Examines R.G. Collingwood's theory of history and its applicability to teaching secondary level history. Principles originating from Collingwood's ideas are: historic events must be seen as evidencing human thought, students must reenact the past for themselves, and teachers must stress that the past is still alive in the present. (RM)

Describes college level history course entitled "Healers and Persons" for undergraduate medicine students. Topics include Greek medicine and Hippocrates, Galen of Pergamum, Islamic and Roman culture, medieval medicine, the Renaissance, Harvey, Pasteur, Lister, and Mendel. (KC)

Discusses reasons for and solutions to declining enrollment in college history courses. Suggests that instructors be aware of the mental diversity of students and involve them in what is going on in the profession. Methods include trips, speakers, a newsletter, festivals, and research. Specific topics for medieval history are presented. (KC)

Describes a living history program on life in nineteenth-century San Diego for secondary students. During tours of a restored Victorian house, students view slides of historical photographs, study clothing and furniture styles, and participate in typical sewing, cooking, and cleaning chores. (AM)

Lists 27 secondary school activities in which career awareness is incorporated into the history curriculum. Students investigate occupational changes over time, identify history-related occupations, research the development of farm equipment, and invite the local bank president, news director, school librarian, and city planner to speak. (KC)

Presents three pages on the relationship between teaching and the writing of history. Conclusions are that teachers involved in historiography better understand their students; writing history and teaching history are two steps of the same process; and the relationship between history as it is written and taught is tenuous to students. (Author/KC)

Suggests ways in which historians can make history meaningful to our future-oriented technological society. Suggestions include offering links of continuity between past and present, providing a sense of history to the general reading public, writing readable history, and attempting to clarify the past. (KC)

Suggestions are offered through a question and answer format for teaching about the holocaust. (MM)

Discusses a number of topics related to the study and teaching of history, the way the author's views of history evolved during his childhood, and the importance of attaining a knowledge and a feeling for the history of humankind. (GT)

Discusses the nature of history and presents a rationale for teaching history at the secondary school level. (BH)

The use of role playing in a college course titled "Psychological Perspectives on Nazi Germany" is described Student performances in various situations were videotaped and discussed afterwards. (BD)