Describes the creation and use of an interactive tutorial for college students on the Declaration of Independence, called "Political Society and You." Activities that emphasize critical reading and historical interpretation are discussed, the computer software is explained, and the response form used for student feedback is described.…

Since 1988, a Salt Lake City elementary school has participated in World-Classroom, a unique global electronic information service allowing teachers and students around the world to share ideas and resources on mutual projects and current events. During the August 1991 coup attempt in the Soviet Union, the school maintained modem contact with a…

Reconsiders myths about Christopher Columbus. Discusses the importance of presenting students history in all its complexity. Suggests that students must see that the people who have occupied center stage at crucial moments are not without weakness and fears. Urges students to raise critical questions concerning historical figures. (MG)

Suggests a method for teaching history as a means of exposing students to and enabling them to internalize historical definitions, theories, and uses. Lists topics that should be discussed in an introductory unit on the nature of history. Includes an appendix setting out a schedule of themes for the unit. (SG)

Presents a sampling of eight entries from the ERIC database that deal with the history of sport. Includes works discussing baseball as a representation of societal value, lesson plans, and works dealing with race and cultural themes. Provides instructions for obtaining the documents listed. (DK)

Addresses the difficulty of teaching historical perspective to students. Suggests that teachers can teach historical concepts better by trying to understand how to use indefinite time expressions. Presents results of a study focusing on teacher perceptions of student responses to indefinite time expressions. Discusses the building of time lines to…

Addresses the incorporation of cooperative learning in the secondary history classroom. Suggests procedures to be followed during the planning stage of a cooperative activity: (1) choose appropriate content; (2) for student teams; and (3) develop materials and directions. Suggests that the involvement of cooperative learning will offer motivation…

Reports on the experience of an education professor teaching U.S. history to secondary students in Japan. Lists five basic pedagogical principles derived from the experience. (CFR)

Discusses the Columbus Quincentenary and its impact on the K-12 history and social studies curriculum. Reviews the differences of opinion about Christopher Columbus and the results of the voyages of discovery. Warns that teachers must be wary of instructional materials that are based on political and social ideologies. (CFR)

Describes the development of a college-level course in the history of animation. Contends that social history is reflected in the animated cartoons made for movie theaters. Includes a selected glossary, a bibliography of print resources, and a recommended list of video cassettes. (CFR)

Presents a history lesson plan on village life among two groups of Plains Indians in the early nineteenth century. Includes student handouts of contemporary writings by Euro-Americans, maps of the area, and early American paintings of the villages. Describes and structures teaching activities, vocabulary, and additional reading. (DK)

Humanitas is part of Collaboratives for Humanities and Arts Teaching (CHART), a nationwide network funded primarily by the Rockefeller Foundation. In 11 large school districts and numerous rural districts, high school teachers, academics, artists, and business and community leaders are cooperating to promote teaching of the arts and humanities.…

Describes using James Michener's historical novel "The Source" to challenge gifted students in a ninth grade history class and to interweave language arts, literature, and history. (SR)

Places the current educational reform movement in a historical context. Maintains that students today are no more ignorant of history than were previous generations. Distinguishes between memory, remembering, and meaning and suggests the application of these categories to the improvement of history instruction. Describes sample exercise. (RW)

By interpreting several historical poems, paintings, and songs, students can construct complex conceptions of broad historical contexts in which the primary sources developed. Excerpts are provided from a study involving student interpretations of various narratives, songs, or folktales created by enslaved African Americans in the…