Examines the life of James Madison, Founding Father and "theoretic statesman." Focuses specifically on Madison's education and character, his friendship with Thomas Jefferson, and his civic legacy: a selfless devotion to republican government and union. (JDH)

Reports on research concerning the use of computers in the history classroom. Examines several problem areas including lack of teaching resources, time management, software, and physical limitations. Recommends several approaches to alleviate these problems. (RKM)

Argues that American Government courses offer opportunities for teaching geographic knowledge and skills. Shows how government and geography can be integrated. Concludes that geography must be included at every level of the social studies curriculum. (RKM)

States that traditions in U.S. education inhibit construction of a genuine world history; that it uses Western norms as the basis for judging all civilizations. Recommends the comparative approach to education with the humanistic traditions outside the West included in order to teach critical thinking about specific civilizations. (GEA)

Indicates that textbook explication alone of causes of events is insufficient for acquisition and use of hierarchically organized knowledge; students must be taught how to construct text-based information into hierarchically structured form and use it for making predictions. (FL)

Presents an annotated list of 7 instructional resources for teaching about the new republic period of U.S. history. Included are collections of lessons on the U.S. Constitution, the role of women, architecture, and the economy of the period. (JDH)

Why history is useful to decision makers in business is discussed, and a graduate level course that teaches the uses of history in decision making to Masters of Business Administration students is described. Student and faculty evaluations of the course have been overwhelmingly positive. Areas that need improvement are discussed. (RM)

A century ago history was seen as one of the school subjects conducive to the moral training of young people, and it held an important position in the curriculum. Why the importance of history declined precisely at a time when interest in moral education continued to run high is discussed. (RM)

Maintains that to teach students to write like historians, teachers must begin by asking how historians write, and then teach students to duplicate that method. (EL)

A trained eye can make almost any part of the landscape into a vehicle for historical awareness. Discussed is how one farm in Canada is the product of its historic circumstances. (RM)

In this activity, secondary history students study Canadian economic history during the 1914-1919 period and analyze information to resolve the question "What were the motives of the leaders of the Winnipeg general strike?" (RM)

The case method poses a problem that has no easy solution. The case is based on factual information and has an introduction, an exposition, a development of the central issues, and a summary. Students must decide the outcome for themselves. Tips to help teachers write and use cases are provided. (RM)

Previous studies of the qualifications of elementary and secondary school teachers have focused on whether teachers have educational backgrounds (a postsecondary major/minor or equivalent) and state certification that match the subjects they teach. If not, they are commonly considered "out-of-field." This Issue Brief reports the…

This lesson describes and discusses the U.S. Civil War Siege of Port Hudson (Louisiana). Based on the National Register of Historic Places registration file, "Port Hudson Battlefield," the lesson cites objectives and lists materials for students, and provides information for a site visit. It contains eight sections: (1) "About this…

Chronological thinking is one of the historical and social sciences analysis skills of the California History-Social Science Standards. The study of history is the study of change. This unit addresses different types of change from "now" to "then." From the community, including types of transportation, to the school, children…