The author considers the various types of talk--recitation, inductive questioning, and discussion--a teacher can employ in the classroom to achieve various objectives. She urges a judicious mixture of these types. (Author/JB)

Fourth-grade students, wishing to expand upon what they learned about William Penn in their textbooks, sent in questions to the director of social studies in the Reading (Pennsylvania) schools. The director referred the students to sources (some primary) that would answer their questions. (KC)

Examines and discusses the history manuals and textbooks used to teach history to children between the ages of 11 and 16 in the polytechnical schools of East Germany. Some general observations concerning East German educational practices are also included. (RM)

A museum program in Montreal encourages elementary and secondary school students to examine their surroundings and neighborhoods. Units focus on stained glass windows, houses, history of Montreal, the neighborhood, and architectural heritage. (KC)

Historians are responsible for the decline of interest in historical studies. They have emphasized the trivial, written for special interest groups, failied to incorporate an analytical dimension, and have not struck a balance between elements of change and continuity. A Canadian history course which responded to these points is discussed. (RM)

Designed for a ninth grade gifted history class, this interdisciplinary unit of study includes critical examination of two interpretations of the character of Shakespeare's Richard III. (RM)

The New Social Studies and the reform efforts of the 1970s are linked to the classrooms of the 1980s. History teachers may use a greater variety of teaching styles, methods, and materials than teachers two decades ago. The textbook-centered classroom is one of the major challenges facing history educators today. (AM)

Textbooks treat Afro-American history with a general unevenness, with little attention to Afro-American thoughts and activities. A theme that runs consistently throughout American history is the exclusion of Afro-Americans from the concept of American "people." There should be a two-pronged approach to examining this theme in the classroom. (AM)

A photograph of the Lincoln Memorial under construction is a useful primary source for studying topics in United States history. Seven suggested teaching strategies are listed. (AM)

Values and benefits derived from the study of American history have changed over the years. Historians must more adequately describe the principal benefits to be obtained from the study of American history and consider ways in which history instruction can be revitalized to help those benefits to be realized. (CJ)

Argues that it is both possible and desirable to teach history to children in the elementary grades and that it would be educationally beneficial to substitute a history curriculum for the present elementary social studies curriculum. Contends that those who infer curricula from psychologists' findings are confusing concept and content. (Author/WD)

Describes a secondary reading program which uses historical fiction to enrich social studies courses. A bibliography of the fiction used is included. (RM)

Describes resources used to teach local history at the third-grade level in El Cajon, California. The content of the resources is described as well as the methods used to develop the resources. (AM)