The value of old home movies, fiction films, and newsreels for the study of history is emphasized. (DE)

Presents activity, with reproducible reading, for high school students which focuses on perpetual differences among cultures. Students translate into modern English a 16th century document about life in Virginia and compare their translations. (KC)

Discusses the use of primary resources in the teaching of middle school social studies. Describes a lesson in which students were given a copy of the Declaration of Independence, written in everyday language, and were asked to discuss and evaluate it. Suggests another activity based on Thomas Jefferson's writings. (SG)

Describes three programs offered by the San Diego History Research Center for teaching local history to secondary students. Students tour the Center, use primary sources to write research papers for a contest, and view a slide presentation. (AM)

Describes resources used to teach local history at the third-grade level in El Cajon, California. The content of the resources is described as well as the methods used to develop the resources. (AM)

Describes a local history unit used to introduce fourth graders in Berkeley, California to history. The topics and activities used to teach the topics are discussed. (AM)

A proposal to establish a Living Historical Farm in celebration of the Bicentennial is included. (DE)

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)

Provides excerpts from five primary sources concerning the lives of women in California from 1850 to 1942. Notes sources and includes discussion questions, as well as an oral history interview. (CK)

Discusses a process used for teaching about the Japanese relocation camps of World War II. Suggests methods for helping students to understand the events being studied: (1) link the event to students' lives; (2) provide background for understanding; (3) analyze the event; and (4) apply the concept-transfer. Includes a letter as a primary source…

Discusses activities that allow students to explore epochs in time by studying real artifacts, museum replicas, student-created reproductions and dramatizations, and video and computer software. Presents two model lessons of how artifacts can be used to enliven a history lesson. (DB)

Describes the use of the Educational Telecommunications Network to provide inservice teachers with staff development opportunities in history instruction using distance learning concepts. Discusses the role of a site facilitator who uses field support materials provided by the Network. (CFR)

Urges use of hypermedia or integration of text, graphics, animation, video, and sound in teaching social studies. Compares the cost of hypermedia programs with traditional teaching methods. Describes various programs on the market, their costs, advantages, and areas covered. Emphasizes benefits to students in research, participation, and…

Presents a brief but fascinating discussion of a high school junior's use of primary sources for her presentation at History Day in California. She contacted black athletes who gave the black power salute at the 1968 Olympics and conducted several hours of interviews. These interviews were incorporated into a paper. (MJP)

Presents an essay and several photographs describing the experiences of U.S. women in the 1940s. Suggests that wartime employment greatly impacted the role of women in society. Describes ways to help students learn how to interpret a photograph and provides questions for classroom discussions. (DB)