The roles and procedures for holding a mock trial based on actual events that took place during the Canadian Cariboo gold rush are described. Intended for use with secondary history students, the trial can be conducted in one classroom period. (RM)

History instruction should teach students about the processes through which history is made and understood. Students need to learn skills in historical analysis and interpretation, study people of the past and present involved in making history, and study historical principles that cultivate humane values. (AM)

Elementary children can be introduced to the historical processes of evaluating and interpreting materials within the existing curriculum. Activities for teachers and students are suggested. (AM)

One trend for social studies education in the 1980s is closing the gap between sociohistorical research and teaching. A sample social history lesson for secondary students on the "Nineteenth Century Concept of the 'Criminal"' is included. (AM)

It is becoming increasingly important to approach the study of the earth and its inhabitants with a global perspective. Several approaches can be used to teach global history. New global education programs and courses are being developed. (AM)

Discusses key goals that structure the study of history: to increase understanding of human behavior and the human condition; to experience the past with empathy and on its own terms; to use methods and outlooks of the humanities and social sciences; and to develop broad understanding and mental discipline. (WL)

Attempts to get at some of the assumptions and definitions behind "America Revised" by Frances FitzGerald and, in addition, to investigate some of the conceptions of history held by critics who reviewed the book. (DB)

Discusses how professional historians can make history relevant to college students who are not majoring in history. History teachers should stress the importance of not making generalizations based on inadequate facts. Teachers should help students understand the beliefs and assumptions which hold societies together and the need to understand and…

Discusses the renewed demand for history in elementary and secondary schools and outlines the features of a modern curriculum. Recent directions and the essential elements of history are described as well as student outcomes. (AM)

Describes a history project that was used to teach students in grades one through six data interpretation and other methods of the historian. (AM)

Examines how gender, class, and power together constitute the fundamental social, economic, cultural, and political relations that determine any social system. (RM)

Describes a history unit in which secondary students use the mysteriously carved Champlain's Rock (near Renfreu, Ontario) as a starting point for inquiry into the evidence of the French exploration of Eastern Canada. Students learn about hypothesis formation and testing, frames of reference, bias and prejudice, and they write two essays. (AM)

Suggests activities for students interested in historic preservation: walking trips, collection, and projects which recreate activities of the past. (KC)

Presents an historical analysis of the socialist revolution of 1917 which brought Lenin and the Bolsheviks to power in the Soviet Union and led to the establishment in Russia of a communist government. (DB)

Describes a reading comprehension strategy that students can apply to history and social science texts and presents examples and guidelines for using this strategy in the classroom. The approach, called SQ3R, is designed to facilitate reading comprehension through surveying, questioning, reading, reciting, and reviewing. (KC)