (5) letters; and (6) cartoons. (BSR)

Secondary students interpret a primary source document from the National Archives--the Tonkin Gulf Resolution--and are involved in activities which will help them understand the Tonkin Gulf incident in the context of the Vietnam War. Background information is provided. (RM)

Contains a primary source document--President Nixon's resignation letter--and suggests teaching strategies for its use with secondary level students. To refresh students' memories of the events surrounding the letter, a selective chronology is also presented. (RM)

For social studies teachers, the challenge is to teach about war by going beyond causes and results and the major battles and highlights historians claim as important. Excerpts from literature and primary source materials and discussion questions are presented to help secondary students study the personal side of World War I. (RM)

Contains a primary source document--a letter written in 1916 protesting U.S. Postal Service censorship of an anarchist publication--and suggests ways to use the document in secondary U.S. history classes. Samples of student surveys on mail censorship and a document analysis worksheet are included. (AM)

Asserts that recognizing and analyzing satire in the media is a thought-provoking and enjoyable way to teach current events. Provides an eight-step student guide for analyzing and discussing satire. Includes suggestions for teachers who want to use satire in the classroom. (CFR)

At the end of the American Revolution, British merchants flooded U.S. seaports with inexpensive and much-desired goods, threatening the healthy markets that U.S. merchants had enjoyed during the war. The broadside in which Massachusetts merchants made their anger and demands known is the basis for the teaching activities presented here. (RM)

Contains a poster appealing to immigrants in the 1920s to attend classes at one of four Americanization schools to learn English. Teaching strategies to help teachers use the poster in secondary U.S. history classes are included. The poster is a primary source material from the National Archives. (RM)

This is a guide for recording one's family history. With the use of tape recorders, recording or home videotape systems and simple interviewing techniques, anyone--child or adult--can easily prepare oral biographies to track their families' chronicles. The guide presents instructions for interviewing relatives and friends. Included is a…

Discusses THE YOUNG HISTORIANS, a project of the Chula Vista (California) City School District which involves elementary students in oral and local history to learn basic social studies skills. Stating that the program is applicable to any area, the author examines the benefits of an oral history approach and provides a guide for conducting a…

Provides background information and primary source documents to teach about the issues surrounding Canada's admission of U.S. Vietnam War resisters from 1965 to 1977. Includes primary sources which may serve as points of discussion. (LS)

When elementary students examine primary sources and local historical sites to gain firsthand information about life in the past, history becomes more relevant, exciting, and enjoyable. To help students understand that history is not just what is in a textbook, this student resource book focuses on making them aware that history exists all around…

Discusses ways to use a primary source document--a telegram from the U.S. Ambassador to Germany to the American Secretary of State describing Hitler's actions to consolidate his power on March 23, 1933--in helping students understand and compare the leadership of Roosevelt and Hitler. (CS)