Discusses the value of journals for understanding a historical period. Suggests that social studies students be encouraged to keep journals to understand better the difference between something written at the time and a later description of the same event. Lists examples of journals from historical periods that may interest students in journal…

Discusses methods for increasing students' appreciation of and interest in history by incorporating the human element into the narrative. Suggests that this can be accomplished by utilizing diaries, journals, oral histories, and living people. Argues that the brief coverage of events presented in texts does little to give students a feeling of the…

Discusses the use of fine arts as sources to enrich the study of history. Suggests that such works will serve as barometers of change, examples of cross-cultural influences, and political messages. Includes suggestions of works and artists from different historic periods. (DK)

Dime novels, a form of American/Canadian subliterature that gained popularity from 1840 to 1910, entertained with fast-paced action, high adventure, and ethically uplifting stories emphasizing the triumph of good over evil. Students can approach North American history creatively and practically by locating, collecting, and organizing information…

Presents a board game in which students pretend to be American Indians, settlers, or traders. Explains that students learn about people and life in Canada in the nineteenth century. Suggests that players will learn vocabulary, a sense of value, and bartering methods. Includes designs for the gameboard, commodity cards, and score cards. (DK)

Describes an interdisciplinary instructional approach that links historical content and literature to develop historical literacy in fifth-grade students, fostering understanding and encouraging interpretation of stories told through the voices of the past. (SR)

Interviews with a small sample of British teachers indicated the following: too little time spent teaching about the Holocaust; the Holocaust used largely as context for understanding World War II; teachers lacking perception of it as unique; and lack of clarity about the cognitive and affective goals of such instruction. (SK)

Presents evidence that there are many African American history scholars who defy the racial stereotype that blacks are not expected to teach any history but their own, highlighting the accomplishments of several scholars who have persevered to become among the top scholars in areas of specialization other than African American and African history.…

Classroom observations and interviews with 60 children, aged 6 to 12 years, in Northern Ireland and comparisons with previous U.S. research show the extent to which specific forms of historical representation shape understanding of change over time. As was consistent with differing historical representations, children in Northern Ireland are less…

Students can learn to appreciate history as readers and writers of historical fiction. This section presents an introduction to historical fiction, a display idea, a mystery history game, discussion of character-building, charts for students to fill in with information on historical characters, suggestions for customizing writing centers and for…

The Internet can help teach students about women's achievements during Women's History Month. Children can go online and see pictures of the space shuttle commanded by Eileen Collins, trace Amelia Earhart's flight, or see how the late Florence Joyner captured two Olympic gold medals. A student reproducible has students visit specific web sites and…

Describes an interdisciplinary project to help elementary school children discover the relationship among technology, history, and geography that involved the building of a model Brooklyn Bridge and considering the history and role of the real bridge. Suggestions for similar projects for other cities are appended. (JPB)

Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of…

The Web is mistakenly viewed by too many as the panacea for a teacher's ills. Sending students to the Internet for information has done little to turn the tide in students' perceptions of learning. The problem, though, is not necessarily that the Web is not loaded with excellent learning resources; rather the problem is in sticking to the…

This article is largely the author's reflections on one particular aspect of history and social studies education, reflections that are very much those of an outsider. Nationally, she is not an American, but a Canadian, and professionally has been, until recently, a historian rather than a history educator. And the differences, are profound. This…