The Thomas B. Fordham Foundation has commissioned studies of state academic standards in five core subjects. This is the second of these studies, focusing on standards for history. After the controversy surrounding the proposed "national history standards" in 1994, history has become a subject with no generally accepted national standards.…

This annotated bibliography describes 55 titles of teaching materials that have been selected in order to provide history teachers with a list of high quality resources to supplement their textbooks. The materials are organized into the following categories: America: All Periods; Eighteenth Century America and the Revolution; The Constitutional…

This report discusses the reactions of the U.S. focus group of the National Council for History Education to proposed standards for the U.S. history curriculum. General concerns of classroom teachers about the proposed standards include the lack of a developmental concept from kindergarten through grade 12, and too much influence of…

This document discusses the roles of secondary schools, two-year colleges, and the upper level university in the University of Wisconsin System. Because of close ties with the host communities, Wisconsin's two-year institutions are uniquely situated to function as community resources. The paper discusses the advantages of a collaborative…

Much of today's multicultural education is ethnocentric and has little apparent concern for cross-cultural contacts, our best hope in ameliorating racism. Increasingly, multiculturalism exalts particular racial and ethnic pride at the expense of social cohesion of the American society as a whole. However, the notion of a "common American…

Students must learn more than facts if history is to become meaningful for them. They do not relate to names of battles, dates of treaties, or to statistics any more than adults do. They relate to individuals, emotions, and stories that have the ability to arouse their curiosity. The use of historical fiction and biography has the potential of…

Suggestions for enhancing the validity of the social study and restoring history to a relevant place in social inquiry were discussed. (Author/RK)

A general description of values education and how to integrate it into the history curriculum is provided. (DE)

Lessons on Canadian social history from the 1890's to 1920 are provided. (DE)

The author suggests how the quantitative analysis of data from census records, assessment roles, and newspapers may be integrated into the classroom. Suggestions for obtaining quantitative data are provided. (DE)

Alternatives to the United States history survey course including the laboratory approach, local history approach, thematic content approach, comparative approach, and interdisciplinary approach are examined. (DE)

Questions designed for student evaluation in a U.S. history course combine the features of both an objective and essay test. (DE)

This paper on the curiculum development process describes how primary sources may be used to teach history. Three frameworks related to historical understanding are presented: (1) the thinking skills/information processing framework; (2) the cognitive structure framework; and (3) the response theory framework. A curriculum development model is…

Part of an international series of amply illustrated, colorful, small size books for children ages 5 to 10, this volume outlines the step-by-step process of building a cathedral in the Middle Ages. Terms are defined and artisan techniques explained for each step on the way to building the edifice. The text also relates the story of how families…

The purpose of the study was to discover various reasons for teaching United States history in the secondary classroom. The information was intended to assist teachers in identifying, designing, and formulating their own rationales for classroom use. Two questions provided the focus for the study: (1) what rationales for teaching history were…