Advocates the use of poetry to teach Canadian history. Emphasizes the poems of F. R. Scott to accomplish this task. Lists and explains eight reasons for using poetry in the history classroom. (RKM)

Responds to a study of secondary education in Alberta, Canada. Argues that history should not be taught within an integrated social studies curriculum. Rather, all students should be required to complete a one-year course in history. Discusses types of history courses that could be offered. (RKM)

Outlines a project dealing with Cuban immigration within the context of U.S. foreign and immigration policy. Examines how Cubans have adapted to and affected their American communities. Discusses how instruction for the project utilized television, textbooks, and other printed materials. (BSR)

Describes a computer simulation of the U.S. Revolutionary War in which the student becomes an editorial writer for a New York-based newspaper in the 1760s. The students choose editorial policies and cover 27 selected events of the Revolutionary Era. Describes how these events were numerically characterized and accurately represented in the…

Argues in favor of history instruction for children to promote citizenship education, the construction of social world, and temporal understanding. (PCB)

The article describes creative activities to use in history instruction to recognize women's accomplishments. The activities involve oral history, contests, and class discussions about stereotyping. (CB)

This ERIC column cites a variety of materials available to help teachers incorporate oral history in their classrooms. (JDH)

Discusses THE YOUNG HISTORIANS, a project of the Chula Vista (California) City School District which involves elementary students in oral and local history to learn basic social studies skills. Stating that the program is applicable to any area, the author examines the benefits of an oral history approach and provides a guide for conducting a…

Discusses the problems involved in textbook publication, stressing the importance of providing a broad-gauged national history in the face of opposition from religious and other special interest groups. Expresses the need for educators and others to form advocacy groups or lobby for improved textbook writing and content. (GEA)

Describes nine ERIC documents, selected specifically for secondary and college-level history teachers, and provides ordering information. The documents cover such topics as teaching about the U.S. Constitution, Asian studies, writing strategies in advanced placement history courses, the Northwest Ordinance, and critical thinking. (GEA)

Discusses two perceptions of the Canadian north; the imaginative, romantic one that enriches the nation's literature and the real, unglamorous one that resembles the south in many respects. Argues that both perceptions must be blended and taught to pursue a promising future. (GEA)

A history professor relates his experiences producing and using audio-visual material and warns teachers not to rely on audio-visual aids for classroom presentations. Includes examples of popular audio-visual aids on Canada that communicate unintended, inaccurate, or unclear ideas. Urges teachers to exercise caution in the selection and use of…

One of the first women in the field of teacher education, Emma Hart Willard trained many young women at the Troy Female Seminary. Willard held an integrated view of social science education. Her interests and views in geography, history, and citizenship education were more typical of the 1960's than the early 1800's, the period of her major work.…

Examines the French Popular Front of 1936 as a vehicle to investigate the turbulent decade of the 1930s. Reviews current historiography and discusses various facets of Leon Blum's government, examining the interrelationship of major economic and political forces. Concludes that the French Left still faces Blum's dilemma of implementing socialism…

Identifies the "goal frame" as a method of text analysis which calls upon students to establish a purpose for reading. Provides an example in which students read a passage about Alexander the Great to determine his goals, plans, actions, and results. Concludes that this approach allows students to develop better comprehension and organizational…