Briefly traces the origins of the major world religions, noting the similarities among them. Maintains that the study of religious underpinnings, learning why one believes or doesn't believe, is a moral imperative which should be included in history instruction. (JDH)

Describes the use of Scott O'Dell's two novels, ISLAND OF THE BLUE DOLPHIN (1960) and ZIA (1976) to enhance the study of local history in a teacher's third and fourth grade class. Provides ideas for activities which extend this use of historical fiction. (JDH)

Describes the content, format, and use of a teacher-made slide tape presentation which is written and produced from the perspective of a child living on a plantation in the southeastern United States in the middle 1800s. Follow-up activities are presented. (JDH)

Covers the Victory Garden campaign of the early 1940s begun by the Office of War Information and the Office of Civil Defense. Provides a facsimile of a poster designed to publicize the program in addition to seven teaching activities. (JDH)

Traces the development of an interdisciplinary course in eleventh-grade history and literature. Highlights historical and literary content of the course and provides insight into the team teaching relationship and students' learning as the course developed. (JDH)

Reviews the objectives of the 21-member intergovernmental Council of Europe and its sub-group, the Council for Cultural Cooperation. Explains the prevailing practices and desired outcomes of European history as it is taught in the member countries. (JDH)

Describes a computer program which will randomly select questions and change the arrangement of answers each time the program is run, providing realistic practice for standardized test-taking. A listing of the program is provided in AppleSoft BASIC, and modifications for the IBM-PC are included. (LP)

Intended to help college level history teachers choose the texts most appropriate to their teaching methods and student bodies, this article critiques Western and world civilization textbooks. (RM)

An excellent method for teaching elementary and secondary history is to have students study historical decisions and decision-making processes and become involved in making some historical decisions as well. This approach is described. (RM)

The author states that in a world divided between free societies and totalitarianism, schools have an obligation to teach children the basis of our liberty and the sacrifices that were made through the teaching of values, ethics, and morals. (CT)

Teachers today are being held accountable and being judged inadequate as a result of factors--curriculum requirements and school organization--over which they have little control. In spite of this, many teachers are making extraordinary contributions to education. Examples of educational innovations being used by secondary history teachers are…

When used to supplement print materials, explore dimensions of interpretation, and raise questions about bias, films can prove valuable aids for arousing students' curiosity about the past. Films that can be used in secondary classes to teach about the sixties are described. (RM)

As a counter to Europocentric views, a comparative approach should be used to study the history of European civilization in the premodern period. A framework for considering European history in comparison to that of three other civilizations is presented. (RM)

By reading literature about wars, secondary students can learn about the values of different cultures and societies. Teaching approaches are suggested, and specific titles are discussed. (RM)

During World War I, so the story goes, recruiting in French Canada went slowly because the Minister of Militia, Sir Sam Hughes, was a bigoted Ontario Orangeman with the gall to appoint a Methodist minister as recruiting officer for Quebec. Secondary students analyze primary source materials regarding this matter. (RM)