Curriculum innovation in Kansas high school social studies departments replaces the traditional history courses with mini-courses which provide more varied elective experiences for students. This approach to individualization is suggested as a viable organizational innovation with important future educational implications. (SM)

Some obvious difficulties of teaching and testing history as inquiry are reviewed. Examples of test items that require students to utilize thought processes developed through inquiry teaching are presented together with a rationale for their use. Bloom's Taxonomy of Educational Objectives is proposed as a useful tool in test construction. (SM)

The author shows how teachers can relate a period in American history which has been filled with conflicts over values and actions of a political, economic, or social nature to contemporary issues. The period chosen to illustrate this method is the ante bellum era between Jackson's incumbency and the Civil War. (SM)

The approach of a major historical theorist in Russia, V. O. Kliuchevsky, may be a useful model for the teacher of contemporary. (KM)

This paper relates the function of history as a discipline of knowledge to the student's cognitive abilities and development. (Author)

The obvious profits to be reaped by using film in the classroom are outlined. (JB)

Through the comparative approach to teaching Western Civilization, the student is confronted by a discussion of some aspect of several civilizations or countries within the same time period instead of a civilization-by-civilization or a country-by-country analysis. (Author/JB)

Through careful selection of secondary source materials students are led to see how an historian uses facts to develop an interpretation. (JB)

History, not being amenable to scientific method, requires subjective interpretation by the teacher. (DB)

A Canadian project that concentrates on the development of curriculum materials and teaching strategies related to the growth of the cities and the problems of urbanization is described. (DB)

Presents a case study concerned principally with the manner in which a given issue is dramatized, simplified, and offered for public consumption. Authors' point is that history must not overlook the contextual dimensions of political discourse. (DB)

Starting from the belief that philosophical suppositions about history influence classroom methodology, a sampling of recent literature on the nature of history is offered. It is hoped that teachers of history will think more about the methods, purposes, strengths and weaknesses of the discipline. (JB)

Despite the inadequacy of much historical fiction, these novels can awake students' imagination and interest. As records of individual and societal life, historical novels can provide a key to historical understanding and engage students' attention and sympathy. Provides a list of relevant Canadian fiction. (KC)