Discusses whether history was taught in U.S. schools when they began around 1820. Reports that what was labelled history dealt with the founding of the republic, the Constitution, and government. Includes information on U.S. historians. Suggests that a society does not teach its history until it reaches a certain level of stability or maturity.…

Urges that history be based on sound historical scholarship. Suggests that the most important key to good history is provided by well-trained history teachers who understand the dynamic nature of historical inquiry and help students develop a critical perspective of the past. Recognizes that women and minorities have been significant actors in…

Defends the Bradley Commission on History in Schools' and the National Commission on Social Studies' recommendations that history should be the basis of social studies instruction. Discusses claims that such an approach is ideologically conservative and unsupported by research. Addresses the suggestion that the study of social problems is the…

Muses on the teaching of history to sixth graders, using writing historically as a form of personal exploration, and making connections with the past. (SR)

Considers the importance of "teaching the past" in the English classroom, including older texts. Disagrees with the notion that teaching the past is in trouble. Discusses recent trends in literary studies, especially cultural studies, and their possible effect on teaching the past. Gives advice for making older texts appealing in the…

Argues that historians have often neglected ideological forces that have shaped their work. Offers a meta-analysis of the ideological dimensions of historical scholarship. Proposes a social psychoanalytical approach to history. Argues that a recognition of the connection between past and present would expose the ties between history and politics.…

Addresses the ways in which the United States uses history to justify present events. Suggests that two myths about history tend to confuse thinking (1) the notion that history repeats itself, and (2) the belief that hindsight is 20-20. Argues that history teachers must alert students to the complexity of human events and avoid misleading…

Presents a lesson plan dealing with women and sport in U.S. history. Discusses the themes of physical capabilities, propriety, and femininity. Describes exercises and projects that can be used to integrate the lesson into different subjects. Includes a reading list, modified rules for women's basketball, and portions of the social debate on women…

Discusses the study of folklore and mythology as primary sources in history instruction. Describes three primary methods of study: (1) the literary method analyzing content, structure, and context; (2) a focus on sociocultural aspects; and (3) an emphasis on behavioral attitudes. Provides a breakdown of sources from folklore and folkways, and…

Discusses the value of student-created artifact kits as a means of visualizing and synthesizing knowledge about another time. Explains steps to be followed in guiding students on the project. Includes a bibliography, list of sources, and suggested ingredients. Suggests that handling artifacts and primary source materials enables students to order…

Discusses the role of experiential "pioneering" lessons in outdoor education, environmental education, and "living history" instruction. Defines "frontier" and "pioneer." Describes outdoor pioneering activities. Lists 30 resources for pioneering lessons and research. (LP)

Reviews social studies journals published by associations in the Canadian provinces. Discusses three journals: "Perspectives,""One World," and "Horizon." Suggests learning activities contained in some of the articles. Describes articles of interest about teaching methods, specific areas of history, critical thinking,…

This article outlines an eight-week program exploring archaeology in the elementary school classroom. "Relics" from the author's grandmother's attic and contemporary "prepared" garbage bags were studied for insight into the past and processes involved in archeological digs. Famous digs were studied, experts visited the class, and games simulated…

Provides examples of how faculty can integrate ethical issues into the instructional process, specifically in literature, science, and history classes. Asserts that in order to develop student's ethical reasoning abilities, teachers must encourage students to explore conflicting ethical perspectives, to reason through ethical issues from multiple…

Addresses curriculum and course design by organizing some important considerations of elementary school history and social-science study into a three-step plan for implementation that discusses the selection and organization of topics, their classroom presentation, and the resources available to help align the elementary curriculum with the…