Explores common problems with the traditional model for graduate research seminars and suggests an alternative conception which capitalizes on the use of local history, a carefully sequenced series of research experiences, and specific instruction in research skills. (JDH)

Explains the relationship between how children learn clock, calendar, and historical time skills and concepts. An alternative view of how temporal and historical understandings affect the teaching of history called the developmental-historical time view is proposed. (BSR)

Describes two methods of invigorating student research in social studies. Showcase events are culminating activities or simulations which demonstrate student learning in an active, imaginative, and involving way. Snapshots are dramatic interpretations of specific moments in time. Examples of both methods are provided along with suggestions for…

Underscores the necessity of teaching United States history in a strongly international context, rather than perpetuating "historical provincialism." Advocates an approach that compares the American experience with that of other countries, highlighting both similarities and differences rather than the "unique and indigenous" nature of the forces…

Notes recent trends toward greater treatment of Asia, Africa, and Latin America in world history courses and the related tendency to decrease treatment of women and social history. Describes how history instructors at Tufts University coped with this problem by using a thematic approach. Illustrates this approach using the example of two medieval…

Reports on a study of the distinguishing characteristics of two-year college history instructors in the South, focusing on personal, teaching, professional activities, and job mobility information. Offers a profile of the typical history instructor. (DMM)

At the first independent meeting of the National Council for the Social Studies in 1935, Henry Johnson of Teachers College, Columbia University, delivered a speech entitled "The Place of History in Education for International Peace." What Henry Johnson said and the value of his ideas for today's teachers are discussed. (RM)

So that the same mistakes would never again be repeated, the Army War College prepared a clear and understandable analysis of America's strategic failure in Vietnam. One of the most positive aspects of the analysis was the rediscovery of the importance of traditional military history and classical military theory. (RM)

An ambitious effort to produce a comprehensive historical account of the war in Vietnam is underway within the United States government. The publications that have been completed to date and those to be issued later are discussed. A bibliography of the publications is also provided. (RM)

Provides a teaching plan which helps students imaginatively take the roles of leaders in the United States during World War II so that they might more completely understand such difficult decisions as allying with the Soviet Union, relocating Japanese-Americans, and dropping the atomic bomb. Provides a statement of goals and objectives, required…

Identifies diversity of teachers' instructional priorities, student disengagement (boredom), and mediocre teaching as three problem-areas of social studies instruction. Overcoming these problems requires that teachers place depth above coverage, that the school culture be changed to enhance student engagement, and that efforts be made to promote…

In response to a high school teacher's request for the "basic twenty concepts which college professors see as really basic preparation for college," this article advocates that students bring a shared body of facts about the past in addition to the ability to think about it; sensing the dual nature and interconnectedness of historical events. (JDH)

Explores the different historical views of the Progressive Era of United States history. Maintains that historians will probably always disagree about the nature and meaning of Progressivism, but that in the last analysis, the best way to learn about the era is to read and analyze the Progressives' own views. (JDH)

Presents a rationale, historical background, sample topics, instructional procedures, and evaluation criteria for facilitating a student-produced muckraking magazine project. (JDH)

Presents educational biographies of Henry Johnson, I. James Quillen, Lawrence E. Metcalf, and Shirley Engle; all considered founders of the social studies. Additional articles on defining the social studies, problem solving, and mentoring are included in this issue. (JDH)