This curriculum unit for fourth grade students, developed by the Montelores Studies Center, Cortez, Colorado, which is funded by the Elementary and Secondary Education Act, Title III, presents a history of the Ute Indians, suggested activities for students, and a teachers' guide. The history section outlines the historical development of the Ute…

In this assessment of the status of economic education in North Dakota, where less than 5% of high school students are exposed to a formal course in economics, three things were evaluated: 1) the economic preparation of high school teachers of economics; 2) economic preparation of high school teachers of Problems of Democracy (POD); and, 3) the…

This curriculum unit for elementary students, developed by the Montelores Studies Center, Cortez, Colorado, and funded by the Elementary and Secondary Education Act, Title III, presents a history of the Spanish Americans and Mexican Americans and suggests student activities. The history section outlines the historical development of the…

AN ATTEMPT WAS MADE BY A GROUP OF HISTORIANS TO DEVISE AN ALTERNATIVE TO THE INTRODUCTORY COLLEGE SURVEY COURSE IN AMERICAN HISTORY THAT WOULD GIVE THE STUDENT A MORE REALISTIC IDEA OF HOW HISTORY IS WRITTEN, AND RESCUE HIM FROM HIS PRESENT ESSENTIALLY PASSIVE ROLE OF ABSORBER OR COMMENTATOR AND FREE HIM TO "DO" HISTORY. THE PROJECT TOOK…

This is the first issue of a newsletter for educators interested in new approaches to history teaching and learning, elementary school through graduate school. The purpose is to provide information about significant new ideas in history study, present a forum for analysis and criticism, and encourage similar analysis in existing professional…

The purpose of this book is to introduce elementary and secondary history teachers to simulation as a teaching aid. The authors provide a rationale for using simulations, present examples of classroom games, and explain how to develop games from historical materials. Chapters one and two point out that simulations provide students with motivation,…

Discusses problems encountered in developing and teaching from nonbiased history books and materials. Explores conflicts between objective or critical history teaching and the use of history curricula and classroom texts to accomplish societal goals. (Author/DB)

Discusses the need for an Indian point of view in Indian studies programs. Describes and evaluates a graduate seminar on American Indian history at the University of Nebraska which combined oral history with more traditional historical methodology. For journal availability, see so 506 696. (DB)

Suggests ten themes for a course on the Middle East. The themes are that the Middle East: (1) is a western concept; (2) contains diverse cultures; (3) has seen the rise and fall of many civilizations; (4) has been the crossroads of many empires; (5) is not all "oil rich"; (6) is the scene of political conflict; (7) consists primarily of new…

Describes a junior high course in American and Kentucky state history in which teachers and students assume the roles of historical figures, visit the class, and speak as that character about life in his or her era. Students research their character's background, make costumes, and use authentic props. (AV)

Suggests a strategy for integrating social history of women into high school history courses. Examples are presented of women in colonial America, the Revoluntionary period, and the era of progressive reform from 1900-1920. Resources for additional teacher reading are presented. (Author/DB)

Provides an annotated bibliography of instructional materials for teaching about the United States Constitution. The materials span the grades K-12 and are drawn from non-commercial publishers and documents in the ERIC system. Included is a list of 12 organizations which provide technical assistance and instructional resources. (JDH)

Argues that the Kennedy assassination is an important event for history classroom consideration. Offers ways this event can be examined to develop discussion and research skills. Outlines a possible course syllabus with an extensive bibliography and lists a wide range of materials for teaching a unit on presidential assassination. (RKM)

Describes and analyzes a college level course taught on the Vietnam War. Evaluates the success of the course and notes some limitations. (RKM)

Argues that teachers can easily structure social studies lessons to enhance students' thinking skills by using carefully structured focus questions. States that such questions--often beginning with such words as "is,""could,""should," does," and "can,"--go beyond asking for simple recall of facts or shallow explanation, to requesting the solution…