Two articles discuss the controversy about exploration of the shipwrecked Titanic. Suggested are questions for discussion and activities to stimulate student interest and to explore ethical issues involved in the treatment of historic artifacts. (CB)

Reviews "Learning History" (Dickinson, Lee, and Rogers, 1984), a book which focuses on the nature and structure of history and the need to relate this to the psychological make-up of the pupil. Chapters cover such topics as: Why learn history?, the value of teaching history in schools, and how students learn history. (JDH)

Presents statements from two biographers of the fifteenth U. S. President, James Buchanan, concerning what students should learn about his presidency. Concludes with additional facts concerning his life. (JDH)

Part of the "How to Do It" series available from the National Council for the Social Studies, 3501 Newark Street, N.W., Washington, DC 20016, this booklet describes how to involve intermediate-grade through high school students in reconstructing biographies and discovering history by using local primary source documents. (JDH)

This textbook is a history reader with fictionalized selections on Columbus and De Soto. Poems are included.

This textbook aims to make the history of the country interesting to children, and, therefore, easily learned and long remembered. The chapters cover epochs and the lessons are topics or events within the epoch. Each lesson is a unit in itself and should be so considered in teaching the text. Topics included in this book cover the old world;…

Describes ten mistakes often made by history teachers which curtail student interest in and enthusiasm for the subject. (DE)

The Hebartian theory of education is discussed. (DB)

Reasons for including history in the high school curriculum are discussed. (DB)

If history is to gain its rightful station in the new social studies, it will have to go beyond its present objective of historical wisdom" to teaching students how to utilize historical methodology in studying the past and as a bridge to the future. (Author/MB)

During the 1967-68 year, the history department revised its undergraduate curriculum for majors and other students. Offerings begin with a global course followed by regional classwork and ending with topical and seminar study. Expectations of these changes are discussed. (DB)

Students in grades six through 12 in 40 states are participating annually in a History Day competition. Rules for the 1983 contest are briefly described. (AM)

Describes a living history program at the Old Town State Park in San Diego, California for elementary children. Program activities and the roles of volunteers and teachers are discussed. (AM)

Presents an activity which encourages hypothesis testing and introduces the study of prehistorical and historical societies. Students formulate a hypothesis about an artifact; then the teacher gradually introduces more information. Students refine their hypotheses and test them against what the artifact was used for. (KC)