Suggests ways in which popular songs from the world war eras can be used effectively to evoke the emotional character of the period. Successful uses are as a subject for pupil-based research, as the basis of a music folio containing additional information about the subject, and as a means of creating an authentic war period atmosphere. (DB)

Describes the educational philosophy of Thomas Aquinas College (CA), which centers around: (1) student consideration of primary sources rather than textbooks and (2) a liberal education as defined by the Roman Catholic Church. Discusses the relationship of curricular offerings to this philosophy and examines the college's impact on students. (JP)

Presents a brief biographical sketch of Pope Pius XII and samples literary treatment of Pius's actions with respect to Nazi atrocities against the Jewish people during World War II. Concludes that Pope Pius XII failed to show moral leadership. Materials reviewed include historical texts, studies of the Vatican, documents related to the war period,…

Describes a university undergraduate course in community studies which was taught through an historical, geographical, and sociological approach using primary sources and research techniques. (KC)

Discusses the concept of the "social drama" and methods for teaching civilization on the basis of authentic texts. A response from the co-author (Pucheu, Rene) of an analysis of the election process in France is appended. (AM)

Analyzes two ancient Egyptian technical texts, the Edwin Smith Surgery Manual and the Ebers Manual, to identify complex rhetorical dynamics that present or encourage substantive reformulation of medical practice and thinking within a strongly conservative, authoritarian culture. Shows how the ancient Egyptian rhetorical forms allow for challenges…

Describes the methods used to create secondary publications, and discusses the respective roles of and relationships between primary and secondary publications, emphasizing the symbiotic nature of the two. Related copyright legislation and cases in both the United States and other countries are reviewed. (CLB)

Uses excerpts from letters and personal narratives to present the experiences of Iroquois soldiers in the Civil War. Describes initial U.S. resistance to Indian enlistment, Iroquois eagerness to enlist, heroic deeds, and conditions of starvation, filth, and disease in Confederate prisons. (SV)

Describes a new translation of Mao Zedong's speeches and writings that is being produced by Harvard University. Provides three selections from this series of translations as examples of the first-hand information which will be included in an effort to illustrate distinct phases of Mao's intellectual development. (KO)

Discusses programs available through state humanities councils, museums, and historical societies to help students and teachers interested in local history gain access to information and materials. Includes media and archival sources of information. (RW)

Maintains that the definitions of what constitute primary and secondary sources in historical studies are arbitrary and oversimplified. Proposes three major categories and provides examples of each. Stresses the importance of these classifications in teaching students to be discriminating in their search for historical truths. (RW)

Presents the source method that Mary Sheldon Barnes publicized in her book, "Studies in General History" in 1885. Defines the source method as the thorough examination of original source materials through the application of systematic inquiry tools. Points out that Barnes combined the study of history with the study of contemporary life.…

Suggests using primary sources in history and social studies instruction. Offers reasons for teaching with primary sources. Proposes activities for developing students' investigative skills. Includes lessons dealing with detecting source bias, differentiating sources, using conflicting sources, and evaluating sources. Presents varied…

Recommends the use of political cartoons in history instruction. Identifies characteristics of effective cartoons: (1) wit or humor; (2) basis in truth; and (3) moral purpose. Argues that the study of cartoons can promote creativity and social science skills. Identifies sources of cartoons. (SG)

Describes ways in which K-12 educators can gain additional knowledge for teaching ancient history without distorting or misinterpreting the cultural aspects of the events. It also discusses the use of ancient history, particularly Asian and African history, as a means of teaching democracy and social justice. (GLR)