Describes an attempt to interrelate English and state history classes in a Texas middle school by assigning literature readings, such as Jack Schaeffer's novel "Shane," that help students understand the frontier period in Texas history. (RBW)

Argues that history is worth studying because it alone can begin to help us find who we are and what choices we may have before us. Discusses the particular significance of history within self-governing, democratic societies. Asserts that American students must be familiar with history of other cultures and periods before Columbus. (KH)

A world history course is molded around broad instructional goals in which citizenship education can and should be included. Learning activities dealing with ancient Greece illustrate teaching strategies which can be used in high school world history courses to foster citizenship knowledge, skills, and attitudes. (RM)

Presented is a model of curriculum design for history instruction using the concept cluster approach. The importance of proper age/grade placement when teaching historical concepts and the developmental characteristics of children and adolescents are emphasized. (Author/RM)

In 1881, Tyler was invited to Cornell to fill the first professorship of U.S. history created at any American university. That episode provides the opportunity to examine history teaching in nineteenth century America, the origins of the historical profession, the Anglo-American cultural context that shaped Tyler's outlook, and his achievements.…

A "History Media Production" course is described in which college students at University of Maine at Orono create short slide/tape or videotape productions of selected aspects of history. In the process, students learn their assigned topics in-depth and also create a media library for professors to use in classroom instruction. (AV)

Upon rejecting traditional world history curricula, which include all chronological developments from cave dweller to 20th century, a course is suggested to study significant patterns of government, economics, revolution, war, major religions, geography, scientific advancement, education, and rise and fall of civilizations. (Author/AV)

Conversations with students point up a widening chasm between the youth of today and the historians who determine what is taught and how it is taught. (Editor)

Methods and problems of teaching Western Civilization and world history in a non-western society are similar to our own. Alternative methods of structuring a world history course must be found. (DC)

This article describes programs which have been effective in training history teaching assistants (TA's). Practical ideas and suggestions which history departments can implement for the professional development of TA's are included. (Author/RM)

This book is an invaluable resource to educators seeking to bring history alive for students at all levels. The anthology opens with chapters on the fundamentals of oral history and its place in the classroom, but its heart lies in nearly two dozen insightful personal essays by educators who have successfully incorporated oral history into their…

This Arkansas history curriculum framework sets out the state content standards for grades K-4, grades 5-8, and grades 9-12. The framework lists the different history strands: Strand 1: "Time, Continuity, and Change"; Strand 2: "People, Places, and Environments"; Strand 3: "Production, Distribution, and Consumption";…

The major goal of a study sponsored by the Organization of American Historians and the American Historical Association was to provide information about the state of history education in each of the United States, to be used constructively to appraise and improve school-based history education. This report addresses teacher certification in…

Learning to think logically and present ideas in a logical fashion has always been considered a central part of becoming a mathematician. In this paper we compare the performance of three groups: mathematics undergraduates, mathematics staff and history undergraduates (representative of a "general population"). These groups were asked to solve…

This book adopts a questioning approach to studying history in which students become biographers who read, discuss, research, and write books about their subjects, providing their own original interpretations of the facts. By digging into the past and reflecting on what they have learned, students get involved in the process and are eager to do it…