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)

Oral history, in a variety of interesting ways, had been practiced in China since the 1949 liberation when Chiang Kai-shek was overthrown. Some Chinese oral history studies are described. (RM)

How students in the primary, middle, and secondary grades can be made aware of architectural developments is discussed, specific objectives for studying a historic site are identified, and some structures important in historic studies are listed. (RM)

The history and importance of the Statue of Liberty is developed into a teaching unit. Background information on how and why the statue was built is given. Sample activities for classroom use are included. (DF)

Concludes that most high school history textbooks have little coverage of major events in the history of journalism. (FL)

Examines how movies have formed history by (1) analyzing theories of history; (2) comparing historical perspectives in certain films; and (3) exploring how film language and techniques reflect history. Focuses on films from the United States, Europe, Japan, or Brazil. (PD)

In "Curriculum Inquiry" (Sum 1983), Egan argued that social studies should be allowed to die. To support his view he argued that social studies is based on incorrect theories of child learning and aims to socialize and that the idea of social studies is confusing. This article critiques these arguments. (RM)

Described is an approach for teaching history from an authentic and contemporary American Indian perspective. This approach involves the retelling of a Yurok myth, recording it in a bilingual text, and demonstrating how history can be presented with a map. (RM)

In this ongoing debate, Egan still maintains that because social studies is based on incorrect theories of child learning and aims to socialize and because the idea of social studies is confusing, the discipline should be allowed to die. (RM)

Many African history themes can be integrated into a world history course to introduce students to the unique history of Africa and to provide new perspectives from which to view Western and Asian history. Themes are suggested, and appropriate sources of information are discussed. (RM)

Described is a unique national educational program and competition involving students in grades 6-12, who participate by entering historical essays, table-top display projects, media presentations, and performances. (RM)