To address the disparity in the skills of entering students and the goals of the first-year learning community (LC) program, the authors created a series of scaffolded, or tiered, writing assignments around the concept of kingship to move students from summary to analysis to synthesis. For each assignment, the authors incorporate informal…

Students need more than the facts. They need a basic understanding of history--where people came from or how civilizations have evolved and interacted. But they also need to understand why this knowledge is important and how it relates to their present. History doesn't just happen; it is made--made by real people who faced real challenges, who had…

This article offers lessons from the David Irving trial. These lessons about Holocaust denial allow educators to identify how deniers violate certain scholarly tenets. This also serves as a safeguard against legitimizing deniers' efforts, while also reinforcing important principles of historical inquiry. (Contains 11 notes.)

Many history classrooms are led by well-intentioned, knowledgeable teachers who work hard to find and develop engaging activities that connect to the larger concepts of history. But, too often, these teachers are the ones doing all the thinking in the classroom. This dynamic needs to shift--teachers need to be facilitating student thinking. One…

Many pupils have difficulties with the abstract verbal information in history lessons. In this study we assessed the value of active construction of multimodal representations of historical phenomena. In an experimental study we compared the learning outcomes of pupils who co-constructed textual representations, visual-textual representations, or…

The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on…

This textbook is the third volume of the second series of the "All-Over-the-World Library" in which the voyage of the ship, Guardian-Mother, is temporarily suspended at Alexandria, while excursionists make their trip up and down the great river of Egypt in another steamer more suitable for inland navigation. One young lady, and the…

Students should be taught how to make well-reasoned and analytic judgments about the Nazis. The process of arriving at judgments about the Nazi period should be characterized by a factual knowledge of the Nazi era within a general historical knowledge of the period, sympathy, and an open mind. (RM)

Contains an instructional model for using literary excerpts to promote historical reasoning and perspective taking in secondary history courses. Includes a discussion on the value of literature for historical exploration, a description of the instructional model, and an example lesson using the model. Notes potential pitfalls to using this method.…

This practical handbook is designed to help anyone who is preparing to teach a world history course--or wants to teach it better. It opens with Peter Stearns's essay "Where Did World History Come From?" and closes with Jerry Bentley's annotated bibliographic guide to the essential content knowledge for teaching world history. In between,…

In August 2006, Australia's conservative prime minister John Howard convened a history summit in Canberra. The purported goal of the summit was the framing of a nationally-acceptable curriculum in Australian history. However, as this article suggests, Howard's hidden intention was to use the summit as a device for introducing a narrowly…

Historical organizations cannot continue to compete in the modern marketplace using traditional models for education program development. Social networking sites and new applications are shaping the way our audiences approach their work, even more so as Generation Y/Millennials begin to flood into the workforce, changing the demographic makeup,…

This article offers a critical review of the historical literature on the National Education Association's (NEA) 1916 Committee on Social Studies (CSS) report, the document generally believed to have launched the social studies movement in American secondary schools. The review begins with a critical analysis of the four most pervasive…