Discusses the nature of urban history, general guides to Canadian urban history, teaching aids, the urban "biography," and thematic approaches such as economic growth and metropolitan development, urban population, and urban government and politics. (KC)

A successful program of teaching history through student analysis of issues is described. The course involves introductory presentation by the teacher, document study by students, group discussion, research and concluding seminar by students. This approach motivates students, allows them to form and express opinions, and develops critical…

Describes a Florida high school teacher's efforts to combine multiple-intelligences theory with project-based learning in her U.S. history classes. Beginning each year with get-acquainted and personal-inventory activities, students tackle research projects on certain aspects of the Expansion Era in U.S. history and present findings to classmates.…

Storypath, which originated in Scotland, is a powerful tool for helping students acquire the knowledge, skills, values, and dispositions needed to become responsible citizens. Storypath uses basic story components (setting, characters, and plot) to organize the social-studies curriculum into meaningful, memorable learning experiences. Storypath…

Describes a project conducted at the University of Oxford (England) that examined the use of resources by trainee secondary history teachers to determine what history interns are taught about resource use, how approaches to resource use in their lesson planning change, and how libraries can better support trainee history teachers. (LRW)

Explores the work of Frederic Remington, an illustrator who presented an image of the U.S. western frontier that was more myth than reality. Includes excerpts from "The Significance of the Frontier in American History" by Frederick Jackson Turner. Presents a lesson where students find connections between Turner and Remington's views of…

Presents a fifth grade study unit about the Great Depression that attempts to incorporate research on student's historical understanding. Features activities that include a simulation focusing on how people lost money, children writing letters to Mrs. Eleanor Roosevelt, and students performing their own historical scenarios. (CMK)

Describes a project for high school students where the students write research papers that incorporate oral history interviews. Provides a list of questions students can answer and excerpts from students' research papers. Discusses which National Council for the Social Studies standards the assignment addresses. (CMK)

Focuses on how to improve teaching skills for motivating students to enjoy studying history. Discusses techniques for improved teaching, such as observing well-liked teachers, and determining daily class accomplishments based on student responses. (CMK)

Explains that it is difficult to locate Web sites related to 20th century U.S. politics because the information is often slanted either to the political right or left. Provides a collection of Web sites to help students learn about politics in the 20th century. (CMK)

Discusses how to incorporate conflict resolution into history focusing on the Conflict Resolution in History project. Provides a case study depicting how to use conflict resolution by presenting a lesson plan exploring the 1846 War between the United States and Mexico. (CMK)

Provides background information on the "Atlantic World" and discusses how the author created a course on this topic. Describes two course units used, the assignments, and the student response. Includes a bibliography of course materials. (CMK)

Provides background information for a local history project about the 1793 Philadelphia (Pennsylvania) yellow fever outbreak. Offers potential project topics to help students learn about local history and understand life in the eighteenth century United States. (CMK)

Explores the use of classroom exercises in a course on historical methods. Describes each of the exercises in detail: (1) focuses on facts and includes a processing activity; and (2) emphasizes points of view and includes a processing activity. (CMK)

Explains that students must understand that, due to the beliefs of the time in New England, accusing people of witchcraft during the seventeenth century was plausible. Provides background information on societal beliefs centered upon witchcraft and the supernatural, as well as the process of accusing people of being witches. (CMK)