A high school history teacher explains how he tries to make history interesting for his students by suggesting that American history is full of great stories. Talks specifically about teaching about Thomas Jefferson and his relationship with Sally Hemings. Presents a rationale for addressing controversial issues in history instruction. (JOW)

Advocates incorporating humor in the classroom (as a means of assessing students' learning and understanding) by deliberately establishing a classroom environment conducive to original expression and risk-taking, and by the juxtaposition of curriculum material. (SR)

Suggests that the imposition of order on history perpetuates a historian/history teacher dichotomy. Illustrates prevailing fallacies in the teaching of history: (1) the moniker fallacy; (2) the one-school fallacy; (3) the contextual fallacy; and (4) the wave fallacy. States that an avoidance of these fallacies will at least partially reconcile…

Reports on a study of 88 students in an introductory college psychology course to determine whether a media assignment increased students' ability to apply psychological concepts to real-world events. Finds mixed results but concludes that media assignments may enhance student learning. (CFR)

Describes a way of using history to teach poetry in the English classroom. Argues that coupling history and poetry is a powerful way to teach both topics to students. (HB)

Details the concept of transactional writing and clarifies why it belongs in the high school English curriculum. Defines transactional writing, relates it to expressive writing, and shows how it might be used by English teachers. (HB)

Advocates making technical writing courses more vertical in structure by including an extensive study of at least one specific form of technical documentation. Examines how students can gain experience in the vertical process by designing, writing, testing, and producing user manuals for on-campus cooperative education clients. Lists the benefits…

Notes that content area teachers who are required to complete a content area reading instruction course may begin with uncertainty regarding the usefulness of reading and language arts strategies. Describes three factors which may be important in developing and maintaining students' interest in a course in content area reading instruction. (RS)

Details the concepts of romanticism and classicism and how they relate to secondary English instruction. Argues that teachers should offer students both the imaginative adventure of the romantic and the analytical power of the classicist. Describes a visual lesson by which these two modes might be illustrated and fostered. (HB)

How classroom discourse contributes to the content students learn was studied with eighth graders in social studies classes taught by two teachers. Content learning differences were associated with the forms of discourse used within curriculum events and the system of classroom discourse that evolved during a unit. (SLD)

Describes how chemical safety and scientific ethics are incorporated into a sophomore seminar in chemistry. Suggests that students need to recognize potential chemical hazards, choose appropriate methods for protecting themselves, and understand the ethical guidelines that the scientific community needs in order to function. (CCM)

Dealing with contentious issues is a part of living in a democracy. Controversies in the classroom range from discussions of fairness regarding playground rules to the rules of "just war." Understanding that there are multiple and often competing viewpoints is a prerequisite to being an informed and effective citizen. Teaching students to define…

A well-designed and executed field trip experience serves not only to enrich and supplement course content, but also creates opportunities to build basic science process skills. The National Science Education Standards call for science teachers "to design and manage learning environments that provide students with the time, space, and resources…

Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem-solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators…

Exposing students to literature in the form of novels that deal with topics related to course content can be a useful method of instruction. Theoretically, students may be more motivated to learn if they become curious about the issues under consideration in the classroom thereby potentially meeting pedagogical desires to place students in an…