After examining the drawbacks of some of the currently popular teaching methods, the author proposes an approach to the teaching of high school history focusing on the matter of history -- the lives of men and ideas of the past. (SM)

A description of locations that the National Capital Parks Service has redone and provided with live reenactments of the events that made them important in history. (JA)

A view of Jacksonian America is given in this outline of conditions in Chautauqua County, New York, between the years 1833 and 1836. (JB)

New methods of inclucating the facts of American history into today's students are discussed. (CK)

A rationale and specific suggestions for the limited and well-chosen use of opera to illuminate historical and cultural phenomena. A bibliography includes sources for background information on plots, music and composers. (JB)

An emphasis on methodology in the teaching of history will make this subject more relevant to students. (CK)

Exposing fables, testing new interpretations, and discovering the true complexity of myths can make history come alive. That a Methodist clergyman was put in charge of recruiting in Quebec, that Canada was unprepared for war in 1917, and that the Canadian government hopelessly mismanaged recruiting are examples of myths examined. (RM)

Discussed is how G. M. Young's historical essay, "Victorian England: Portrait of an Age," is a reflection of its time and of the abiding cultural concerns of Young's intellectual life. (RM)

Identifies the goals of history instruction as developing a sense of history through knowledge of human behavior; developing an empathetic feeling for the past; experiencing the past on its own terms through primary sources; using the outlook of the humanities and social sciences; and developing broad understanding and mental discipline. (DMM)

Argues that the British industrial revolution was in no sense inevitable and scarcely deserves the term "revolution." Examined are the characteristics which the British shared with other Europeans and ways in which they were distinctive that enabled them to become the first industrial nation. (RM)

Historians and observers who believe that historians can discover the truth are deceiving themselves and others. The choice of subjects for research and teaching is necessarily personal and subjective. History informs us about the past of mankind, but does not provide criteria for future action. (MSE)

Analyzes approaches of teaching secondary history and philosophy of science: supplementing regular science courses; integrating history and philosophy of science with social studies; developing history and philosophy course to parallel simultaneously taught regular science course; and teaching a general history and philosophy of science course.…

Discusses the Etruscans, the dearth of knowledge about them, and the information that can be ascertained from the artifacts available. (CK)