Discusses the structure in history as a guide to learning more about the present and as an aid toward understanding the assorted events of history. (RK)

Recommends using primary sources for historical information and education rather than depending entirely upon the chaptered textbook method of learning. (RK)

Indicated are general guidelines for using material generally available, and some facts are presented about the history, life styles, and social structure of California Indian peoples. A bibliography suggests useful resources which should be at the disposal of teachers and included in school libraries. (JB)

If the anthropological-geographical-historical approach is used, students can become aware of cultural diversity and also can learn much from the California Indians, about nature and the environment. (JB)

Topic 3, The Renaissance, in the theme issue on Teaching World History Through Science Fiction, presents this 1952 story on the Mona Lisa. A look at the future makes clear the importance of beauty in the lives of every generation. (JB)

The traditional social studiescurriculum must properly prepare minority and majority students to live in a racially pluralistic society. When non-black youths become fully apprised of the many black contributions to our country, they may be less likely to develop or retain racist sentiments. (Author)

Discusses new approaches to teaching history through publishers' series devoted to case studies on social problems, balanced presentation of the contributions of minorities including women, documentary sources, or different viewpoints, all instead of the traditional predigested, summarized history texts. Address delivered at American Association…

A history teacher, with the cooperation of a local historical society, designed a one month experimental course for college history majors earning three hours credit on the subject of local colonial history. Seminaring" in an 18th Century restored inn, history came alive for students learning the importance of non-documentary sources. (SM)

The basic concepts of an Idealist World History course are discussed, followed by a description of: objectives; interdisciplinary content of religion, art and philosophy; teaching methods; evaluation; and the role of the teacher. (Author/SE)

Collecting, utilizing, and displaying old or antique items will give elementary children some firsthand experience of how people in the past lived, what they worked with, and the progress of their industrial development. Using brainstorming, interviews with senior citizens, resource people, and classroom demonstrations are suggested techniques.…

The author describes the transition of history from out of the social studies curriculum, which has become closely associated with the social sciences, into an intimate relation with the humanities. (AN)

Popular films are useful aids for teaching history. Not only do they teach students about a particular period of history, they also help students understand the era in which the films were produced. Historical films are categorized and sources for rentals are given. (IS)

Studies were conducted to determine how historical knowledge is organized, stored, and retrieved during problem solving. Subjects for the experiments consisted of professional historians, graduate students, college students, 12th graders, 9th graders, and 6th graders. (RM)

Special class activities for September are suggested. Historical events that took place during the month, observance of holidays and other special days, and the change in the seasons can provide ideas for launching class projects. (PP)