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)

Contends that teaching students to read is the same as teaching historical interpretation. Provides a framework for teaching historical interpretation through a case study of books concerning Thomas Jefferson and his alleged illegitimate children. Identifies motives governing academic writing. Provides an analytical framework for historical…

Boston's innercity students are proud and protective of their neighborhoods. Historic Neighborhood's Foundation (HNF) has helped to change students' attitudes toward their school's neighborhood. "City/Build," a program started by HNF for high school students, involves community architects and developers. (SI)

Asserts that history teachers can make the study of history relevant to students by emphasizing the centrality of people in history. Examines ways to achieve cultural literacy while avoiding some of the inherent pitfalls. (NH)

Suggests that the imposition of order on history perpetuates a historian/history teacher dichotomy. Illustrates prevailing fallacies in the teaching of history: (1) the moniker fallacy; (2) the one-school fallacy; (3) the contextual fallacy; and (4) the wave fallacy. States that an avoidance of these fallacies will at least partially reconcile…

Given that writing should be an instructional vehicle in almost every curricular subject and that college students should learn to think while reading and writing effectively, what techniques might help a hypothetical history instructor challenge students to learn something new while answering essay questions? This article provides some sample…

The annual meeting of the American Historical Association is reported, including the "history in crisis" vs "history being revitalized" debate. In the 1960s, a younger generation of scholars pioneered the "new social history"; in the 1980s, political divisions have contributed to the debate. (MLW)

Social studies teachers need partners who will complement their love of teaching history and team to link their traditionally abstract academic subject with students' preparation for the world of work. (Author/JOW)

Describes a way of using history to teach poetry in the English classroom. Argues that coupling history and poetry is a powerful way to teach both topics to students. (HB)

Discusses differences among the objectives, course content, and teaching methods of history instruction at high-school and college levels. Argues that improved communication and interaction among all professionals in the field, including teachers, archivists, librarians, and others, is necessary to improve teaching and learning. (CFR)

Argues that women's history should stress the broad sociological view of women's roles not only in politics but in mundane, day-to-day life throughout all of history, rather that reducing women's history to a few token figures. Notes that many college and secondary texts and testing materials have recognized the trend toward the inclusion of…

Suggests adding excitement to social studies instruction by using trade books. Cites research associating the reading of historical fiction with increased historical understanding. Describes the benefits of trade books' narrative form. Argues that such books can change students into active learners, help them study a slice of history, and increase…