Reviews the state of the American Historical Association, urging that the organization take a more active interest in the current debate over social studies in the public schools. Proposes that historians spend more time with elementary and secondary teachers, talking about the latest developments in the field. (SLM)

Advocates teaching history through children's fictional and nonfictional literature in elementary social studies. Offers seven criteria for selecting books for elementary history units. Provides activities for teaching about American Indians, communities, and U.S. history based on award-winning children's books. (CH)

Reviews 10 children's books for history instruction in elementary social studies. Topics range from the history of chimney sweeps, to Vietnam War stories, to writers' autobiographies. Lists bibliographical resources for locating other books that teach history through literature. Suggests student autobiographical and research projects. (CH)

Describes several ways of using journals, diaries, historical documents, and photographs found in attics or closets to provide stimulating classroom activities. Suggests ways of using the accounts and experiences of real people (preferably the ancestors of students) to enliven history and create interest in historical topics. (GEA)

Provides a strategy to enhance student understanding of the ambience of a decade by having them research the relationship between events of the 1970s; society's attitudes; and the country's mood in general. Student groups prepare and present research papers, which are used as discussion topics. (LS)

Reviews a college freshmen history seminar project in which students wrote, illustrated, and prepared a U.S. history textbook on the 1950s and 1960s. Reflecting on the resulting text, Ramsay questions whether students succumbed to the didactic fallacy; and cites a lack of cohesiveness, but praises the project's value as a teaching exercise. (LS)

Describes a computer simulation based on quarterly models of the U.S. economy during World War I, the Roaring Twenties, the Great Depression, and World War II. Recommends using these simulations to teach facts and knowledge, and as heuristic devices to develop an understanding of complex economic and historical relationships. (LS)

Urges teachers to use historical maps as teaching devices in history classes in order to illustrate the changing record of geographic knowledge. Offers lesson plans for using these maps. Directs teachers to sources from which historical maps of this nature may be obtained. (KO)

Describes a project undertaken by a fourth grade class (Columbus, Indiana) to develop a computer game about Indiana history. Advocates using computing across the curriculum in a manner similar to the writing across the curriculum project. Provides a step by step guide to the development of the game. (KO)

Discusses the use of oral history to enliven, enhance, and supplement the standard social studies curriculum. Presents rationales for using oral histories, methods for classroom use, and suggestions for locating interviewees. Includes an annotated list of oral histories that address social issues. (GEA)

Responds to the California Framework for History-Social Science Education's call for an integrated approach to education by demonstrating how literature may be used with secondary students to provide insights into understanding historical events and people. (LS)

Reveals how preservice education majors feel about the California Framework for History-Social Science Education. Summarizes responses to a questionnaire dealing with the Framework's philosophy, scope and sequence. Presents students' ideas for methods of implementing the Framework. (LS)

Briefly traces the history of South Africa from British acquisition in 1815 through the creation of the Union of South Africa in 1910. Presents a chronicle of the year 1900 to show part of the European achievement in close-up. Lists accomplishments in literature, fine arts, science, technology, music, theater, and dance. (GEA)

Explains how IBM and Apple microcomputers are being used in U.S. history survey courses at Johnson County Community College (Kansas). Discusses development of the program and the use of software such as "U.S. Constitution Tutor" and "Microstudy." Describes the courses and the computer-assisted-instruction modules designed to go…

Asserts that, even though the Cold War has ended, the prospects for military conflict are still present. Maintains that one way the Army prepares officers for today's global uncertainties is by weaving a historical thread through its formal and informal professional training system. (CFR)