Most of the history of Europe before the birth of Christ is the history of the Greeks and Italians. This primer presents Greek history from prehistoric times to Alexander's empire. The following chapters are presented: (1) The Beginnings of the Greeks; (2) Peloponnesus down to B.C. 500--Colonies; (3) Attica to B.C. 500; (4) The Ionic Revolt and…

This textbook presents the history of civilization, focusing on Europe. The book is in six parts: (1) Introducing the Story of Civilizations; (2) Before History Began; (3) The Cradle of Civilization; (4) Civilization Spreads Northwestward into Europe; (5) How Europe Built the New Industrial Civilization; and (6) The Gains of Civilization.

This textbook provides the foundation for a course in British history. It covers Roman times, the English arrival, kings before and after Alfred, the Norman line, the Plantagenet line, the House of Lancaster, the House of York, the House of Tudor, the House of Stewart, and the House of Hanover. This book contains more than 60 lessons and 120 pages…

This textbook is a natural-history reader on Niagara Falls and its tributaries. The following chapters are included: (1) The Cataract and its connection with other waters -- the Great Lakes; (2) Buffalo -- Niagara River -- the Great Lakes -- their situation -- River above the Falls and below it -- Grand Island; (3) Journey to the Falls --…

This textbook is a course in British history following the union of the crowns, covering the reign of James I through the reign of Victoria and progress in the Nineteenth Century. This book contains more than 60 lessons and 120 pages of reading matter, exclusive of all Exercises, Illustrations, and Spelling Lists. Historical timelines and…

This textbook is a reader that seeks to stimulate interest in history, literature, religion, and art of older civilizations. Subjects include: (1) the Hindus; (2) the Egyptians; (3) the Chinese; (4) the Babylonians, Assyrians, and Chaldeans; (5) the Persians; (6) the Hebrews; (7) the Greeks; and (8) the Romans.

Article based on research produced under contract with U.S. Office of Education, Department of Health, Education, and Welfare (OEC-1-7-070018-3517).

An attempt is made to provide a new framework for examining the types of films useful to the teacher of social studies--a framework which, among other things, acknowledges that films may be boring, that propaganda is inherent in most documentaries, and that fiction films may be of great service to the history teacher. (LS)

Attempts to define and justify the nature and value of history are likely to do violence to its most distinctive values. (Author)

Discusses the activities of Dorothea Dix as superintendent of women nurses during the Civil War. Includes a copy of Circular Order No. 8 which detailed the qualifications necessary for serving as a nurse. Provides a set of teaching activities including questions for discussions and project suggestions. (GEA)

Defines history as social science and humanity. States that history possesses primary responsibility for understanding and explaining evolution of civilization. Offers a list of 22 reasons why students should study history. They include: (1) to avoid being mislead by government officials, (2) to learn critical thinking skills, and (3) to enable…

Maintains that students must learn to seek the significance of events in history, to ask the question "Why?" in order to draw meaningful conclusions that may be transferred to their own lives. (JDH)

Provides step-by-step instructions on how to develop historical dramas which are researched, written, staged, and videotaped by students. (JDH)

The growing interest towards using film in history classes and by historians developing a methodology for research into film is discussed in this article. Problems of using films for teachers focus on cost and poor quality. Difficulties for historical researchers concern the treatment of historical documents in film medium -- recording,…