Teaching techniques for developing a sense of historical time among students are presented. (DE)

Contends that the Bicentennial Youth Debate format, Lincoln-Douglas debate, offers two major thrusts for the teaching of history by 1) translating a theme into a question with two sides and 2) involving students directly in the learning process. (MH)

Current developments in military history are reviewed; special attention is given to classroom needs. One argument for incorporating a better understanding of war through responsible classroom teaching is that alternative sources of information often used by students to find out about war are so trivial and misleading. (RM)

Describes teacher developed materials that will acquaint secondary students with the human aspects of war. The materials use fiction and the emotional impact of drama. Samples of dramatic scripts developed by the author for use in his school's Remembrance Day are included. (RM)

Advocates the use of poetry to teach Canadian history. Emphasizes the poems of F. R. Scott to accomplish this task. Lists and explains eight reasons for using poetry in the history classroom. (RKM)

Responds to a study of secondary education in Alberta, Canada. Argues that history should not be taught within an integrated social studies curriculum. Rather, all students should be required to complete a one-year course in history. Discusses types of history courses that could be offered. (RKM)

Outlines a project dealing with Cuban immigration within the context of U.S. foreign and immigration policy. Examines how Cubans have adapted to and affected their American communities. Discusses how instruction for the project utilized television, textbooks, and other printed materials. (BSR)

Describes a computer simulation of the U.S. Revolutionary War in which the student becomes an editorial writer for a New York-based newspaper in the 1760s. The students choose editorial policies and cover 27 selected events of the Revolutionary Era. Describes how these events were numerically characterized and accurately represented in the…

Argues in favor of history instruction for children to promote citizenship education, the construction of social world, and temporal understanding. (PCB)

The article describes creative activities to use in history instruction to recognize women's accomplishments. The activities involve oral history, contests, and class discussions about stereotyping. (CB)

This ERIC column cites a variety of materials available to help teachers incorporate oral history in their classrooms. (JDH)

Discusses THE YOUNG HISTORIANS, a project of the Chula Vista (California) City School District which involves elementary students in oral and local history to learn basic social studies skills. Stating that the program is applicable to any area, the author examines the benefits of an oral history approach and provides a guide for conducting a…

Discusses the problems involved in textbook publication, stressing the importance of providing a broad-gauged national history in the face of opposition from religious and other special interest groups. Expresses the need for educators and others to form advocacy groups or lobby for improved textbook writing and content. (GEA)

Describes nine ERIC documents, selected specifically for secondary and college-level history teachers, and provides ordering information. The documents cover such topics as teaching about the U.S. Constitution, Asian studies, writing strategies in advanced placement history courses, the Northwest Ordinance, and critical thinking. (GEA)

Discusses two perceptions of the Canadian north; the imaginative, romantic one that enriches the nation's literature and the real, unglamorous one that resembles the south in many respects. Argues that both perceptions must be blended and taught to pursue a promising future. (GEA)