Argues that historical knowledge is socially constructed, dependent upon the interplay of past, and current accepted theories and research. Maintains that history instruction should both reflect and promote this through the inclusion of multiple points of view, student centered instruction, and experiential learning. (MJP)

Presents a lesson plan that teaches students about slavery in the colonial United States. Focuses on the differences between slavery in the northern and southern parts of the country. Explains that the lesson includes and uses slave advertisements to teach about slavery. Offers additional resources. (CMK)

Presents an annotated bibliography that provides Web sites about Pearl Harbor (Hawaii). Includes Web sites that cover Pearl Harbor history, a live view of Pearl Harbor, stories from people who remember where they were during the attack, information on the naval station at Pearl Harbor, and a virtual tour of the USS Arizona. (CMK)

Presents activities related to material included in the Winter 1997 "OAH Magazine of History" (v11 n2). The activities are linked to photographs appearing in the theme issue on labor history. Activities include discussion questions and writing assignments related to the photographs. (MJP)

Reiterates the need for an understanding of the concepts of continuity and change, not simply in the representation of historical events, but in the writing and study of history. Uses Thomas Hobbes's riddle of Theseus to illustrate the need for multiple readings and critical analysis in history instruction. (MJP)

Reviews for effective social studies use 10 critically acclaimed foreign films on the Holocaust and World War II. Suggests these films and follow-up discussion will emotionally involve students. Stresses teachers should assess students' maturity levels and prescreen films resulting from sensitive documentary footage. Cites sources for similar…

Examines current use of computers by historians and teachers of history. Attempts to predict extent of their use in next decade. Focuses on the use of four types of computer programs: word processors; spreadsheets and statistical packages; database management programs; and simulations. States that the computer is a tool historians can use to make…

Distortions and omissions in the presentation of African and North American history rob African-Americans of a sense of their cultural heritage and role. History textbooks underplay the effects of slavery and prominent figures' complicity in its institution, and neglect Black contributions that would heighten African-American self-awareness. (AF)

Illustrates the value of comparative history in using the past to understand the present and anticipate the future. Presents a comparison of the 1920s with the 1970s, using the Teapot Dome and Watergate scandals; World War I and the Vietnam War; and Presidents Warren G. Harding and Richard M. Nixon as main points of comparison. (LS)

Presents a lesson in which students use primary sources to learn about the organizing strategies used in the fight for women's suffrage. These sources will provide insights into the past and help students develop appreciation for the hardships suffragists endured. Includes objectives, procedures, and suggestions for activities. (LS)

Uses the text of the Declaration of Sentiments, written at the 1848 women's rights convention in Seneca Falls, New York. Familiarizes students with key personalities and organizations in the women's movement and illustrates the significance of the history of women's rights. Provides discussion questions and related activities. (LS)

Provides a lesson plan for focusing on the legal struggle to secure personal liberties during the age of Reconstruction. Analyzes the Fourteenth Amendment and a petition from the citizens of Cleveland, Tennessee, in order to identify the methods of change at the federal level and the limitations of such action. (KO)

Focuses on the content and presentation of instructional sequences on the American Revolution in four commercial fifth-grade social studies textbook series. Discusses problems with content, learning objectives, background, and explanation. (FMW)

Maintains that Darwin's theory of evolution was more than a science versus religion debate; rather it was a revolutionary concept that influenced numerous social and political ideologies and movements throughout western history. Traces the impact of Darwin's work historically, utilizing a holistic approach. (RW)

Describes the use of computers in a comparative history course. Outlines course objectives and stresses the incorporation of computers into hypothesis formulation. Discusses available software packages and the pros and cons of each. Concludes with further recommendations for the use of computers in the classroom. (RW)