Looks at the current drop in interest in history and suggests: (1) beginning with current events and working backwards in time; (2) using a biographical approach; and/or (3) studying history's heroes and heroines. Discusses ways these approaches can heighten the relevance of history. (AYC)

Explains a scavenger hunt to collect items (newspaper clippings, pictures, records, etc.) that represent the influence of the United States on Canadian Culture. The teacher prepares scavenger hunt stations which include items that students have collected. An assessment on items follows the hunt. (KC)

Argues for an increased emphasis on science and technology in the history curriculum. (BH)

Jacques Cousteau describes the Cousteau Society's current archeological exploration of Greek waters where they are looking for the remains of lost civilizations. (Author/RM)

Critiques recent versions of pluralism by examining the concepts of culture and identity underlying them. Proposes a model of education that rejects cultural transmission in favor of a transformational curriculum that goes beyond culture. (SK)

Asserts that while U.S. history is often viewed as "thin and provincial gruel," it is, in fact, a tremendous drama where great issues of human existence come to life (e.g., the proper means and ends of liberty, order, individuality, material prosperity, technology, and democracy). Discusses American myths and narratives, noting disagreements over…

This article considers the extent to which social ideals enter into the truth of historical events in James's philosophy and the implications of his idea of history for the study and teaching of the past. (IAH)

Suggests using portraits in history instruction. Uses the story and portrait of Pocahontas to show how expectations can differ from reality. Discusses the role of inference in interpreting what a portrait tells the viewer. Argues that portraits can "soften" social studies instruction and remind students that historical figures were real…

The European invasion five centuries ago exposed a large portion of the globe to the influence of a dynamic civilization that did much to make the modern world what it is. A Harvard history professor considers seven questions for a multicultural exploration of the Columbian Quincentenary. (MLF)

Addresses the current uncertain status of social studies education in the state of Vermont. Reports that the Vermont Department of Education now lacks a social studies consultant and that the state has few professional organizations to assume such functions. Discusses the present state review of social studies education and the reemergence of the…

The traditional way of studying history is unappealing to many students because they rarely perform the historian's tasks: defining essential questions, sorting through available source materials, determining topics, drawing conclusions, and presenting them persuasively. Teachers in two Rhode Island high schools have provided students with the…

Discusses the probable impact of computer technology on schools and teaching. Argues that computers and the Internet can best be used to supplement or make more efficient the traditional tasks of the historian; problems arise when technology is used in ways that distract the student from fundamental tasks. (DSK)

Discusses history education in the United States and Northern Ireland, examining: differing approaches (learning stories of the national past and studying other times and places); differing ideas about history (the nature of historical change, why life has changed over time, and reasons for learning about the past); and rethinking priorities…

Although postmodern perspectives can be incorporated into the teaching of history to adults, they require greater awareness of epistemological issues and less concern with disciplinary boundaries. Teaching history requires critical engagement with postmodern thinking, enabling adult learners to act as peer reviewers of the output of historians.…

Historical thinking skills, according to the U.S. National Standards for History, differ significantly from historical understandings. Historical understandings refer to content-specific knowledge. Historical thinking encompasses the "doing of history," including chronological thinking, historical comprehension, historical analysis and…