Explains the use of interactional drama, a technique that presents a problem in dramatic form, drawing the student audience into the drama by encouraging meaningful discussion in order to resolve the problem. Describes a three-step process for developing dramas that bring life to historical events and distant locations. (LS)

Criticizes the American Federation of Teachers publication, "Education for Democracy." Argues that the terms democracy, freedom, and rights are not clearly defined. Emphasizes the political nature of the document and the ethnocentrism represented by the writing. Makes suggestions for improvement. (KO)

Discusses the integrated curriculum and the California Framework for History-Social Science Education as an example of the integrated curriculum. Shows how the Framework unifies the curriculum and offers a model to combine the content and processes advocated by the Framework. (LS)

Compares the California Framework for History-Social Science Education with the California Framework for English-Language Arts. Depicts the two frameworks and shows how teachers can implement both through interdisciplinary applications. Suggests how the two subject areas can be integrated. (LS)

Shows how Christmas songs can be used as illustrations of historical information, cultural borrowing, and social change. Describes a method which can aid discussion of social change and public perception by dividing songs into tracks: (1) traditional and nontraditional and (2) secular and sacred. (LS)

Describes a high school project to compile a local history, including funding the project, developing interview questionnaires, taking interviews, and compiling the materials. Discusses results of the project for the students, teacher, high school, and county. (DHP)

States that because historical novelists who wish to create lifelike characters and situations must base their work on accurate and thorough research, historical fiction can and should be used as another way of interpreting the past. Urges the critical analysis of historical fiction to make authors accountable for their work. (LS)

Surveys evaluations of Immanuel Wallerstein's "The Modern World-System" by specialists in early modern history and examines Wallerstein's influence on early modern historiography. Concludes by considering some attempts to synthesize world-systems analysis with other approaches. (LS)

Statements taken from the audiotape "South Africa: The Other Side of the Story" are used to stimulate students' critical thinking about the South African apartheid government. The lesson plan includes analyses of the statements as a teacher resource. (GEA)

Arguing that students must understand historical methodology in order to fully comprehend and appreciate history, Woodman presents an exercise that provides for a concrete, hands-on writing and evaluation of an historical essay by students. Describes the project in which students use primary sources to write about the Freedmen's Bureau and…

Discusses the use of ethnic literature in the classroom. States that ethnic novelists provide insight into the conditions of their people that the historian would find difficult to document and discuss. Provides a list of books on the following ethnic groups: Afro-Americans, Jews, Norwegians, Italians, Slavs, Puerto Ricans, Chinese, and Irish.…

Contends that quality children's literature becomes an increasingly important part of teaching. Presents a list of 24 recommended books, divided into primary, intermediate, advanced, and teacher reference categories. (CFR)

Describes how a history department in an English high school engaged students in genuine historical research using personal studies. The studies were guided by a question chosen by the student. Students used various primary and secondary sources to research their questions. Practical examples of the department's planning and structuring of student…

Describes how student involvement and participation in American history is increased by a class project of putting John Wilkes Booth on trial. Students write and explain what role(s) they want to play, roles are assigned, participants rehearse their roles, the trial is enacted before parents, and finally, students write an overview of what they…

Asserts that Robert E. Lee holds a paradoxical position in U.S. history: he fought against the U.S. government and to preserve slavery; yet he is one of the most respected and revered generals and personalities in the nation's history. Reviews the historiography and changing historical interpretations of Lee. (CFR)