Discusses how to motivate students to learn history. Suggests using primary sources, relating subject matter to what students already know, and avoiding lectures whenever possible. Recommends formulating goals in advance, preparing reading lists, preparing questions for students, and assigning individual projects. Argues that such a course will…

Tests the validity of a teaching strategy designed to help students learn to think historically. The method offers a rationale for understanding why historians may arrive at differing conclusions. Results of the study (n = 39) indicate a significant improvement in the experimental group concept of history. (TRS)

Discusses the need for an Indian point of view in Indian studies programs. Describes and evaluates a graduate seminar on American Indian history at the University of Nebraska which combined oral history with more traditional historical methodology. For journal availability, see so 506 696. (DB)

Presents results of a study in which a "Great Issues" format was utilized in a U.S. history survey course. Describes the teaching methods and instructional resources used in the pilot study. Finds that both students and instructors enjoyed the experience, and student discussion and analytical skills improved. (CFR)

Describes the teacher education workshops and instructional materials available from the National Archives of the United States. Contends that using primary sources will help students see history as historians did. Concludes that the National Archives seeks more collaborative activities with history teachers. (CFR)

Explains the utility of city directories as an education resource and suggests ways teachers may use directories in student research projects. Finds original research stimulates student interest and creativity. Provides outlines for suggested study topics. Appendix includes student activity worksheets. (NL)

Directs a class at the University of Minnesota (Duluth) for teachers at developing effective research skills and historical mindedness. Teachers study a topic and write curriculum using primary sources as basic texts. Outlines the curriculum process and includes three case studies. Includes teaching activity worksheets. (NL)

Discusses the use of hypertext computer applications in history instruction. Describes an Apple HyperCard-based course on Islam using primary sources and cooperative learning. Includes sections on course organization, student evaluation, overall course evaluation, and eight examples of "cards" developed for the course. (CFR)

Describes a U.S. history survey course that incorporates cultural pluralism and family histories into the writing assignments. Students are encouraged to write about events that occurred in their families during the time periods being studied. Oral interviews and family documents supplement traditional research tools and secondary sources. (MJP)