If science is emphasized as an example of human creativity, initial lack of student interest in science can be overcome. Numerous examples from history and art can be used in teaching science, an important step in reducing ignorance and apathy. (MSE)

Describes a method to help students become participants in historical analysis rather than observers of ancient history. Mesopotamia is used as a case study of a culture for which opportunities exist for conjecture, hypothesis formation, research, extrapolation, problem solving, and statements of causality. (Author/DB)

Suggests that oral history can provide significant experiences that promote identity, empathy, moral sensitivity, community building, and decision making. Students interact with diverse groups of people, thus breaking down social isolation in the school curriculum. (Author/KC)

Presents an outline and suggests bibliographic resources in Spanish and English for a college level course on the Latin American colonial military. General and background works are suggested on a variety of topics. (DB)

Outlines methods for including skill testing in teacher-made history tests. Focuses on distinguishing fact and fiction, evaluating the reliability of a source, distinguishing between primary and secondary sources, recognizing statements which support generalizations, testing with media, mapping geo-politics, and applying knowledge to new…

Presents results of a study of student attitudes toward United States history 10-week minicourses. Course titles include America's West, Roaring Twenties and Desperate Thirties, Nuclear Age, and Popular American Image. Concludes that minicourses allow students to choose among a variety of offerings and to determine which subjects are relevant and…

This article outlines a conceptual framework for a high school or college level unit on local history and demonstrates use of the framework through a case study of Whitehall, Georgia. Information is presented on planning the unit, selecting a community, teaching methods, collecting data, and identifying likely sources of information on community…

Uses of three-dimensional objects in college level history courses are described, including using artifacts to enliven and invigorate classroom teaching and to convey a sense of the past to students. Journal available from Loren E. Pennington, Division of Social Sciences, Emporia State University, Emporia, Kansas 66801. (DB)

Noting that college history teachers must often contend with student reading problems, the article recommends ways of improving student comprehension of textbooks. Methods center on selecting a proper textbook and on having students preview, paraphrase, analyze, and review. Journal available from Loren E. Pennington, Division of Social Sciences,…

Focuses on one person's perspective toward responsibilities of and toward the history of the museum profession. A plea is put forth for developing a feasible documentation system and national network of exhibit reviews. (Author/SA)

Suggests that popular ballads are a way of introducing eighth graders to an historical period and giving them special insight into history through the emotions expressed in the lyrics. Illustrates by describing the use of Joan Baez's song, "The Night They Drove Old Dixie Down," in a Reconstruction era unit. (SJL)

Outlines steps in establishing a History Day program. Purposes of History Day are to stimulate greater interest in history among students and to encourage innovative teaching. The culmination is an awards ceremony for student projects. (KC)

Outlines procedure for group activity centered around an historical event. The group must perform mathematical problems in reaching a solution to a feudal community's moral dilemma. Copies of handouts are included. (KC)

The author, a former chief reader for Advanced Placement European History, provides secondary school and college instructors with criteria for constructing essay examinations. Topics include goals, language/wording, directions, sequence of questions, breadth versus specificity, compare and contrast questions, quotations, dates, and current events.…

Explains how history courses can be enlivened by an approach which encourages students to imagine how history would have turned out if certain events had happened differently. (DB)