Addresses problems of declining enrollments and abolition of history requirements at the college level. Proposes restructuring of the traditional survey courses. (KC)

A preliminary report of a study of primary and middle school children's ability to learn history by reading stories, looking at pictures and handling museum objects and then attempting to infer historical explanations. (BH)

Argues that history teaching should be directed at history as an explanation-seeking, knowledge-constructing discipline. (BH)

The author describes five key components of the Personalized System of Instruction and relates his successful experience using the method in teaching college-level Black American history to American servicemen stationed in West Germany. For journal availability, see SO 505 438. (AV)

Two teachers portray historical characters--from Lewis and Clark to Laurel and Hardy. And now, heeeeere's Allen and Corey! (Editor)

An imaginative teacher should encourage students to view history as a process in which they act a part, rather than concentrate on teaching them dead facts. (MB)

In January 1997, Michael Berenbaum became president and chief executive officer of Survivors of the Shoah Visual History Foundation, the organization established by filmmaker Steven Spielberg after completing "Schindler's List." Since 1994, the foundation has been recording eyewitness testimony on the Holocaust. Berenbaum's mandate is to…

Examines (1) what authors of historical fiction have said in writing about the teaching function of historical fiction; (2) perspectives on history; (3) issues of authenticity; and (4) the sociopolitical implications of this genre. (SR)

Discusses the value of historical fiction, using historical fiction to teach history and to teach literature, and activities using historical fiction. Offers a sample approach using the book "Underground to Canada," and notes cautions in using historical fiction. (SR)

Explored how adolescents use their knowledge of history when interpreting current affairs. Found that students expressed their thoughts contrasting "then and now;" used different events and ideas to conceptualize; and represented the same story differently, depending on their backgrounds. Derived cultural resources students exploited,…

Discusses the public humanities work of Herbert F. Janick, Jr., a professor of history at Western Connecticut State University. Discusses Janick's efforts to raise historical awareness among public audiences. Examines Janick's views on scholarship, public issues, education and teaching. (RW)

The Teacher Assessment Project at Stanford University has undertaken a series of "wisdom of practice" studies with 11 experienced high school history teachers. This article describes two teachers who achieve optimal results using contrasting teaching styles and classroom organization systems. Both are thoroughly knowledgeable in history…

History consists of events and things that happened in the distant or the recent past. Students can make a time capsule to leave a piece of history for the future to discover. Time capsule items should be carefully selected, preserved, labeled, stored in a sealed container, and buried with a marker to indicate the site. (JDD)

Suggests using contrasting accounts of historical events to transform the history classroom into a laboratory for discovering truth. Explains that students participate in a role-playing assignment about a journalist's experiences in Africa, analyze historical methodology problems, work together to improve their accounts, then examine what they…

Reviews 21 new books and provides a list of previously published books that teachers will find helpful in introducing young children (between 4 and 8 years old) to earlier eras. (PRA)