The Internet makes available an unparalleled, and seemingly unlimited, repository of resources and ideas for social studies teachers. This book provides guidance and explores how the Internet can become an essential element in a teacher's repertoire of tools for engaging students in social studies curriculum. Chapters in the book are: (1)…

In U.S. middle school social studies and history classrooms the prevalent modes of instruction continue to be the traditional large group, teacher dominated and controlled recitation and lecture based primarily on the textbook. Many researchers, however, criticize the reliance on textbook-based teaching in classrooms, since they consider social…

At the present time, approximately 50% of the population of Guatemala is classified as indigenous, while in Mexico the figure is estimated to be between 10% and 15%. The figures are deceptive, however, since there is no legal definition of what constitutes an Indian in either country. This unit contains lessons that focus on indigenous groups in…

This lesson discusses two California communities, Locke and Walnut Grove, that illustrate the experiences of early Asian immigrants and their struggles to find a place in U.S. society. The lesson is based on the National Register of Historic Places registration files, "Walnut Grove Japanese-American Historic District,""Walnut Grove…

The materials in this curriculum book provide examples of strategies and resources that can be used to initiate or enhance existing lessons and units in history and social studies. The material can be adapted or modified. The lessons are designed to encourage students to think critically about frontiers in history, conduct research, interpret…

This guide to New Mexico social studies content standards and benchmarks provides a coherent structure to guide curriculum, instruction, and assessment. The first three content standards comprise the unifying concepts that were taken directly from New Mexico's Social Studies Competency Framework. These three content standards serve as the…

This lesson offers students experience in making historical meaning from eyewitness accounts that present a range of different perspectives. Students begin with a case study in working with alternative reports of a single event: the Great Chicago Fire of 1871. First, they compare two newspaper reports on the fire, then two memoirs of the fire…

Georgia state history textbooks published from 1917 to 1982 were analyzed to determine how they interpreted the Reconstruction Era. A traditional interpretation, a pro-Southern viewpoint, was used in textbooks until the 1960s. Since then, the most widely adopted texts have taken a revisionist perspective--a more neutral point of view. (IS)

Lessons dealing with Black political participation in Georgia after the Civil War and during the integration of the University of Georgia are used as examples of values education. The concept of values education, its applicability to elementary school social studies, and reasons for using these examples are discussed. (IS)

An elective course in the history of medicine focuses on clinical thinking using the case study method. Course goals include: student recognition of clinical reasoning as a historical process; understanding of distinctions between disease categories and etiological frameworks; and different conceptualizations (etiological and syndromic) of…

Colorado State University students in elective history courses were surveyed for their attitudes toward elements of teaching: subject knowledge, relaxed classroom atmosphere, teacher approachability, teacher enjoyment of subject, mechanics of teaching, and delivery of material. The personal dimension was of high priority of students, the mechanics…

Provides description, materials needed, and suggestions for the teacher for three classroom sessions and an extension of a unit studying individual portraits and photographs of early Americans and discussing possible characteristics of the people and their place in American history. (CK)

Reviews Canadian business history books published since 1972 as well as reprints of useful older works. Topics dealt with are the fish, timber, and wheat industry, transportation, entrepreneurs and entrepreneurship, Canadian economy during World War I, the development of natural resources, and the lives of the rich and the powerful. (KC)

Defines oral history as the act of talking to another person about the past. By obtaining the common man's view, a more complete interpretation of the past results. Outlines an oral history unit on the depression. Activities include tape recorded interviews and use of letters, pictures, diaries, newspapers, films, music, and books. (KC)

Defends the use and placement of footnotes as being central to the considerations of proof and evidential claims that are essential for historical writing. Notes the differences between history and other social studies that preclude or limit the use of in-text attribution. Answers many standard objections to footnotes. (MJP)