Briefly reports findings of research indicating that primary school children are adept at recognizing many historical stereotypes and placing them in an accurate sequence. Illustrates how time charts can be used to foster children's historical understanding. (RH)

Teaching techniques for developing a sense of historical time among students are presented. (DE)

Describes four lessons for teaching chronological skill concepts in secondary world history courses. Objectives and teaching methods are provided for each lesson. (RM)

Presented are 13 activities designed to help young students learn and understand the order of events, by leading them to realize that time sequence is part of their everyday lives. (KC)

Numerous activities are described in this instructional unit designed to help teachers of elementary school students teach children the months of the year. Each activity is labeled as to its grade-level appropriateness, though teachers may adapt different activities to integrate them into their own classroom procedures. The activities, designed…

The ability to measure time means being able to arrange events in logical sequences, predict which kinds of events take longer than others, and understand different divisions of time. Teaching methods and class activities that will help children develop skills and concepts concerning time usage are presented. (PP)

In a survey, 130 English-as-a-Second-Language (ESL) students were asked to describe the meanings of English tenses in terms of time concepts used in ESL grammar texts. Results suggest that grammar teaching utilizing descriptions of time accepted in English-speaking communities to explain usages and meanings of English tenses can limit learner…

Secondary students can study time and the motions of the sun by plotting an analemma, a graphic representation of the declination of the sun and the equation of time for every day of the year. They can collect data by measuring a dowel stick's shadow in the noon sun. (KC)

Presented are activities and teaching strategies designed to make history real to students, to develop in them, first, a sense of personal involvement with the past, and second, a time-sense and historical perspective. Suggestions include use of biography, historical fiction, oral history, genealogy, role playing, and time-lines. (Author/SJL)

Addresses the difficulty of teaching historical perspective to students. Suggests that teachers can teach historical concepts better by trying to understand how to use indefinite time expressions. Presents results of a study focusing on teacher perceptions of student responses to indefinite time expressions. Discusses the building of time lines to…

Problems experienced by mildly handicapped students include visual perceptual and visual motor problems, inability to use and organize time, poor notetaking and outlining skills, and deficient reading vocabulary and writing skills. What the social studies teacher can do to alleviate each of these problems is discussed. (RM)

Ninety-one hearing-impaired students entering Gallaudet University received systematic cognitive instruction focusing on specific generalizable skills, in the contexts of their regular college classes. The students were given practice in skills of organization, comparisons, analysis, classification, following instructions, temporal relationships,…

Many elementary teachers who have taught time-telling skills would propose that the mathematical skills associated with time-telling are among the most difficult for young students to learn. This booklet was developed to relate some of the concepts of time to physical models, providing methods for isolating specific time-telling concepts within a…

Examines how children's time concepts affects the learning of history. Discusses implications for the teaching of history. Analyzes four dominate views of how temporal and historical concepts develop: (1) development cognitive, (2) psychosocial/developmental, (3) organic curriculum, and (4) developmental historical. Offers eight approaches to help…

Argues the usefulness of timelines for fourth, fifth, and sixth grade history instruction, contending that timelines reveal history's unfolding better than fact-recall techniques. Presents ways to use timelines, including autobiographical, large display, and manipulative timelines, and combining timelines with biographies. Suggests timelines help…