Suggests utilizing foreign coins and banknotes as teaching aids for geography. Discusses coins portrayal of such issues as societal goals, historical commemorations, or conservation of wildlife. Cites banknotes as a source of even more geographical information than coins. Suggests sources of information, coins, and banknotes. (DK)

As schools develop new curriculum and assessment models, they will need to answer four questions: What do we want students to know and be able to do? What will count as acceptable performance? How can we ensure expert judgments? How can we provide feedback? Answering these questions will help schools and teachers connect teaching, learning,…

Discussion of historical events occurring worldwide within the general time frame of 1492 includes a bibliography of 95 books suitable for fourth to seventh graders. Techniques for teachers and librarians to use to present a more horizontal view of history are suggested. (LRW)

Intermediate-level students worked as paleontologists, examining skeletal remains of Thanksgiving turkeys, hypothesizing theories, constructing skeletons, creating a scenario of life for the creatures, and selecting habitats. Students also examined ways that artifacts could reflect future archaeologists' view of contemporary society. The projects…

Discusses an elementary teacher's use of educational skits in history instruction. Describes the preparation of skit scripts. Observes that children who grow up passively watching television need encouragement to become actively involved in learning. Suggests that rehearsing the past may be the best way to prepare for the future. (SG)

Discusses the application of critical thinking skills to teaching about the Columbus quincentenary. Suggests having students explore multiple perspectives on the event and examine coverage in textbooks and other books. Urges teachers to assess critically their own teaching practices and whether they foster racial justice. (WYN)

Asserts that the use of historical novels in the elementary curriculum is becoming increasingly popular. Provides a four-step process that guides instruction using novels. Includes recommendations for selecting the novels, preteaching activities, and enrichment activities. (CFR)

Contends that oral history projects are an effective way of teaching history. Provides suggestions on setting up an oral history project, selecting topics, conducting background research, and conducting interviews. Includes a bibliography of resources for both students and teachers. (CFR)

Recommends the use of song lyrics in secondary school U.S. history, government, and economics courses. Contends that using music meets the criterion of cultural literacy in the California History Social Science Framework. (CFR)

Presents a lesson in which history, science, and mathematics combine to contribute to an understanding of one of the five fundamental themes of geography: location. Discusses the maps and navigational equipment available at the time of Christopher Columbus. Describes timekeeping, recording speed, and determining latitude and longitude during a…

Discusses the unique perspective that the built environment brings to the study of history. Presents questions that can be used to analyze a building to examine identification, form, function, and impact. Suggests that studying a building is like conducting a micro study of the development of a society. (DK)

Discusses the purposes of history in the curriculum. Presents several examples of using history to explain contemporary events. Argues that historical knowledge is essential for effective citizenship in a democratic society. (CFR)

Describes the significance of the election of 1800 in the development of political parties in the United States. Contends that Alexander Hamilton's view of the United States Constitution was dangerous for the new nation and led to a permanent split in the Federalist Party. Includes a resource bibliography for teachers wishing to incorporate this…

Presents a rationale for writing in social studies and sample writing activities. Suggests that writing actively involves students in learning, providing another mode for encoding information, and improving writing skills. Includes strategies for writing in social studies. Argues that social studies is an especially rich content area for…

Historical accounts by fourth graders at the beginning stage of learning history show that these young students lack an experience-based framework for grounding and connecting historical teaching. Implications for teaching history to elementary school students and aspects of children's reliance on imagination in constructing historical narratives…