One of the first women in the field of teacher education, Emma Hart Willard trained many young women at the Troy Female Seminary. Willard held an integrated view of social science education. Her interests and views in geography, history, and citizenship education were more typical of the 1960's than the early 1800's, the period of her major work.…

Reviews the history of ideas about the proper role of history in high school curricula. Asserts that the acceptance of social efficiency as the touchstone of curricula, as well as history's absorption into social studies, proved disastrous. Calls for reassessment of the inherent values of studying history. (KH)

Discusses communication in history, the theme for National History Day in 1993. Presents a list of approaches to the theme that could be taken as topics for study. Includes informational media, rhetoric and social change, transmission of cultural values, technology, and miscommunication. Contains a bibliography for each topic. (DK)

Describes how a role-playing approach may be used to capture the style, flavor, and conversation of nineteenth-century British life through the staging of a Victorian tea. Examines the economic, social, and cultural questions addressed through the technique. Also discusses evaluation and student impact and recommends the activity for any…

Provides a review of the use of history textbooks in United States schools. Focuses special attention on studies which sought to determine the treatment of specific groups or themes in secondary history textbooks by applying content analysis techniques. Concludes that only a limited number of studies quantified the data upon which the analysis was…

While many claims have been made about the benefits of interdisciplinary approaches to science education, the contention is that little empirical data exist either to support or refute the claims. The demands of integrated approaches on students or teachers have not been subjected to either theoretical or empirical assessment. This paper presents…

Describes the experiences of a sixth grade history class in learning about archaeology by planning and executing a small local dig. Offers advice on class preparation, excavation procedures, follow-up work, and the display of artifacts. Includes eight photographs of classroom and field work activities. (AEM)

Assesses the extent to which policies and practices of Georgia school districts conformed to state recommendations in 3 areas: social studies curriculum requirements, teacher certification, and the teacher/classroom situation. Reaffirms the significance of teaching history and the value of the subject itself. Offers 8 recommendations in regard to…

The purpose of this report is: (1) To point out the features of a number of manipulative supplemental resources for history and social studies teachers; and (2) to show how similarly manipulative professional development workshops propagate the distorted content and recommended teaching practices of such materials to teachers and their…

Reports on research concerning the use of computers in the history classroom. Examines several problem areas including lack of teaching resources, time management, software, and physical limitations. Recommends several approaches to alleviate these problems. (RKM)

Discusses the state of Germany's armed forces in World War II. Describes Germany's progress from inferior weaponry and unprepared military at the beginning of the war to superior weapons and fighting. Stresses heavy German dependence on horse drawn supply. Credits Germany's defeat to human attrition accelerated by Hitler's operational leadership.…

Based on the premise that technology can assist teachers in bringing about student learning about the past, this paper contends that technology must be integrated into the curriculum (in this case, the history curriculum) as a whole and it must complement the philosophy and the practice of the teacher. The paper is divided into sections: (1)…