Historical inevitability, the result that accompanies the juxtaposition of various historical forces, should be recognized by the history teacher attempting to explain the immoral acts of the United States domestic and international policy. (JH)

This bibliographic review of books discussing the events involved in the loss of China to communism in the five years after World War II identifies basic resources on China, works mostly from the American point of view owing to the lack of availability of objective Chinese Scholarship. (JH)

The author argues that college and university history curriculum should be based on different contexts of human life in terms of social structure and social change. Courses should be organized not around countries and time periods, but around thematic problems concerning the types of human contexts of life. (Author/RM)

This article provides practical insights into the writing of family histor ies in high school and college as a means for enlivening history study. (JH)

A history teacher's perspective on the Lilly Program's philosophy and solutions with respect to the problem of inferior teaching at the secondary level pinpoints, among other things, the lack of professional respect accorded teachers. A related document is SO 502 927. (JH)

The author presents various justifications for the existence of history in the school curriculum for their inadequacy. He suggests that the major function of history is to give students a sense of indentity in the dimension of time. (Author/JH)

The author presents the dilemmas, as well as some solutions, for historians as they seek the relevance of their discipline in today's world and its relation to the social sciences. (JH)

The reorganization of an undergraduate history curriculum from a semester system into a series of three and one-half week courses is described. (DE)

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the first in the series, consists of simple stories of all time drawn from ancient history.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the third in the series, deals with the period of 55 B.C.-1066 A.D.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the fourth in the series, deals with the period of 1066-1485.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the fifth in the series, deals with the period of 1485-1688.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the sixth in the series, deals with the period of 1688 to the present.