The author reviews basic cognitive, affective, and skill objectives for elementary students related to the American Revolution. (DE)

Three moral dilemmas designed to teach elementary students about the values conflicts in the Revolutionary War are provided. (DE)

Notes that black people are extremely adept at survival and suggests that historians need to identify and emphasize the mechanisms by which this survival has been possible. (Author/AM)

Presents comments on student alienation from the educational system in general and from history instruction in particular. Emphases are on the relationships between class cultures, school cultures, and family cultures. Concludes that history teachers must reexamine content as well as teaching methods. Journal available from Loren E. Pennington,…

Explains a system of goal setting which provides history teachers with a clear picture of what students wish to learn in an introductory course. Ask students what they would like to get out of the course, which goals they believe to be most important, and what techniques they suggest for working toward these goals. (Author/DB)

Criticizes the notion that government personnel officers discriminate against historians seeking federal employment and suggests that career opportunities for historians are actually increasing in alternative sectors as the academic market shrinks. Suggests that historians be trained to respond to legitimate pursuits. (DB)

Compares results of a questionnaire given to American history students in 1972 and 1975 to determine the extent of students' knowledge of and interest in George Washington. Reports a greater amount of misinformation and lack of information among 1975 respondents. (TP)

College teachers of history can use science fiction to help students understand historical concepts. A seminar at the University of Tulsa used futuristic literature to provide a broader perspective on the present and the past. Available from: Loren E. Pennington, Division of Social Sciences, Emporia State University, 1200 Commercial, Emporia,…

Reviews development and first two years' experiences of a laboratory course of inquiry into the nature and processes of American civilization through examination of local history as symptomatic history. Faculty, graduate fellows, and advanced undergraduates collaborated on research and analysis of the relationship of culture, environment, and…

Describes and gives a resource bibliography for a simulation on the "fall" of China to communism in 1949. By staging a mock senatorial investigation, students learn (1) how the Chinese Communist Party rose to power, (2) how facts can be manipulated in various ways, and (3) how to perform research and analysis of written material. (Author/AV)

Suggests ways to rekindle interest in the study of history among high school students. Suggestions include offering mini-courses, utilizing multi-media instruction, expanding the history curriculum to include concepts from other social sciences, and encouraging student participation. (Author/DB)

Two high school American history classes were involved in a study which examined the effect of (1) method of instruction and (2) gender of student on knowledge about and attitude toward course work. Journal available from Department of Social Science Education, 104 Dudley Hall, University of Georgia, Athens, Georgia 30602. (AV)

Historical concepts can be taught through analysis of science fiction. Offers a class outline with science fiction resources to examine the boundaries of historical inquiry; six themes for student investigation based on specific resources; and a bibliography of 44 additional anthologies and books. (AV)

Teachers of history in high school should use historical research as a teaching device. Advantages are that it permits teachers and students to learn together through discovery, integrates national and local history, and encourages students to develop respect for history and historians. (Author/DB)

Describes problems encountered in educating students to become citizens who are capable of responding to domestic and international challenges. Discusses the responsibility of social studies educators in the realm of citizenship education. (Author/DB)