A method was designed to provide history students an opportunity to make interpretations and form hypotheses about historical events and eras. The teacher created representative "facts" and questions about a topic and let students use them to make their own hypotheses. A sample unit on European history, 1300-1450, is included. (KC)

Probes objectives and realities of Advanced Placement European History examinations which provide high school students with an opportunity to demonstrate that they are qualified to pursue upper level history studies at college. (DB)

An illustrator and author reflects on growing up in Nazi Germany. (AEA)

Charts compare suicides in Denmark with other European countries and suicide in Denmark according to sex, age, and method. Present sociopolitical arrangements in Denmark have helped many elements of the population. However, the suicide rate of women aged 35 to 70 has increased. Historical and sociological reasons are given. (Author/JMF)

Discusses the issue of secret voting in England during the middle decades of the nineteenth century, with particular reference to the movement to secure the secret ballot and to the important position occupied by the ballot question within the Philosophic Radicals' reform program. Journal availability: see SO 507 179. (Author/DB)

Compares basic themes in women's history and the Western civilization survey course and concludes that women's studies do not assimilate comfortably because women are not a part of the heroic epics upon which European history is based. (CK)

Presents an interview with a Holocaust survivor as a means of showing how the interviewing process can support and personalize well-written historical fiction for children. (TB)

Refutes the dominant interpretation of the British Parliamentary debates on slave trade abolition, examining the argumentative strategies employed. Finds that slavers claimed that abolition would destroy the nation's prosperity, while abolitionists depicted the slave trade as irrational and economically inefficient, thus undermining its economic…

Three class activities for French second language instruction are described (interpretation of a literary text with reinterpretation by a less experienced group; an exercise in political expressions; and a wheel-of-history game), and a sequel in a series of articles on the vocabulary of language teaching is presented. (MSE)

Discusses a database used by honors high school U.S. history students learning about the Spanish-American War. Reports that the students compiled the database. Includes some of the historical background of the war, questions for study, a database key, and a table showing U.S. senators' votes relating to the War. (SG)

Argues that the first step in reassessing whether the values brought to the Americas by Christopher Columbus are desirable is to examine and dispel the myths surrounding Columbus and his deeds. Includes myths involving the purpose, financing, and manning of the voyage, and Columbus's own beliefs and fate. Suggests sources for locating accurate…

Describes the second map printed in Europe which appeared in 1475. Provides background information that teachers to help students grasp the fundamental aspects of the map. Explores the map as a whole, its details and parts, and the significance of the map for studying the world view of Europeans preceding Columbus's discoveries. (DK)

Employs a theoretical combination of political economy and the cultural history of communication to locate the origins of the concept of literary property. Reveals that the rise of capitalism and the development of the printing press are the keys to understanding the emergence of intellectual property law. (RS)

Uses the theme of usury in Shakespeare's "The Merchant of Venice," and the history of Christian and Jewish beliefs concerning the charging of interest on loans to crystallize lending practices throughout history, particularly the medieval period and the transition to modern capitalism. Outlines themes addressed in the unit and…

A high school teacher at an inner-city school characterized by a multiethnic student population discusses his Advanced Placement (AP) European History course, an option in the school's PACE (Program for Additional Curricular Activities) program. Teaching strategies leading to the students' high performances on the AP exam are identified. (DB)