In an interview with the archivist of the Motion Picture Unit in the National Archives, holdings of various libraries are discussed, as are potential uses historians may find for film. (JB)

It is the purpose of the assessed k-12 sequential project to help students develop skills, knowledge, and values. Although the project is structured toward development of the concepts of various social science disciplines, history and geography are the primary subject areas. (SM)

Students change their response to interpretations of American history whether or not they have taken a course in American history, inferring that there are other influences contributing to changes in students' responses. (JB)

Author suggests that students be historians and be involved in the process of history rather than rely on textbooks filled with shaky generalizations. (Author/RK)

Author suggests primary historical sources be used as guides for students rather than complete reliance upon textbooks and monographs. (RK)

The historian must investigate every possible means for communicating scholarly findings. History must be written not for other historians but for the great bulk of mankind. (Author/JB)

Topic 2, The Age of Charlemagne, from a theme issue on Teaching World History Through Science Fiction, motivates student discussion on tampering with history. The story is an excerpt from Thus We Frustrate Charlemagne, copyright in 1967. (JB)

The potential value of historical archaeology for reconstructing the social history of the United States is outlined and the usefulness and practicality of archaeology as a teaching method is stressed. (JB)

Insights into human behavior, values development, and decision making are available to students through analyzing important decisions of the past, made by individuals who influenced the course of events in each period of our nation's development. (JB)

Author introduced the Presidents' Game as a method of presenting history in a manner relevant to student interests. (RK)

A high school senior requests that history be taught as truth rather than as myth and that schools accept their role as agents of change in society. (JB)