Points out that human sexuality cannot be understood without an historical background. Describes a history of sex course at the University of California, Northridge. Maintains that such courses can make an exciting introduction to the field of history, meet real student needs, are scholastically demanding, and deserve scholarly attention.…

College history courses are declining in popularity. Approaches to improving history teaching include behavioral objectives, consideration of student learning rates, inquiry teaching, focus on local history and technology, and relevance to present and future. Available from: Division of Social Sciences, Emporia Kansas State College, Emporia,…

The author recommends cartoons as a useful teaching medium for junior and senior high social studies. They clarify meanings of historical and current issues through symbolization and caricature. By sketching their own cartoons and writing about the details of others, students can increase their perception and understanding. (Author/AV)

Argues that a rich and controversial chapter in the history of the history of education has been forgotten in the zeal to get on with the "new" history. Contends that historians need to come to terms with the struggles, primarily in the 1930s and 1940s, between those who would make the field purely functional and those who would make it an…

Explores the appeal of historical fiction for young readers and describes its place within any school curriculum. Describes a project in Dorset Middle Schools which used historical fiction to teach medieval history and English. Notes that students' historical thinking was improved, their knowledge of medieval world advanced, and their writing was…

The Holocaust has challenged students, scholars, and educators to make sense of a ghastly episode of modern times. Multidisciplinary accounts of the Holocaust should not mix history and literature domains and their symbol systems haphazardly, but should honor each domain while pursuing a fuller understanding of the experience. Docudramas confuse…

A few Progressive-era educators sought to supplant the study of history in schools. The fundamental reforms that Harvard professor Albert Bushnell Hart and the History Ten recommended for history education in 1893--that the subject hold a central place in the curriculum--were those advanced by the Committee on Social Studies 25 years later. Hart's…

Engaged a class of 23 diverse fifth graders in historical investigation of U.S. colonial history to help their thinking skills and understanding of the past. Focused on a teaching dilemma provoked by history's interpretive paradox and showed how the teacher/researchers found his pedagogical thinking changed by that encounter. (SLD)

Includes 22 articles that address Canadian history and the importance of having students honor Canada's past by providing articles relating to the areas of History and Social Studies covering: historical fiction as instructional material; Canadian scientists; agricultural fairs; the Historical Foundation; social science books on Canada; student…

Describes reading-comprehension technique called "Questioning the Author," which focuses on teaching students to concentrate on building understanding of the ideas in the text. Provides examples of this reading-comprehension technique in geography and history. (PKP)

Provides lists of different categories of young adult literature. Suggests that someone should create an award that recognizes young adult books suitable for adults. Annotates 20 new or overlooked young adult books. (PM)

A high school history teacher explains how he tries to make history interesting for his students by suggesting that American history is full of great stories. Talks specifically about teaching about Thomas Jefferson and his relationship with Sally Hemings. Presents a rationale for addressing controversial issues in history instruction. (JOW)

Focuses on what students read in social studies classrooms. Illustrates the manner in which literature supports students, even young children, in grappling with the dilemmas and choices that people have faced throughout history. (MG)

Illustrates an innovative approach to teaching the 1932 Veterans' Bonus March on Washington DC. The teacher used instructional packets with 1930 nostalgia, the Pete Seeger album, "American Industrial Ballads," and film clips. An instructional guide is included. (GG)

Describes interactional drama as an instructional technique designed to make history more interesting and meaningful to children. Discusses several types of interactional scenarios. Provides two examples for teachers interested in implementing an interactional drama scene to the classroom. (RW)