Presents a folkloristic analysis of two history teachers' performances of lectures in an eleventh grade U.S. history course. Discusses educational research on teachers as storytellers, a folkloristic framework for analyzing teachers' storytelling, and the reception of stories by students. Reveals that the history lectures combine both anecdote and…

Compares three cases in Atlanta, GA, New York state, and Washington, DC, in which advocates fought to have an Afrocentric curriculum implemented in public schools' social studies and history classes. Examines the influences of six local organizational factors on the proposed curricular changes. (CMK)

Discusses the need for content-method realignment in social studies education by focusing on the content of social studies, particularly history. Addresses three issues: (1) history is a matter of assigning meaning to facts; (2) the significance of historical knowledge varies; and (3) the historical knowledge of greatest social value is…

Explores the content and history of the last three constitutional amendments: (1) presidential succession and disability (the Twenty-fifth amendment); (2) voting rights for young people (the Twenty-sixth amendment); and (3) congressional pay raises (the Twenty-seventh amendment). Includes questions for discussion. (CMK)

Examines why a sixth-grade teacher in a Waldorf classroom selected the particular forms of representation for the lessons in a thematic unit. States that the teacher represented the lessons in ways that would bring about experiences, feelings, and imagination (such as story telling, visual arts, and singing.) (CMK)

Investigated the role that interactive multimedia might play in scaffolding teacher-led classroom activities to help children construct more appropriate external representations for particular tasks and reason more effectively about historical chronological concepts. Reports on the conceptual design and pedagogical approach to developing effective…

Offers suggestions for using the "1896" website at Vassar College that includes 90 political cartoons, party platforms, candidate biographies, and other background materials on the election of 1896. Provides five approaches to teaching about the election that move beyond the basic facts of the campaign in order to develop students'…

Presents a lesson where students interact with the art of the Gilded Age and learn about various artists from the time period as a means to review the major themes of the Gilded Age. Explains that this lesson addresses the National Standards for U.S. History. Provides teacher notes, extension activities, and additional sources. (CMK)

Discusses the origins of "Teddy's bear," tracing back to a cartoon published in 1902. States that Teddy's bear can shed light on U.S. culture and society. Focuses on the role of Teddy's bear as a symbol of conservationism, an embodiment of male dominance and female nurturance, and a manifestation of white racial supremacy. (CMK)

Identifies the uses of plat books in teaching history and historical geography focusing on Washtenaw County in southeast Michigan as an example. States that plat books offer maps that indicate land ownership in addition to property location and size. Discusses French land claims and the Land Ordinance of 1785. Includes maps. (CMK)

Students with disabilities often have difficulty understanding expository history texts in high school. This article presents an integrated curriculum/instruction/assessment approach to teaching history that increases content comprehension and problem-solving skills of students with learning disabilities in inclusive classrooms. Concept-based…

Each month, "Curriculum Review" offers teachers mutual support, the sharing of ideas, and words of encouragement to help them face challenges in the classroom. The May 2004 issue of "Curriculum Review" contains the following articles: (1) "Inspiring Words for Educators"; (2) "We Hear from Readers"; (3) "Last Month in Education"; (4) "What They're…

A limited body of research examines the extent to which social studies teachers are actually utilizing primary sources that are accessible in traditional classroom-based formats versus web-based formats. This paper initiates an exploration of this gap in the literature by reporting on the result of a survey of secondary social studies teachers,…

In this article, the author reviews his unsuccessful and successful strategies for teaching research and analytical skills, which illustrate changes in his assumptions about and attitude toward teaching. Older and perhaps wiser as well, the author no longer assumes that students already know how to do what teachers expect them to be able to do by…

Many science teachers recognize that teaching aspects of the history of science helps students learn science content and the nature of science (NOS). The use of history can potentially humanize science, help students refine their critical thinking skills, promote a deeper understanding of scientific concepts, and address common student…