Describes a college introductory history seminar designed to provide a practical introduction to history through a study of Socrates. Stressed using primary sources, putting events in historical context, evaluating modern scholarship, and writing historical narrative. (CK)

Advocates using the inquiry method to teach history. Maintains that gifted students will be more interested in history if history is approached as inquiry. Explains how the teacher can play the role of moderator in the high school history classroom. (Author/DB)

This article focuses on the teaching and learning of historical material among young children aged five to seven. It examines present practice, its underlying assumptions and what happens in the classroom, and makes some sggestions on content and methods for history instruction for this age group. (Author/SJL)

Describes a junior high school social studies unit on the causes and effects of the French Revolution. Emphasis in the unit was on reasoning, and on understanding the logic of cause and effect relationships. Suggests how to help students improve reasoning and other skills, including reading critically, making a formal outline, selecting relevant…

Presents a learning activity to involve 9-11-year-old children in history writing. Children toured Portsmouth, N.H., interviewed residents, inspected historical documents and artifacts, kept field notes, and wrote a final narrative. Applicability to other sites is favorably assessed. Reference materials for a case study of Portsmouth are supplied.…

Discusses problems which currently beset many college history departments (declining enrollments, cost-conscious administrators, curriculum problems) and explains how college-level history instructors can implement innovative curriculum changes. In addition, a course on historical processes is described. Journal available from Loren E. Pennington,…

Suggests ways in which popular songs from the world war eras can be used effectively to evoke the emotional character of the period. Successful uses are as a subject for pupil-based research, as the basis of a music folio containing additional information about the subject, and as a means of creating an authentic war period atmosphere. (DB)

Introduces "Facing History," a recent innovative use of an historical event, the Holocaust, as a means of educating students and teachers to the meaning of such things as human dignity, morality, conflict, decision making, survival, and individual responsibility. (JD)

Describes a decision-making educational game based on the pioneer experiences of British army personnel in Canada in the early nineteenth century. Procedures for playing the game are outlined. (DB)

Discusses the secondary status in teaching history in relation to contemporary emphasis on values, self-esteem, and attitude. Explains how this has taken place and proposes returning content to a primary position by teaching history as a usable past. (CK)

Surveys ways history instructors can assimilate an equitable treatment of women into state and local history courses. Discusses advantages and disadvantages of six teaching approaches and recommends using an integrated approach. (Author/CK)

History instruction should be included in the primary school because children enjoy it and because it is a way to teach them important values and knowledge acquisition skills. (SJL)

Describes a team effort by an historian and a college reading specialist in which volunteer undergraduate students participated in hopes of improving their history papers. Weekly sessions involved summarizing history assignments. Results indicate the importance of both reading levels and reading styles. (KC)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)

Recommends that social studies teachers reexamine basic assumptions related to the discipline of social studies. Factors they should consider when attempting to develop social studies curricula include values, social needs, student needs and interests, global interdependence, and relevance. (Author/DB)