Discusses the importance of attracting and maintaining student interest when teaching history. Argues that students learn best when they participate. Recommends using open-ended questions to motivate students to the process of studying history, making choices, and looking for answers. Emphasizes the value of mentoring, continuing education, and…

Presents three exercises, employing research of census materials (available from the National Archives), and class or independent field trips to cemeteries, historical societies, and libraries to teach immigration history. Advocates primary sources as teaching resources for family history studies. Includes three documents for classroom use.…

Supports research that says females develop a sense of empathy and justice that males do not. Argues that, as a result, women are better to understand and appreciate the multicultural composition of the United States. Suggests using oral histories and role playing to "interview" women on historical periods and topics. (CFR)

A survey of 40 British university students in their third year of history study investigated student motivation in studying history, the role of the teacher, characteristics of good and bad seminars, effectiveness of the lecture method, and perceptions of different student assessment methods. (MSE)

Suggests that students with limited English proficiency (LEP) can learn intellectually demanding material and acquire English skills simultaneously. Provides suggestions for structuring a course in U.S. history for this purpose. Includes instructional activities, materials, and references. Activities focus on textbook reading, text visuals, music…

Asserts that the whole-language approach is a philosophy of language learning that integrates four modes of communication--listening, speaking, reading, and writing--with a focus on content comprehension. Discusses how the approach is used as a primary component of the Florida K-5 Program of Study. (CFR)

Presents a lesson plan on the early settlement of California by Spanish and Mexican colonists. Discusses the physical and cultural changes in the region from Spanish colonial days to modern times. Includes two primary source readings, two maps, and diagrams of a colonial ranch site, now on the National Register of Historic Places. (CFR)

Contends that the development of professional historians in the late 1800s resulted in a conflict with teacher educators in teacher training institutions. Concludes that involving historians in precollegiate history issues in recent years has led to an improved image for secondary history teachers. (CFR)

Describes programs of the History Studio, a hands-on workshop of the Tsongas Industrial History Center (Massachussets), which provides role-playing activities and experiential learning about immigration history. Describes how "luggage" contains primary source material on six different ethnic groups used to teach students about immigrant…

Asserts that U. S. history instruction is too often characterized by a narrow focus on national events and leaders viewed through a monocultural lens. Proposes an approach that replaces this narrow view of the past with one that regards the contemporary United States as the result of both internal struggle and global interaction. (CFR)

Asserts that using children's literature in social studies can enrich the course content and help achieve prescribed objectives. Maintains that well-planned activities based on carefully chosen books are necessary for successful implementation of this approach. Recommends 23 books in 4 subject categories: (1) cultural studies; (2) geographical…

Examines the views of six former U.S. Presidents (Washington, Jefferson, Jackson, Andrew Johnson, Grant, and Eisenhower) about their presidential role, federalism, and issues of their time that are still relevant today. Includes a paragraph for each President that provides a social and historical context. (CFR)

Asserts that maps and map study are essential to understand history and develop historical perspective. Presents a learning activity using maps to illustrate the importance of geography in U.S. history. Includes four maps and recommended teaching procedures. (CFR)

Presents a classroom lesson in which students interpret historical cause and effect through the analysis of U.S. census data. Recommends the use of local historical census data to help students learn about their community's experience. Includes a map and charts of census data. (CFR)

Reports on a study of how the three-way encounter among Europeans, the indigenous Americans, and Africans is presented in six secondary U.S. history textbooks. Describes the evaluation instrument and process used to review the textbook content. Concludes that teachers should use supplementary materials to ensure balance. (CFR)