Describes numerous teaching\writing activities used in a teacher's high school history classes that are based on using writing as a means of teaching and learning, and on an understanding of the importance of continual (formative) assessment. Describes "initiative" assignments, process and reflection assignments, and research assignments. (SR)

Describes the development and implementation of a unit plan which merged drama and historical discourses. Notes the plan also facilitated an inquiry amongst students into the nature of how history is defined, studied, and remembered and why certain voices are included or excluded. Explains that the focus of the unit was two recent publications of…

Contains a descriptive list of the finest childrens books available, not as a means of creating mandatory curriculum reading lists but as a means of helping teachers keep up with the best books on the market. Discusses books that address authors' lives, honor the Spanish language, enrich the teaching of history, and teach reading. (TB)

Argues that the subject matter of history should be presented in terms of conflicting ideas and agenda rather than merely outcomes. Reviews theoretical approaches to history instruction and related policies in Israel, highlighting progressive and reactionary movements. Describes the Oranim group, history teachers who incorporate social-democratic…

Considers those key concepts in geography that contribute to the teaching of history. Outlines strategies that teachers can use to combine and complement the two subjects. Discusses specific examples of these strategies focusing on the Erie Canal and Bunker Hill. Includes maps and illustrations. (MJP)

Highlights the top ten mistakes in academic Web design: (1) bloated graphics; (2) scaling images; (3) dense text; (4) lack of contrast; (5) font size; (6) looping animations; (7) courseware authoring software; (8) scrolling/long pages; (9) excessive download; and (10) the nothing site. Includes resources. (CMK)

Explores how ideological ferment of the last 30 years has shaped values and principles informing classroom practice. Contrasts tolerant, progressive humanism of the post-war era with intense 1970s political controversies. Explains how history teachers who recognized the postmodern dilemma and responded with new approaches found themselves blamed…

Providing students with historical documents as the basis for research projects motivates students; allows the instructor to tailor research topics to student interests; provides the building blocks for detailed, factual investigation and analysis; and helps develop student confidence. Students also enjoy it. (MSE)

Contends that the pragmatic philosophy of the educational progressives permeates education today and emphasizes only the practical or vocational. Argues for activity for its own sake and states that contemporary Aristotelian scholars interpret his doctrine to encompass the view that intellectual activities can be pursued for intrinsic enjoyment in…

Discusses the thoughts, trepidations, and experiences of a history teacher serving on the Bradley Commission History in Schools. Recounts the conflicts that arose during the conference, especially the conflict between narrative versus social history. Outlines the Bradley Commission's recommendations that are most useful to teachers. (RW)

Argues that the inclusion of literary texts in social science courses can strengthen both pedagogy and interest. Illustrates how the addition of literary texts can raise cultural and historical consciousness in a course on the Vietnam War. Provides suggestions for using Western and non-Western literature to provide a balanced view of the Vietnam…

Before tackling college level courses in U.S. diplomatic history, students shoud be well-grounded in facts about American isolationism, expansionism, the Monroe Doctrine, major wars, relations with the major powers, the Open Door policy, the Cold War, and Vietnam--all national security manifestations. Open-minded instruction is essential. (MLH)

A study investigated the effects on language proficiency of a curriculum module in history taught entirely in French during core French periods. Through ethnographic and qualitative research methods, it was determined that use of immersion-type modules to extend core French is feasible. (Author/MSE)

Discusses programs available through state humanities councils, museums, and historical societies to help students and teachers interested in local history gain access to information and materials. Includes media and archival sources of information. (RW)

Proposes a practical approach for implementing the seventh grade curriculum of California's History-Social Science Framework (1988). States that the emphasis placed on each of the 11 units can be framed in the context of the individual classroom. Advocates building a context (including content and thinking processes) which makes information…