Points out dominance of political as opposed to other types of history in General Certificate of Education (GCE) and Scottish Certificate of Education (SCE) papers, considers alternative approaches to the content of those papers, and suggests means of implementing the suggested changes. (CM)

Advocates the use of historical biography in social studies instruction but warns that each biography should first be evaluated for its reading level, realism, reliability, and intellectual respect for the reader. Lists 19 Civil War and 34 American West biographies and ranks each title by these four criteria. (SJL)

Describes the curriculum involved in teaching "Facing History and Ourselves: The Holocaust and Human Behavior," a program written for secondary social studies students, and gives samples of student and educator reactions to the course. (JD)

Describes goals and educational objectives for the global perspectives project and its humanities component. Enumerates four basic concepts and three ideas for basic skills development. Presents a sample social studies curriculum for K-12, expanding student horizons from a study of self to a study of the world. (CK)

At the learning stations outlined in this article, children are taught to recognize biography as a literary form. The center is also intended to make history "come alive" for children and to reinforce their ability to distinguish between fact and fiction. (Author/SJL)

Describes an undergraduate course, "An Interdisciplinary Approach to American Social History." For projects, students analyze census returns by means of computer and present papers to other students and faculty. (KC)

Outlines a lesson guide to enhance the empathy of students toward South Asians who are victims of discrimination. It is most useful as part of a unit on World War II. Activities include short readings with reaction statements which students respond to, and examples of acts of bravery by the East Indian Army during World War II. (KC)

Discusses why ethnic studies should be taught, the infusion, compensatory, and conceptual methods of teaching, considerations about teaching ethnic studies, and possible outcomes. Also suggests that an ideal course would deal with functions of ethnicity and formation and adaptation of ethnic groups. (Author/CK)

Describes how the popular TV show "X-Files" was used as a model to develop an in-depth semester-length project, in which 10th graders integrated history, math, science, and English as they worked in investigative teams to develop evidence dossiers, memos, and presentations following stringent requirements yet allowing students…

The profound moral questions raised by the Holocaust present teachers and students with daunting challenges. A recent study evaluated eighth-grade students' writings on lessons for their generation, based on learnings from an interdisciplinary course stressing roles of perpetrator, victim, bystander, and rescuer. Although most students saw…

Maintains that the creation of a time capsule for any particular time period can help students visualize an abstract historical setting in a highly concrete way and provide a powerful, hands-on link to the past. Discusses different types of time capsules including family, famous people, arts, and culture. (MJP)

Asserts that simulations and multimedia tutorials may become powerful teaching methods when historians better understand how to tailor courseware to their particular courses. Reviews creating and using the computer based historical simulation "Eunice: A Captivity Simulation," and designing the simulation "In Search of Freedom:…

Describes the book, "Amazing Grace: An Anthology of Poems about Slavery 1660-1810." Presents poems, written by 250 writers, that focus on slavery during the 150 year period. Provides examples of materials included in this book and how it can enable students to increase their understanding of slavery. (CMK)

Offers a description of WebQuests, defining it as an activity that primarily uses Internet resources. Explains that WebQuests consist of five parts (Introduction, Task, Process, Evaluation, and Conclusion). Presents a WebQuest example used with elementary students studying ancient Egypt. Includes a list of Web sites and an example rubric. (CMK)

Recommends using time bonding (finding a role model and researching the process and story behind that individual's accomplishments) as a means to interest students in history. Outlines the instructions covering the objectives of the writing assignments. Students researched a variety of biographies including Jackie Robinson and Lyndon Johnson. (MJP)