Providing students with historical documents as the basis for research projects motivates students; allows the instructor to tailor research topics to student interests; provides the building blocks for detailed, factual investigation and analysis; and helps develop student confidence. Students also enjoy it. (MSE)

Contends that the pragmatic philosophy of the educational progressives permeates education today and emphasizes only the practical or vocational. Argues for activity for its own sake and states that contemporary Aristotelian scholars interpret his doctrine to encompass the view that intellectual activities can be pursued for intrinsic enjoyment in…

Discusses the thoughts, trepidations, and experiences of a history teacher serving on the Bradley Commission History in Schools. Recounts the conflicts that arose during the conference, especially the conflict between narrative versus social history. Outlines the Bradley Commission's recommendations that are most useful to teachers. (RW)

Argues that the inclusion of literary texts in social science courses can strengthen both pedagogy and interest. Illustrates how the addition of literary texts can raise cultural and historical consciousness in a course on the Vietnam War. Provides suggestions for using Western and non-Western literature to provide a balanced view of the Vietnam…

Before tackling college level courses in U.S. diplomatic history, students shoud be well-grounded in facts about American isolationism, expansionism, the Monroe Doctrine, major wars, relations with the major powers, the Open Door policy, the Cold War, and Vietnam--all national security manifestations. Open-minded instruction is essential. (MLH)

A study investigated the effects on language proficiency of a curriculum module in history taught entirely in French during core French periods. Through ethnographic and qualitative research methods, it was determined that use of immersion-type modules to extend core French is feasible. (Author/MSE)

Discusses programs available through state humanities councils, museums, and historical societies to help students and teachers interested in local history gain access to information and materials. Includes media and archival sources of information. (RW)

Proposes a practical approach for implementing the seventh grade curriculum of California's History-Social Science Framework (1988). States that the emphasis placed on each of the 11 units can be framed in the context of the individual classroom. Advocates building a context (including content and thinking processes) which makes information…

Responds to Graeme Decarie's recommendation to teach processes in introductory history by citing E. D. Hirsch's argument that a general body of knowledge is necessary for intelligent discourse. Argues that an understanding of historical chronology must be developed in the introductory history course. (LS)

Maintains that the definitions of what constitute primary and secondary sources in historical studies are arbitrary and oversimplified. Proposes three major categories and provides examples of each. Stresses the importance of these classifications in teaching students to be discriminating in their search for historical truths. (RW)

Discusses reforms of the traditional elementary school curriculum in the "History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve" (1987). Emphasizes a history-centered curriculum drawing widely on the social sciences and humanities and involving students in developmentally appropriate…

Gives examples of children's trade books which can enhance social studies topics dealing with everyday life in past times, the impact of historical events on the average person's life, historical facts, and sensitive issues in the students' lives. Lists the National Council for the Social Studies' 1986 Notable Children's Trade Books. (KO)

Discusses a local history project sponsored by The Brick Store Museum in Kennebunk, Maine. States that studying a local community focuses students' attention on how people and historical events have shaped their own lives. Describes how the program helped a fourth grade class explore and understand the past and present, as well as prospects for…

Describes the successes and difficulties of a university-high school learning and writing program in which students engaged in real-time electronic conferences, conducted e-mail exchanges, and took part in several other forms of collaborative learning that demanded a great deal of writing on topics related to course readings and lectures. (SR)

Analyzes various elementary school social studies publications to determine Columbus's treatment as a heroic figure as well as treatment of the native perspective and factual accuracy. The analysis looks at frequency of appearance, the descriptive adjectives used, his presentation pictorially, and critical thinking questions asked about him.…