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)

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)

Using the National History Day theme for 1985, "Conflicts and Compromises in History," this article provides basic information about the history day program, four sample forms to aid high school teachers in submitting projects, and guidelines on how students should develop their projects. (JDH)

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 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)

Reviews developments and key books in the field of urban history within the United States. Notes that the field has come a long way since Arthur Schlesinger, Sr. wrote THE RISE OF THE CITY in 1933. Concludes that current trends emphasize narrative, readability, and an attempt to appeal to a wider audience. (JDH)

Argues that by looking at Progressives' different attitudes toward the draft during the war, we can see more clearly some of the features of Progressivism as its adherents grappled with problems of war and peace. (JDH)

Suggests that research on Congressional history is problematic due to the complexity of the institution. Provides a literature review broken down by the era covered in the works, beginning with the colonial roots of Congress and continuing until the present in 50-year spans. Notes sources for historical materials on Congress. (DSK)

Advocates the use of databases and simulations in social studies classrooms. Maintains that quality instruction, both before and after computer use, determines the quality of the learning experience. Provides titles of several simulation and database products. (JDH)

Traces the development of an interdisciplinary course in eleventh-grade history and literature. Highlights historical and literary content of the course and provides insight into the team teaching relationship and students' learning as the course developed. (JDH)

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)

Briefly reviews theories of brain hemisphere functions and draws implications for social studies instruction. Maintains that the metaphor aids the development of understanding because it connects right and left brain functions. Provides a learning activity based on the metaphor of the U.S. government functioning as a machine. (BSR)

Explores the different historical views of the Progressive Era of United States history. Maintains that historians will probably always disagree about the nature and meaning of Progressivism, but that in the last analysis, the best way to learn about the era is to read and analyze the Progressives' own views. (JDH)

Intended as an example of the kind of material that a student doing research on the Progressive Era might find at a local historical society or in the files of a hometown or city newspaper, this article details the philanthropic efforts of women living in the Chicago area in the early 1900s. (JDH)

Presents a rationale, historical background, sample topics, instructional procedures, and evaluation criteria for facilitating a student-produced muckraking magazine project. (JDH)