Advocates archaeology as a method to examine historiographical resources, enhance appreciation of historical reconstructions, and promote critical thinking. Archaeology is seen as a subject that can reduce students' boredom with traditionally taught history and increase their involvement in the methods of historians. Includes an annotated list of…

Description of a 13-week Renaissance and Reformation course for students from grades 11 and 12 featuring student seminars. Article provides outlines for preparation of student presentations, seminar topics, and evaluation. Course also includes readings, tests, book reviews, class discussions, films, lectures, and socratic lessons. (BC)

Describes a workshop in which doorknobs were introduced as one set of physical objects which could help both teachers and students develop a better understanding of social history and the past. Teachers examined decoration, design, function, and technical developments and learned the historical significance of a formerly insignificant object. (KC)

In this article, the subject-matter and method of history are explored in order to provide perspectives for designing teaching-learning activities for the study of the subject. A model unit exemplifies the methodologies described. (Author/WI)

Traces the development of undergraduate history courses at the university level. Notes that history has declined from a broad field of interest, which provided perspective to students majoring in other disciplines, to a field of increasing fragmentation and specialization. Contends that this reflects the interest of the faculty rather than student…

Looks at the world history course developed by teachers at Tulse Hill Comprehensive in South London. (Editor)

Describes a project to help students understand the changing roles of work throughout history. Entitled the "World of Work Project", the program developed curriculum materials based upon the museum collection at Old Sturbridge Village, Massachusetts. (Author/DB)

Criteria are described for selecting specific issues, events, and documents to be covered in history courses. Teachers should base content selection on basic concepts within the discipline, social needs and values of the class, pedagogical considerations, and the principle of economy in meeting multiple needs. (Author/AV)

Describes an undergraduate history course based on two themes: sport as a reflection of society and sport as a socializing agent affecting society. The course focuses on sports and industrialization, traditional and modern sports, political and economic aspects of sport, and inequality and discrimination in sports. (Author/JK)

Discusses the use of novels in studying social history. Proposes that the contents of novels be accepted not as a set of answers about a society, but as a set of questions, plausible hypotheses as to how the historian might organize his evidence. (Author/JK)

Historians, philosophers, and teachers of history should try to be aware of and accurately identify the causes of historical events. The author proposes a theory of causation and presents a model for developing the theory in terms of the outbreak of World War I. (AV)

Describes a college-level American history survey course which stimulated student interest by requiring them to submit research papers analyzing the effects of events in various decades upon their personal lives. For journal availability, see SO 505 897. (AV)

Discusses the usefulness of war games in high school and college classrooms, specifically games involving the role of Western Europe in World War II. Twenty games are identified and evaluated in terms of strategy and educational value. (AV)

Discusses the use of simulations as an alternative form of instruction for teaching general level students. Describes how the author used a simulation in a general level history class with positive results. Concludes that simulation is a teaching method which is well-suited to the goal of assisting non-college bound students in acquiring necessary…

Briefly reviews the history surrounding the ratification of the U.S. Constitution. Presents a facsimile of Delaware's 200 year-old ratification document and suggests six activities for its use with secondary level students. (JDH)