Three issues of a quarterly journal published in Germany, which contains articles, examples, discussions, reviews, and news concerning pedagogical theories and techniques for teachers of history, are examined. One of the journal's editors would like to exchange information, trends, articles, and reports with the "History Teacher." (RM)

Computers allow students to experiment with new projects in the history classroom. The Comparative Cities data file was used to explore the social impact of industrialization and urbanization in an undergraduate seminar. The data file can be adapted for high school students, but such a project has potential problems. (AM)

Reviews various ways in which quantitative methods have been recently incorporated into high school history classrooms and suggests several ways in which social history has managed to incorporate quantitative methodology into more traditional methods, including combining the use of conventional and new sources and pursuing previously neglected…

Describes the Minnesota Social History Project, which is based on the premise that history can be better taught and more actively learned if students use the experiences of the people of a local community as a reflection of the national experience. Information is presented on data collection and analysis, working with census materials, and…

To aid teachers of nineteenth century English history as they develop curriculum and seek educational objectives, the article offers an essay review of approximately one dozen major works which interpret Victorian England in different ways. Included are standard and revisionist historical works. (DB)

Describes an attempt to develop history curriculum for junior high school students which would help them to develop the ability to imaginatively re-create the past. The central technique was to direct students to analyze case studies (both historical and fictional) which had a strong foundation in the verified facts of the period under study. (DB)

Presents an idea that may help junior high school social studies students come to understand historical characters within the context of their times and see the human side of history. Students are asked to fill out a job application form for a selected character. A sample application form is included. (RM)

Concludes that the maze procedure tended to overestimate students' ability to cope with an unfamiliar text, while the cloze procedure appeared to be a reasonably accurate measure. (FL)

Reports the results of a survey designed to ascertain the status of history in American independent secondary schools. Student participation in history programs, required and elective courses, and teaching methods indicate that history is flourishing. (SR)

Compares the suitability of two kinds of history curricula for the varying levels of cognitive development of 9- to 11-year-olds. Fifteen British students studied the Victorian Era using transcripts of original documents, while 15 classmates used standard textbooks. The documents seemed to give students greater awareness of the evidence sources.…

Describes two projects for hearing impaired students in grades four through six designed to teach about Canadian history. The first project taught students about ethnic differences among school staff. In the second project students studied their own ethnic backgrounds. Students conducted interviews, did library research, and developed a series of…

Describes a college introductory history seminar designed to provide a practical introduction to history through a study of Socrates. Stressed using primary sources, putting events in historical context, evaluating modern scholarship, and writing historical narrative. (CK)

Advocates using the inquiry method to teach history. Maintains that gifted students will be more interested in history if history is approached as inquiry. Explains how the teacher can play the role of moderator in the high school history classroom. (Author/DB)

This article focuses on the teaching and learning of historical material among young children aged five to seven. It examines present practice, its underlying assumptions and what happens in the classroom, and makes some sggestions on content and methods for history instruction for this age group. (Author/SJL)

Describes a junior high school social studies unit on the causes and effects of the French Revolution. Emphasis in the unit was on reasoning, and on understanding the logic of cause and effect relationships. Suggests how to help students improve reasoning and other skills, including reading critically, making a formal outline, selecting relevant…