An attempt is made to provide a new framework for examining the types of films useful to the teacher of social studies--a framework which, among other things, acknowledges that films may be boring, that propaganda is inherent in most documentaries, and that fiction films may be of great service to the history teacher. (LS)

Attempts to define and justify the nature and value of history are likely to do violence to its most distinctive values. (Author)

Discusses the activities of Dorothea Dix as superintendent of women nurses during the Civil War. Includes a copy of Circular Order No. 8 which detailed the qualifications necessary for serving as a nurse. Provides a set of teaching activities including questions for discussions and project suggestions. (GEA)

Defines history as social science and humanity. States that history possesses primary responsibility for understanding and explaining evolution of civilization. Offers a list of 22 reasons why students should study history. They include: (1) to avoid being mislead by government officials, (2) to learn critical thinking skills, and (3) to enable…

Maintains that students must learn to seek the significance of events in history, to ask the question "Why?" in order to draw meaningful conclusions that may be transferred to their own lives. (JDH)

Provides step-by-step instructions on how to develop historical dramas which are researched, written, staged, and videotaped by students. (JDH)

The growing interest towards using film in history classes and by historians developing a methodology for research into film is discussed in this article. Problems of using films for teachers focus on cost and poor quality. Difficulties for historical researchers concern the treatment of historical documents in film medium -- recording,…

An essay on an early counter spy provides historical views of Russia and source material. (JB)

A review of taped interviews of Canadian public figures. (MM)

The seminar or conference approach--including a weekly "fourth hour meeting-- provides a promising alternative method for teaching history in the junior college. (MS)