Questions designed for student evaluation in a U.S. history course combine the features of both an objective and essay test. (DE)

This paper on the curiculum development process describes how primary sources may be used to teach history. Three frameworks related to historical understanding are presented: (1) the thinking skills/information processing framework; (2) the cognitive structure framework; and (3) the response theory framework. A curriculum development model is…

Part of an international series of amply illustrated, colorful, small size books for children ages 5 to 10, this volume outlines the step-by-step process of building a cathedral in the Middle Ages. Terms are defined and artisan techniques explained for each step on the way to building the edifice. The text also relates the story of how families…

The purpose of the study was to discover various reasons for teaching United States history in the secondary classroom. The information was intended to assist teachers in identifying, designing, and formulating their own rationales for classroom use. Two questions provided the focus for the study: (1) what rationales for teaching history were…

The document provides United States history teachers with suggested teaching techniques from a variety of popular culture genre used during the thirties to help secondary students examine various social, cultural, economic, and political events, that encompass the Great Depression era. The popular culture forms described and discussed as…

This document, intended for elementary students, contains articles and activities designed to acquaint young people with the history of Des Moines, Iowa. The articles are short, and new or difficult words are highlighted and defined for young readers. "The Raccoon River Indian Agency" discusses the archeological exploration of the indian…

History teachers should be less concerned with having students try to re-experience the past and more concerned with teaching them how to learn from the study of it. Keeping this in mind, teachers should integrate more critical film and television analysis into their history classes, but not in place of reading or at the expense of traditional…

An attempt was made to determine whether student honesty is affected by a take-home test, referred to as an unstructured evaluation. A group of 27 students in a history class at a university was given a teacher-made take-home test as a mid-term examination. A second group of 27 students was given the same examination in class. Unknown to the…

This book explores the issue of what is feasible in teaching history to young children. It advocates more and better teaching of history in the belief that improving history instruction in the elementary school is a fundamental first step toward improving all elementary social studies. Chapter 1 explores the nature of history and reviews important…

Recommendations and guidelines developed by the American Historical Association for certification requirements for history teachers in secondary schools are presented. The guidelines are based on the conviction that teachers of history must be well versed in history. Requirements proposed in history and closely related subjects constitute one-half…

A total of 135 high school students were tested to determine the relationship between IQ scores, frame length, and comprehension of material presented in a programmed instruction format. The students were divided into three groups according to IQ scores; students in each group were randomly assigned to receive a programmed lesson that had long,…

This course, one of 16 sequential courses comprising phase one of a part-time Bachelor of Arts degree program in Australian Studies, focuses on debates about Australia and Australian national character from 1788 to the present. It also introduces students to the forms of intellectual debate and the skills of essay writing. The course is designed…

What should we do with our brightest and best? Neal Watkin and Johannes Ahrenfelt suggest an enquiry for a very high ability Year 8 group which is both challenging and genuinely historical. The enquiry itself has cross-curricular elements within its historical framework: it draws on geography, sociology and citizenship. This should not distract us…

The successful study of history requires many things, but few would contest that an understanding of time is one of them. Quite what we mean by "an understanding of time" needs clarification, however. Chronological understanding is one feature. But it is not simply an ability to place events in order that drives our teaching (although…

When pupils study interpretations or representations of the past which are neither from their own period nor from the period being interpreted/represented, they are having to employ sophisticated knowledge and skill. Jane Card describes this as "double vision": the pupils must think about "the period depicted" (in this case the…