This educator guide provides background information on Wilbur and Orville Wright. It also presents activities on aeronautics that provide templates for building the 1900, 1901, and 1902 Gliders and the 1903 Flyer. Activities include: (1) Early Aviation; (2) Your First Interview; (3) Your First Report; (4) Build a Model of the 1900 Glider; (5)…

This first-ever thorough report reviews academic standards in world history in all 50 states and the District of Columbia to determine whether we are setting the solid, challenging expectations for our schools and children that will equip the next generation with the skills and knowledge it will need. The report, written by renowned historian…

A qualitative study explored the influences of life and family histories on high school teachers' beliefs about U.S. history. Drawing on data gathered through surveys and in-depth interviews, this paper argues that personal knowledge acts as a lens through which teachers see and project subject matter in U.S. history. Inquiring into life history…

The December 2001 meeting of the Working Group on History and History Teaching in South East Europe had four main objectives: (1) to review developments in the Task Force's program of activities for history and history education since December 1999; (2) to report on the progress and outcomes of the Quick Start projects; (3) to discuss the problems…

A European history professor who was once a discipline-specific writing tutor finds that she is now more actively involved in "teaching" writing to non-majors and majors. Her responsibilities as a discipline-specific tutor entailed some possible steps: upon beginning a tutorial session, she might only brainstorm with the student various…

A study explored the underlying narratives, public and personal, that shape subject matter in U.S. history. It drew on strategies used in grounded theory, life history, and narrative inquiry. It specifically sought stories that history teachers teach students about what in the past matters and why. Teachers (n=62) from 32 schools were surveyed in…

This classroom resource guide provides U.S. history teachers in grades 7-12 with 130 ready-to-use activities that build understanding and appreciation of diverse peoples and points of view regarding historical events. This guide is organized into four sections and printed in a spiral-bound format that folds flat for photocopying. The sections…

This U.S. history curriculum guide, based upon historical essays written by Richard B. Bernstein, is intended for postsecondary students. The guide incorporates an extended syllabus that sketches a two-semester survey course. This course provides students with a serious grounding in U.S. history. It also demonstrates the perennial contests over…

A historical research course taught at the University of Minnesota which uses local community resources is described. How guidelines are introduced, how students select topics, collect information, and develop research papers, and problems encountered are related in the article. (SM)

A new approach to a survey course in Black history offered at the Ohio State University Lima Regional Campus is described. The project consisted of a cooperative writing of the history of the local Black community. (SM)

Two problems in teaching modern Asian history--using source materials and communicating ethnocentrism of the West toward Asian cultures -- are dealt with through the use of a British newspaper published in Shanghai. (Author/KM)

The rationale for including popular culture aspects such as penny dreadfuls,'' movies, and sports in history curriculum for high schools is discussed. A list is included or various topics to be used. (SM)

A time capsule, a sketch of events during the pre-Revolutionary War period of 1771-1776, a list of leading characters and a bibliography are offered as the basis for a re-enactment, role playing, simulation, and in-depth studies. (KM)

The history department at Fordham University in 1968 inaugurated a one semester course stressing a few historical areas in depth, deemphasizing breadth of knowledge and emphasizing historical methodology and historiography. (Editor)

The writer believes that the history professor's major objectives should be to provide the student with leads to more leads in the study of history to introduce himself to the world of research methodology and historiography, and to teach him to teach himself. (Author)