Discusses the history of high school athletics. Describes cultural forces that contributed to the emergence of high school athletics such as socialization, the competitive urge, and the unifying effect within the community. Includes a bibliography, objectives of the lesson, instructions for student preparation, and handouts for activities. (DK)

Describes how high school students in Virginia helped construct a Chesapeake Bay deadrise oyster boat in order to help gain an appreciation for the culture and history of their area. (JDH)

Maintains that students must learn to seek the significance of events in history, to ask the question "Why?" in order to draw meaningful conclusions that may be transferred to their own lives. (JDH)

Presents a mock dialogue among Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, and Abigail Adams that questions whether the Founding Fathers wrote the U.S. Constitution as defenders of hard-won liberty or as self-serving aristocrats whose sole interest was in preserving their own economic and political positions. (BSR)

Favorably reviews "The Other Side," a global conflict resolution simulation available for high school social studies classes. Maintains that this program is well worth the time and effort required to integrate it into the study of modern history and international relations. (JDH)

Discusses Patrick Henry's and James Madison's opinions on how the U.S. Constitution should be constructed. Describes how Henry introduced a set of substantive objections which were shared by Antifederalists throughout the country and persuaded many Revolutionaries that the Constitution was essentially at odds with the principles of 1776. (BSR)

Highlights five resources for teaching about the rise of U.S. nationalism between 1812 and 1865 available from the Educational Resource Information Center (ERIC). Items included are: (1) the War of 1812; (2) the annexation of Texas; (3) the Kansas-Nebraska Act; and (4) the question of slavery. (BSR)

Advocates a topical approach to teaching United States history as more practical and effective than a chronological approach. Briefly explores the topics of reform, expansion, revolution, and the presidency; and shows how they could be used to teach about nineteenth century U.S. history. (Author/AEM)

This article identifies six problems that teachers routinely encounter in teaching about the U.S. Constitution and suggests practical ways to overcome them. Among the problems covered are the heavy concept load and difficult reading level. (Author/BSR)

Provides a lesson plan designed to help students better understand the concept of a constitution, distinguish constitutional law from statutory law, and recognize examples of constitutional government. (BSR)

Outlines the struggles of German-Americans in Chicago, Illinois during World War I. Contends these German-Americans met conflict, hostility, and pressure to compromise and reevaluate their place in Chicago as a result of the war. (BSR)

Offers a lesson plan for teaching students about religious leaders' views concerning poverty. Provides quotations from a rabbi, a Catholic bishop, and a Methodist minister concerning their approaches to dealing with the poor. Includes questions for students dealing with the quotations. (SG)

Presents a plan for a lesson designed to introduce a unit on Indian history. Focuses on ethnocentrism and assimilation and how these concepts apply to the situations of Indians as revealed in several quotations. Provides a list of some quotations and suggested activities. (AEM)

Presents a lesson plan using "Decision at Richmond," a play dramatizing the debate over United States Constitutional ratification, to demonstrate to students the importance of the unique process used to make political decisions in the United States. (Author/AEM)

Presents a lesson plan which shows how to integrate primary source material gathered during a field trip to a local historical society into a history or social studies class. Includes primary source material from an 1825 diary and a list of discussion questions. (JDH)