Contends that instruction in schools from elementary through university levels is a seamless web in which numerous elements of subjects converge with elements from other subjects. Asserts that a variety of disciplines can be taught through a study of Christopher Columbus and the Columbus voyages. (CFR)

Describes the "History with Civics" course taught in upper level secondary schools in Denmark. Discusses course content, student assessment, teacher qualifications, instructional materials, and teaching methods. Includes an appendix that presents a topical course syllabus. (CFR)

Presents a five-page study guide on the site selection of New Orleans (LA). Encourages students to recognize situational advantages determined by different historical periods. Asks students to recommend specific sites based on time and place variables. (CFR)

Presents a lesson plan that invites students to view 19th-century Hawaii through the eyes of Isabella Bird. Bird left Victorian England hoping that traveling would improve her ill health. In the process she became a celebrated writer and explorer. Includes excerpts from her letters and books. (MJP)

Describes two interdisciplinary units that can be used in most middle school classrooms, one on the sinking of the "Titanic" and one on Pickett's charge at Gettysburg during the Civil War. Describes how each unit involves English, math, social studies, and science classes and activities. (SR)

Describes a project using city and town archives to explore important issues in U.S. history for Advanced Placement American history courses. Relates how town death, birth, or marriage records can be used by students as the stimuli for research projects on larger trends in demographic, social, or political history. (DSK)

The debate over national history standards is so fixated on "which history" that the importance of studying history is being overlooked. History humanizes us in ways that few other curricular areas can. Three classroom vignettes illustrate the difficulties of achieving mature historical understanding in a Disney/MTV-dominated culture. (53…

Describes a unit of study for gifted fifth graders that connects architecture to the content areas of history, mathematics, and science. Emphasis was on problem solving of real-world problems as recommended in major reports on mathematics instruction. The unit also used technology in innovative ways, including computer-drawn images and digital…

Studied the Heritage Project, a federally sponsored program to develop and implement social studies curricula based on local history and cultural traditions in three rural areas. Results offer insight into educational change initiatives and problems with top-down program implementation. (SLD)

Expounds on two headline articles from the "Edmonton Journal" (Canada) that prompted the columnist to reflect on the history of the textbook in social studies. The two articles refer to politically motivated editing of history texts in Hong Kong and Japan. Urges history teachers to teach history "the way it happened." (DSK)

Investigates impact of instructional practices involving media literacy education across the curriculum by examining the work of four different teams of ninth-grade teachers. Shows that students' media literacy skills were highest where media education activities were integrated across all subject areas, where both analysis and production…

Describes a joint history-technology project undertaken with ten- and eleven-year-old students in an English primary school with a view to developing the cross-curricular theme of Economic and Industrial Understanding (EIU). Outlines the classroom course and discusses the principles of EIU in relation to the British National Curriculum. (DSK)

Focuses on an interdisciplinary teaching model called the linked course, in which "linked" courses are modified to give more emphasis to logical connections among the disciplines. Describes how history courses can be linked with other disciplines, such as economics or anthropology. (CMK)

Describes the development and content of the online course "HIS 320: Capitalism, Culture, and Technology in Modern World History" offered by National University. Addresses issues such as students' motivation for taking the course, characteristics of the enrolled students, and problems with the course. (CMK)

Presents ten guidelines, discussing each in detail, for teaching about the Holocaust in middle or high school. Includes topics such as encouraging active learning and a "minds-on" approach, inviting Holocaust survivors as guest speakers, and providing a base of historical knowledge. Contains references. (CMK)