This Arkansas history curriculum framework sets out the state content standards for grades K-4, grades 5-8, and grades 9-12. The framework lists the different history strands: Strand 1: "Time, Continuity, and Change"; Strand 2: "People, Places, and Environments"; Strand 3: "Production, Distribution, and Consumption";…

The major goal of a study sponsored by the Organization of American Historians and the American Historical Association was to provide information about the state of history education in each of the United States, to be used constructively to appraise and improve school-based history education. This report addresses teacher certification in…

Learning to think logically and present ideas in a logical fashion has always been considered a central part of becoming a mathematician. In this paper we compare the performance of three groups: mathematics undergraduates, mathematics staff and history undergraduates (representative of a "general population"). These groups were asked to solve…

This book adopts a questioning approach to studying history in which students become biographers who read, discuss, research, and write books about their subjects, providing their own original interpretations of the facts. By digging into the past and reflecting on what they have learned, students get involved in the process and are eager to do it…

This document consists of the first four issues of a serial publication, "Bringing History Alive in the Classroom!" The volumes focus on: (1) "A Sampling of Renaissance Instruments," which includes: information on Christopher Columbus, Leondardo da Vinci, and William Shakespeare, a timeline from the middle ages through the renaissance, Queen…

The December 2000 meeting of the Working Group on History and History Teaching in South East Europe (SEE) had two priorities: (1) to report on the status of the Quick Start projects and activities which had been initiated after the previous meeting of the Working Group in Strasbourg on December 17, 1999; and (2) to identify new projects and…

This resource is designed to enhance learning about topics in United States history. The reproducible time lines are easy to use and is designed to encourage students to research other dates and events of the era under study. Suggestions are given for classroom use. The introduction has instructional subjects, such as: "12 Great Ways To Use…

This Digest suggests ways in which film and video media can be effectively integrated into a social studies curriculum. It outlines John E. O'Connor's "Three Types of Questions" and "Four Frameworks for Historical Inquiry," offering examples of how they might be utilized to present video media in a social studies context. The…

This study examined what teachers accomplish in their everyday roles as storytellers, highlighting oral performances of ordinary teachers in their classrooms. The study occurred in a midwestern secondary school during 1991-1992. Three white male social studies teachers participated. The researcher conducted 14 months of participant observation,…

This resource manual was created by teachers for teachers who wish to engage in an inquiry-based approach to historical knowledge and historical understanding. The teaching examples are offered as sample activities and are not considered to be a complete curriculum. The teaching examples are organized by grade level and era and are supplemented by…

This teaching guide explores the history of the Chesapeake and Ohio (C & O) National Historic Park, its building and its times. The lesson can be used in units on the early industrial period of U.S. history and in courses on geography or science and technology. Students realize the role canals played in western expansion and in the evolution…

Chronologically prehistory accounts for over 99% of the human past. During this time, the earliest human ancestors spread across the world from Africa and changed, modified, and evolved until the species "Homo sapiens sapiens" made its appearance some 200,000 years ago. This teacher's guide provides an outline of the prehistory of the…

This paper wrestles with some of the problems of Eurocentrism that must be confronted in teaching world history. Alert to the problem of perspective, the paper focuses on teaching strategies and not on theoretical justifications for personal opinions. The paper addresses the concepts of Western civilization and a modern world. It discusses five…

This teaching unit is based on primary sources taken from documents, artifacts, journals, diaries, newspapers, and literature from the U.S. historical period under study, the end of Reconstruction and the search for an overseas empire at the end of the 19th century. The unit is also intended to introduce students to the medium of the World's Fair,…

This primary source kit offers history teachers the opportunity to use primary sources from the Maryland Historical Society to activate student interest in United States history and to encourage participation in National History Day. This source kit features original documents, images, maps, oral histories, broadsides, and a variety of other…