Employing an interdisciplinary approach, this outdoor education guide to the study of cemeteries is designed for older elementary and younger secondary students. Suggestions are provided for activities involving the study of history, geology, mathematics, art, language arts, and values. For example, the cemetery markers lend themselves to art…

These three annotated reading guides were developed for courses offered at the Boston Public Library under the National Endowment for the Humanities Library Learning Program. The first lists 32 selected recent works of major importance covering the areas of colonial society, political structure, and the American Revolution. The 27 titles cited in…

These three annotated reading guides were developed for courses offered at the Boston Public Library under the National Endowment for the Humanities Learning Library Program. The permutations in style and content of black Boston literature are exemplified in this collection of 18 writings to serve as an index to the cultural and social life of the…

The booklet is designed to help social studies teachers initiate oral history projects. Preceding the two major sections of the document, the authors specify that oral history is more than a person with a tape recorder; need not be transcribed to be useful; need not be a big project; and is not the final product of history. The next section…

Although the directory to Denver's historic sites has been compiled particularly for the use of teachers and their classes, it will be useful to all individuals and groups of any age who are interested in exploring the history of the Denver area. Seventy historic sites are listed alphabetically. Information for each provides address, phone, price…

Designed for use at the local level, this manual gives instructions for indexing newspapers and newsletters. Rules and procedures are given for deciding what kinds of information to index and what to avoid; storing and preserving the newspaper; reading and marking the paper; preparing cards, card sets, continuation cards, and cross references;…

The local history collection should contain: county histories; city and village histories; state and regional histories; anniversary booklets; company histories; local newspapers; local magazines; genealogies; family albums; diaries; journals, and letters; account books; club yearbooks; school annuals; telephone books, city directories and local…

A fourth-year high school German class undertook to transcribe the records, beginning in 1858, of the German-English School in San Antonio, Texas. The records were in the pre-Sutterlin German script. The historical findings resulting from this class research project are described. (TL)

Reviews development and first two years' experiences of a laboratory course of inquiry into the nature and processes of American civilization through examination of local history as symptomatic history. Faculty, graduate fellows, and advanced undergraduates collaborated on research and analysis of the relationship of culture, environment, and…

Suggests that drama provides an excellent opportunity for children to learn about history, especially children who have not yet reached the formal operational level of development. Describes a program coordinated with a historical museum in which children reenact a school day in 1888. (ARH)

Describes the contents and structure of a heritage education resource package which was developed to heighten students' awareness of their heritage through the study of architecture. Designed to supplement a variety of curriculum units, this package utilizes local history resources to enliven heritage instruction. (GEA)

Current technological advances make acquiring and producing oral history records easier for librarians. However, they must be aware of practical, philosophical, political, and legal issues involved therein. Preservation formats include (1) audiotape; (2) videotape; (3) disc recordings; (4) film; (5) slides and audiotapes; and (6) microfilm. (CDD)

The oral history activities in Argentina, Chile, Peru, and Bolivia are not yet near the point where they can rival the impressive oral history projects carried out in Mexico, Cuba, and Brazil. (RM)

Described are summer economics institutes in which teachers from Pennsylvania learned about local and regional economies through classroom instruction and field experience and then used what they had learned to develop classroom materials. The local community is an excellent vehicle for integrating economics into classroom instruction. (RM)

A college teacher discusses how in his U.S. history survey course he uses the buildings in Philadelphia to illuminate the principal forces of national history. For example, colonial buildings and street plans can help students understand the bourgeois character of early Philadelphia and of other American cities. (RM)