Relates history and process by which 12 historic wampum belts were turned over to representatives of Onondaga Nation (New York), one of six Indian tribal communities of Iroquois Confederacy. Describes history of belts from pre-Columbian times to modern times. Compliments both the New York State Board of Regent and leaders of the Onondaga Nation…

Describes the use of Charles Minard's graphic of Napoleon's 1812 Russian Campaign as an instructional tool in history classes. Maintains that the graphic, created in 1861, can be analyzed by students to determine six historical and geographical factors involved in Napoleon's defeat. Includes a copy of Minard's graphic. (CFR)

Presents overview of dissension in Democratic Party in United States just prior to Civil War. Maintains that tension between the northern and southern wings of the party had existed since the early days of the Republic. Provides quotes from newspapers of the time and historians that could be used by teachers in preparing classroom activities about…

Introduces "Teaching with Historic Places," a lesson plan series designed by the National Trust for Historic Preservation and the National Park Service. Suggests that teaching with historic places helps students develop an empathetic connection to the past. Explains that students use historic places as primary sources to gather facts and…

History definition and interpretation often excludes many groups. History education should teach learning habits and thinking skills that produce legitimate historical generalizations supported by reliable sources. Student historians must change from passive accepters of others' interpretations to historians grappling to define, interpret, and…

Discusses teaching about Christopher Columbus and the contact between the Americas and the Old World. Suggests that most history texts are correct in the information they include but leave much out. Describes a museum exhibit focusing on disease, corn, the potato, the horse, and sugar as agents of change resulting from the Columbian contact. (DK)

Argues against a graduate field of study in world history as too general. Suggests developing a specialization in comparative history to encompass major culture areas. Uses multiple elements to develop comparative history courses. Proposes graduate seminars where students discuss works in cross-cultural comparative history. (NL)

Illustrates improving map study by relating an unfamiliar location to the geographical area where the student lives. Explains the circles map and the transparency map comparison methods. Discovers that the two methods of using maps are effective when teaching about past events in distant places. (NL)

Reports on the effects of computer-assisted instruction on student achievement in U.S. history classes. Studies two groups of students: those who used the computer to learn the material and those who did not. Reports no difference in the two groups. Outlines recommendations for computer use in the classroom. (RW)

Describes experience of implementing new California History Social Science Framework at the tenth grade level at Edison High School, Huntington Beach, California. Discusses the anxieties felt by teachers as they omitted areas of world history to teach selected topics in greater depth. Presents the world history course structure that was developed…

Suggests that teachers can enliven their world history classroom through debates, plays, improvisations, readings, and drama. Describes how to use drama to enhance the study of the ordinary citizen of the Napoleonic era. (DB)

Presents a student research project in which students discover the history behind everyday kitchen inventions and popular food items. Pupils achieve the following objectives: (1) distinguish fact from opinion; (2) evaluate relevant information; (3) compare and contrast events; (4) locate and verify conflicting information; and (5) organize,…

Reviews criticism of history instruction and historical knowledge in the United States since 1939. Contends that critics have shared almost identical concerns during that period. Suggests that, although efforts must continually be made to strengthen history instruction, the "crisis" in history is ephemeral and usually linked to…

Observes that teaching undergraduates about the post-1989 economic and political transitions in Central and Eastern Europe has received little attention. Identifies challenges and problems of teaching about post-communist transitions, particularly low awareness of the region's communist history. Reports on a module to teach about transition in…

Discusses ways in which college instructors can use the Internet to share their teaching experiences, frustrations, and advice with colleagues. Reviews several electronic mail lists that address issues in teaching history and provides directions for joining them. Notes concerns and hopes regarding the use of the Internet by educators. (DSK)