Describes ten values which are developed from the study of history. The values are: appreciation of change, appreciation of historiography, vicarious experience, perspective, historical insight, pluralism, skepticism, empiricism, humanism, and responsible citizenship. Describes how the study of history develops each value and states that explicit…

Advocates teaching about the Holocaust in European and Canadian history courses. Maintains that the study of the Holocaust should help students see that history provides grist for reflection on our past and how our past has shaped the world we live in today. (JDH)

This article describes a three-stage model for teaching historical writing to senior high school students. The model is applied to the incident known as "Bloody Sunday" which occurred in Northern Ireland in 1972. (JDH)

Suggestions for a study unit on the Constitution, the times in which it was written, the Constitutional Convention, and how it affects children's lives today are offered. Resources are listed. (MT)

Reviews ten ERIC documents, produced since 1983, which provide activities, lesson plans, and curriculum guides for teaching elementary through secondary students about democratic government. Emphasis is on citizen responsibility and participation. (JDH)

Discusses the use of George Orwell's "1984" in a college-level course on communism and totalitarianism. Draws from personal experiences during a year's graduate study in Moscow to examine Orwell's perceptions of the Soviet Union. (AYC)

A naturalistic inquiry study of sixth grader's response to literature-based history was influenced by their "need to know," their desire to explore broader areas of human experience, the emotional impact of the historical narratives used and by the teacher's ability to encourage a critical analysis of multiple data sources in seeking historical…

Carl Becker's contribution to the philosophy of historical relativism is presented. Three ideas central to historical relativism are: 1) the subjectivity of historical facts, 2) history as a product of the historian's imagination, and 3) the influence of the contemporary "climate of opinion" in shaping the historian's view of the past.…

Clifford Sifton stands out in most Canadian history texts as the architect of the immigration policy that settled the prairies West and shaped the development of modern Canada. Background information on Sifton is provided. Letters Sifton wrote regarding immigration policy are analyzed. (RM)

Describes cultural and temporal problems in learning about contemporary China. Provides an introduction to the other articles on China in this issue of the journal. (JDH)

Presents three theories or "perspectives" for studying recent changes in China: the modernization perspective which views changes as a form of evolutionary development, the cyclical perspective which interprets changes as the ebb and flow of normal phases, and the dialectical perspective which assumes changes stem from unresolved…

Presents one elementary, one middle school, and two high school lesson plans designed to teach about changes which have occurred in China. (JDH)

Materials should be provided in history classes to allow students to draw their own insights regarding individual character traits of famous historical figures. Excerpts from historical works containing observations concerning Elizabeth I of England and how she felt regarding marriage are provided as an example of such an approach. (RM)

Advocates the reading of historical novels to encourage awareness of European history and provides summaries of several such works. (KS)

The author, professor of politics at Rutgers University, takes issue with Henry Ford's and Ambrose Bierce's view of the value of history as "bunk" and "unimportant". He suggests reasons for the need for qualified historians and for students to develop a more thorough historical awareness. (RK)