Common military education was the lifeblood of the armies, navies, and air forces of the British Empire. It permeated every aspect of the profession of arms and was an essential ingredient for success in both war and peace. Yet much military history overlooks external factors and influences such as education, which shape armed forces.…

Maintains that Marshall Hodgson's work, "Rethinking World History," is an interregional approach to world history. Argues that his chief contributions to historical writing were his consideration of epistemological issues, his revisionist views of the history of Europe, and his vision of world history as the center of a reinvigorated…

Describes a lesson for use in U.S. or world history courses to help secondary students understand how common human concerns and problems have been reflected in codes of law that have been created over time. Students read about and compare the Code of Hammurabi, Mosaic Law, and Roman Law. (AM)

Discusses keys to success that secondary teachers should keep in mind when trying to teach world history to urban students deficient in basic skills. First, the objective of the lesson must be relevant to the student. Second, skill deficiencies must be provided for when planning the lesson. (RM)

Asserts that the study of history involves more than the passive absorption facts, dates, names, and places. Maintains that real historical understanding requires students to engage in historical thinking, to raise questions, and to marshal evidence. Describes skills for five types of historical thinking. (CFR)

The main purpose of this publication is to encourage educators in California to use this increasing interest in the quincentenary of the first voyage of Christopher Columbus to the New World to motivate students to read broadly and in depth in literature, history, and geography and to investigate controversial issues and think critically about…

The assumption that European dominion was uninterrupted is an error of perspective. Europe did have its eras of world leadership and world dominion. But in-between were longer periods when other peoples in other parts of the earth exercised skills and organized collective effort far more successfully than the Europeans. (RM)

This issue of "Bill of Rights in Action" explores issues raised by empires and imperial law. The first article, "Clash of Empires: The Fight for North America," looks at the clash of empires and the fight for North America during the 18th century. The second article, "When Roman Law Ruled the Western World," examines…

Contains a translation of the second volume of a two-volume world history textbook for senior secondary students published in China in 1978. This volume covers the period from 1848 to World War II. Particular attention is given to uprisings, rebellions, revolutions, and the development of the Communist movement. (AM)

Outlines six approaches used in a university history course which address the problems of teaching the Hitler period. The assumption underlying all the approaches is that Americans are not entirely different from Germans and that they may be faced with similar moral choices. The approaches avoid the didactic moralism often taught about this era.…

Presents the script of the drama, "The Other Side of Discovery," concerning the effects of Columbus' arrival in the Americas. Offers the story in the "Readers' Theater" style, featuring dramatic readings by three actors but no stage movements. (SG)

Mapwork, a film, a debate, a machine-gun demonstration, and a box of primary source materials can be used in a World War II unit for 12th graders to supplement conventional analyses of the Dieppe Raid. (RM)

Examines the image of Columbus as presented through children's literature. Examines the characteristics, personality, and accomplishments attributed to Columbus in trade books from the third- to sixth-grade reading level. Reports themes of Columbus as Genoese, child, sailor, man of scientific reasoning, leader, missionary, patriot, conqueror, and…

These essays were written to assist teachers in the task of making Russian history intelligible to young U.S. students. In "An Approach to Russian History," Edward Keenan proposes that students need to gain a better understanding of how Russians perceive themselves and their history. In "Pre-Petrine Russia," Andrzej S. Kaminski…

Upon completion of these two lessons, high school students will be able to distinguish between power and authority and analyze how individuals or groups exercise power. The lesson, which can be used in world history classes, deals with the period of time between the two world wars. (RM)