Gives a rationale for assessing critical thinking through writing. Provides examples of semi-structured open-ended test items used to assess critical thinking through writing. A brief bibliography is included. (JDH)

Six articles review the results of the 1985 California Assessment Program's eighth grade test of History/Social Science. Each article reviews areas where students excelled or had difficulties and makes recommendations for adjustments in curricula or teaching procedures. (JDH)

Presents, along with working definitions and illustrative items, an overview of the eighth grade critical thinking assessment which comprises approximately 40% of the History/Social Science test of the California Assessment Program. (JDH)

Two teachers describe their junior high school's involvement in National History Day. Participation in History Day provides students with the thrill of competition and the satisfaction that comes from really getting into a topic of their choice. (RM)

So that geographers may recognize their achievements and comprehend the present as evolution from the past, there is a need for a history of geography. Study of the past provides a sense of accomplishment. Examples of how geographers are attempting to record their past are provided. (RM)

Museum education is becoming more popular. For example, since 1967, in British Columbia the number of museums conducting educational programs has gone from zero to 85. Discussed are many aspects of museum education, including teaching methods, how teachers can use museums creatively, and how students learn in museums. (RM)

Reproduced along with background information and teaching activities are the first three pages from Kennedy's speech to the nation which led to federal enforcement of James Meridith's attempt to enroll in the University of Mississippi. (JDH)

The study questions on this one-page guide can be used in the history classroom to help students identify the important features of a historical document. The questions can be used as the basis of class discussion, or they can serve as a preliminary writing assignment before a major essay. (RM)

A common feature of contemporary curriculum design is the transposition of the curriculum's objectives with its content and methods. A general method for avoiding this and some related forms of conceptual confusion is outlined, with history curriculum given as a specific example of its aplication. (Author/MSE)

The benefits and limitations of an interdisciplinary course, combining sociology, history, and political science, on America in the 1960s are analyzed. Both structure and content of the course are discussed. (Author/RM)

Using colored construction paper, students trace around their shoes and cut out two forms. Students then pick and research an event from the time period in history under study and write a report on the representations of shoe soles. The reports are taped, in order of occurrence, around the classroom. (RM)

Individuals who question the value of studying history as being irrelevant to the present are reminded that all institutions, groups, and human practices exist in the time dimension and that the study of history serves to stimulate and deepen one's sense of the dimension of time. (Author/AV)

Discussion of history instruction, courses, and curricula at the Open University which emphasizes (1) methods and principles and (2) relating history to other academic disciplines. (ND)

We need more, not less, teaching of history--especially courses embracing Third World cultures. (Editor)

Traces the historical development of the educational system in America from revolutionary times to the present, with emphasis on the role of history instruction. Tips for improving teaching techniques, researching historical data, and inculcating democratic values are offered. (Author/DB)