Advocates a topical approach to teaching United States history as more practical and effective than a chronological approach. Briefly explores the topics of reform, expansion, revolution, and the presidency; and shows how they could be used to teach about nineteenth century U.S. history. (Author/AEM)

Uses primary source documents to help students analyze the Winnipeg labor revolt of 1919. Includes a newspaper advertisement and photo from the strike. (JDH)

Illustrates how the ideas of classical economists Adam Smith, Thomas Robert Malthus, David Ricardo, and John Stewart Mill are excellent sources for the contemporary social studies teacher. Suggests classroom applications to be used in conjunction with explanation of the economic principles of each of the above-named theorists. (AEM)

Offers a review of various authors' interpretations of historical mindedness and perspective. Lists ten educational outcomes achieved through the development of historical mindedness and concludes that its development provides a frame of reference in which a more balanced and comprehensive view of life is cultivated. (JDH)

Proposes several guidelines for using documents in U.S. history classes. Emphasizes that any document used must enhance the instruction of a specific unit or lesson objective. Offers a model for using primary source documents in the classroom. (RKM)

This article identifies six problems that teachers routinely encounter in teaching about the U.S. Constitution and suggests practical ways to overcome them. Among the problems covered are the heavy concept load and difficult reading level. (Author/BSR)

Uses five myths about the Constitution of the United States to help students better understand the basis for and the ratification of this important historical document. Among the myths included are the heart of the Constitution is the Bill of Rights and the Constitution was created by reactionary commercial interests to maintain the status quo.…

States that the Bicentennial of the United States Constitution, celebrated between 1987 and 1991, provides opportunities for the social studies curriculum. Discusses the need for increased knowledge of the Constitution and presents an approach to better understanding. (GEA)

Recommends using fictional works about modern Asian and African history as supplementary reading in history courses to enhance student understanding of culture. Provides an annotated list of novels that have been used successfully in these courses. Outlines useful strategies for using fiction in college level history courses. (BSR)

Discusses the U.S. Constitution's endurance throughout the years and states that it must be taught so that all citizens will know the value of their participation in a democratic society. Advocates a "Celebration of the Constitution," teaching it with the respect and vigor it deserves on its 200th birthday. (GEA)

A teacher describes how she used the autobiographical stories recounting Laura Ingalls Wilder's frontier life to teach history to a third-grade class. Activities included frontier foods, storytelling, a school play, a concert, bookmarks, student autobiographies, and a spelling bee. (CB)

Provides a sample course outline and discussion of database use in college history instruction. Based on the use of DBASE II, this article includes a two-page listing of books and articles written to help people use DBASE II and III. (JDH)

Provides full narrative reviews of B-1 Nuclear Bomber (Avalon, 1982); American History Adventure (Social Science Microcomputer Review Software, 1985); Government Simulations (Prentice-Hall, 1985); and The Great War, FDR and the New Deal, and Hitler's War, all from New Worlds Software, 1985. Lists additional information on five other history and…

Suggestions for a study unit for intermediate grades on the Viking discovery of North America are offered. Class activities and resources are listed. (MT)

Provides guidelines for selecting primary source documents in high school history classes. Recommends that teachers: (1) clearly establish the purpose for reading, (2) provide background information on the document, (3) modify or shorten documents sparingly, and (4) include questions to focus student reading. (Author/JDH)