Discusses the French educational reforms between 1969 and 1985, examining their effects on the teaching of history and geography, which are mandatory throughout pre-university education. Writing for elementary school teachers, Marbeau considers the construction of knowledge in children aged 6 to 11, in history, geography, and the social sciences.…

Describes how one college developed new skills and attitudes among the general faculty and how these faculty went on to integrate foreign languages into their teaching. The article also details how the program underwent a transition from a federally funded experiment to a regular and popular program at the institution. (CB)

Describes a 15 period unit of study for secondary social studies on the Holocaust. Included are objectives, a description of each lesson, and an open-format unit test. (JDH)

Provides descriptions and ordering information for 8 ERIC documents. Included are units of instruction, collections of lessons, and a curriculum guide for teaching about citizenship rights and responsibilities in grades K through 8. (JDH)

History fairs are an excellent way to recognize student achievement and to generate an interest in history. Described is a History Day fair that encouraged students in grades 6-12 to research and prepare papers, projects, and media presentations on a historical theme and to have them judged by history professionals. (RM)

Described is how a Wyoming school district developed a program that offers fourth-graders, engaged in local community studies, first-hand experience in their heritage. An exposition that featured exhibits and stations depicting contemporary and historic social and economic practices was developed. (RM)

Reviews several issues involved in the reform of history teaching and suggests directions in which American history educators might proceed. Stresses the British model of understanding, cause and effect, and chronological sequence. (TRS)

Identifies five major aims for teaching about the United States in European secondary schools. Presents the content of eight themes for achieving these aims: (1) stereotypes; (2) location; (3) environmental diversity; (4) human response; (5) the peopling of the United States; (6) the U. S. political system; (7) the United States as a global power;…

Area studies programs, with their increasing demands for relevance and revision, have brought new, fresh, multi-faceted interpretations to what history is and what function it should perform. Area studies is a bold concept that calls for subject matter to move across previously sacred discipline lines. (RM)

Information to help secondary history teachers select appropriate readings on three of the most important issues of the sixties--civil rights, the Vietnam War, and women's liberation--is provided. Significant books on these topics are discussed. (RM)

Cited in this annotated bibliography are ERIC documents that may be of particular interest to history teachers. (RM)

A conversation with a noted historian of the American West concerns his own career and writing, and changes and trends in the college curriculum and profession of teaching. (MSE)

The central finding of a review of 63 high school history, geography, civics, and economics textbooks is that the textbooks are not accurately describing the world economy. For example, few of the texts refer to economic gains being made by many countries or mention the existence of middle income countries. (RM)

Impressions regarding the teaching of history culled from classroom observations and implications for change that derive from these observations are discussed. Changes must include smaller classes, a reeducation of teachers to increase their knowledge and enthusiasm, and better teaching methods. (RM)

Described is a teacher-developed book about the Civil War for use in an 11th grade interdisciplinary U.S. history/English literature course. The text contains a brief historical summary of letters written by a Union soldier, a guide for studying the letters, and suggestions for further reading. (RM)