A study of Richard III, Shakespeare's version, versus a study of the real king, can help to prevent the complacent state of mind and will encourage students to search for the truth, freed from the propaganda with which it is often surrounded. Brief annotated bibliography. (Author)

A description of linear programing and its use in teaching history. (Editor)

Providing for imaginative, aesthetic, and intuitive aspects in the curriculum is a concern not limited to arts subjects. In fact the most fruitful attempts to integrate personal values and empathy occur in humanities subjects, such as history and geography. (IS)

Social studies curricula are flawed by wrong assumptions about learning, by forcing history and geography (the two original components of social studies programs) to socialize students rather than allowing them to stand as autonomous disciplines, and by a confused concept of course content. The social studies approach to history should be allowed…

Industrial archaeology, a new branch of history that promotes an understanding of the industrial past by focusing on its physical remains and by combining the insights of field work and more traditional historical research, holds enormous potential for expanding historical consciousness and for linking history to a wider curriculum. (RM)

Technical history, a quantitative record of history strengthened by new techniques in mathematics, computer science, and other fields has advantages over former approaches to history--history as philosophy and historical theology. For example, it makes available more source materials. However, it has drawbacks, e.g., it directs research to highly…

A train trip through Pennsylvania is an education in the history and current activities and industries of the state. One can observe the old railroad depots, landscapes, railroad work crews, strip mines, and Amish communities. (KC)

Near the end of a class, secondary social studies students are instructed to write a reaction to that day's lesson. The teacher reads and responds to the reaction papers. Examples of this technique intended to teach critical thinking are provided. (RM)

Briefly reports findings of research indicating that primary school children are adept at recognizing many historical stereotypes and placing them in an accurate sequence. Illustrates how time charts can be used to foster children's historical understanding. (RH)

Briefly describes and compares 15 historical novels about the American West suggested as teaching aids to promote student interest and understanding of units on mountain men, emmigrants and settlers, cowboys and ranchers, Indian-White relations, gunfighters, the demise of the frontier, and the image of the West. (WL)

Lists educational objectives, course syllabus, audiovisual materials, and bibliography for a secondary school course on the history and philosophy of science. The class consists of discussions, lectures, use of film and filmstrips, and student research papers. (KC)

Discusses back-to-basics emphasis on writing skills and describes thematic approach of a five-week session for high school seniors with little writing experience. Student pre- and posttest essays are appended. (KC)

Discusses how historians can use computer searches to obtain bibliographic information. Historical databases which allow online searches are described. Sample searches are used to illustrate the characteristics of and processes involved in computer searching. (AM)

Describes materials in a kit assembled by the Royal Ontario Museum (ROM) that can be used to revitalize the teaching of Roman history and as a model for teaching about ancient history in general. The author also suggests a new approach, concepts, and topics that should be used in teaching Roman history. (AM)