The fact that a textbook presents a codified method does not mean that this textbook is an accurate representation of what happened in practice. Without verification, without records of teachers' practices, without student writing and comment, all the discipline of composition studies has is an idealized record of what should have been. This…

This selected annotated bibliography of United States history is an introduction to sources that can be found in the reference section of the library at the University of Rhode Island. Included are basic sources and more advanced research tools to acquaint students with different types of research tools available and to encourage students to…

This document consists of three units in which students study and compare the two civilizations of ancient Greece, that of the Greek kingdoms of the second millennium B.C. and the city states of historical Greece, and learn how historians use archaeological evidence to reconstruct the history of Mycenaean Greece. Suggestions are included for…

The use of diaries helps students increase their understanding of everyday life of past historical persons. Using a diary is recommended as a tool for teaching the Bicentennial. One sample diary is examined. (JR)

This teaching guide was designed to implement eight teaching units based on specific events or periods in history. The learning packet was developed to give educators and students a view of the parallel growth of our country and its business and industry. The guide presents: (1) an overview of each of the teaching units; (2) guidelines for using…

When elementary students examine primary sources and local historical sites to gain firsthand information about life in the past, history becomes more relevant, exciting, and enjoyable. To help students understand that history is not just what is in a textbook, this student resource book focuses on making them aware that history exists all around…

Problems for the biographical researcher in conducting oral interviews with primary sources are discussed. Successful biographical research using oral history must be thorough and honest. A major problem in getting candid information from primary subjects may occur if quotations touch upon areas considered personal or controversial. Other problems…

This guide to the papers of John Hunter Walker (1872-1955) which are housed in the Illinois Historical Survey Library includes a biographical sketch of this prominent Illinois labor leader and key figure in both the Illinois State Federation of Labor and the United Mine Workers of America; an organizational statement explaining the acquisition of…

The publication of this bibliography is part of the ongoing effort of the Michigan History Division to make historical resources within the state more readily available. This bibliography cites various unpublished source materials relating to women which are available in a number of archives in Michigan. Representative collections relating to all…

A course designed to acquaint undergraduates with the problems of interpreting historical evidence is described. (DE)

The most common criticism of advance organizers is that their definition and instructions for construction are vague. Ausubel's books and research articles offer a precise operational definition. Construction can only be described generally because it varies according to nature of learning material, age of learner, and learner's degree of…

Two maps of Salem Neck, Massachusetts, are primary source materials from the National Archives which K-12 teachers can duplicate and use to teach map skills. Students learn how to read maps and how to use them as historical documents. (Author/RM)

Discusses oral history. Offers practical tips for interviewing, and provides several short assignments to give students a chance to develop interest and elementary skills in oral history. (MS)

Describes the author's use of advocacy oral history in interviews of people devoted to Montana's wilderness preservation. Discusses the use of questions to elicit broad humanistic responses as opposed to striking journalistic quotations. Examines the differences between traditional and advocacy oral history and the benefits of the latter. (GEA)

Describes the authors' development of a one-semester course on the Vietnam War. Examines the use of television documentaries, press coverage, and primary source materials. Discusses student projects, responsibilities, and overall response to the course. (GEA)