Approaches to teaching American history to make it as vital and relevant as possible. (IR)

The author advocates teaching the young fewer facts in history classes and more historical method based upon the examination of the students' own world. (Author)

Children who take avid pleasure in history told as a good story more often than not forsake it as adults. History has too often ceased to be a good story and become simply analytical, arid, tedious. (Author)

Latin American history is an untapped resource for studying the synthesis of culture, the underdeveloped world, and social change. (VW)

An approach to the understanding of history be letting students participate actively as historians. Topics researched were student family origins, aspects of the Civil War, Slavery, and school history. (AP)

Suggests that the teaching of history must (1) seek to promote values that will help to guide the citizens of tomorrow and (2) face the perspective that insights gained through studying history are not eternal truths but are tested in light of their relevance to social action. (Author/GC)

Students of all ages, backgrounds, and abilities have the opportunity to spend two-and-a-half days at a reconstructed 17th-century historic site located near Midland, Ontario. The Sainte-Marie live-in provides students with an opportunity to live Canadian history. (RM)

The need for instruction in study skills is discussed, and what we know about learning and studying and how it can be incorporated into history courses are examined. The article concludes with a description of how the author has successfully incorporated study skills techniques into his U.S. history course. (RM)

Discussed is how ratios can be used by history teachers at the secondary and college levels to convert population statistics to equivalent and comparable values in helping students better understand the historical and contemporary implications of what is being studied. (RM)

Utilizing the theories of McGregor, Maslow, and Herzberg, presents a model for teaching history which involves students in designing their own course objectives. Includes humanistic approaches, organizational management assumptions, and models with motivational, hygiene, physiological, and safety factors. (DMM)

Powerful forces are at work in our culture undermining an appreciation of history. For example, much 20th century thought says that historical experience is meaningless and that life is purposeless and operates only according to the laws of probability and chance. Reasons why history is valuable to society are also discussed. (RM)

Discusses ways of eliminating cultural, geographical, historical, and ideological misconceptions about the Soviet Union in secondary social studies classes. The author outlines four topics of study about the U.S.S.R. which he has found of interest to his students. (AM)