Describes a local history project in which high school students located valuable historic photographs on the local community and reproduced them on 35mm slides. An historic photo archive consisting of the slides accompanied by documentary materials was created. Procedures for creating and suggestions for using a photo archive are included. (KC)

Briefly discusses projects in local history from elementary to graduate level. Suggests that projects can serve as a springboard for broader study and a building block for an appreciation of United States History and western civilization. (Author/KC)

Blacks, especially Black historians, have a responsibility to define new standards for evaluating the past, rather than using the ideologies and criteria of Whites. (Author/MC)

Recommends how social studies teachers can combine information and concepts from economics and history to help students understand historical events. The basis of the approach is to review and utilize source materials normally used to enrich current texts. (Author/DB)

Study results reveal: students in the auto-tutorial (AT) section learned more and gave more positive evaluations of the course than those in the traditionally taught (TT) world civilization course, and that the attitudes toward history of the AT students improved while those of the TT students remained the same. (AYC)

An effective essay assignment in an introductory college history course should: (1) acquaint the student with the problematical nature of historical evidence; (2) challenge the student to interpret evidence; (3) facilitate critical skill acquisition; and (4) encourage formulation of further questions. History course evaluations are presented.…

Outlines and evaluates a one semester interdisciplinary program in which students at California State College, Stanislaus, were taught Soviet economics, literature, geography, government, and foreign policy. (Author/DB)

Recommends that history teachers incorporate educational theory into their courses. Describes and evaluates a history course at Brooklyn College constructed around Benjamin Bloom's taxonomy of cognitive educational objectives. (Author/DB)

Colonial classroom committees recreate an era of taxes, tyranny and military tangles. (Editor)

Describes an eighth-grade unit on World War II, in which students work in groups to create a research/presentation project. Discusses making the subject manageable, group responsibilities, evaluation of group presentations, steps leading to the lesson, results, and going beyond the subject. Offers an 87-item list of books and a 39-item list of…

The seven chapters of this theme issue are concerned with how individuals learn and reason in the subject matter domain of history. In this general context, there is a more specific focus on historical explanation and understanding. These chapters explore what should be taught in history and how it should be taught. (SLD)

Suggests that by making quilt squares with tangrams, children link geometry and children's literature. Provides background on quilts and tangrams, and provides guidelines for teachers. Points out that children gain communication and mathematical thinking skills as they manipulate and explore relationships among pieces. Contains an annotated…

A study compared the reading fluency, comprehension strategies, and content test scores of 16 students with mild disabilities who participated in a nine-week world history class taught using peer tutoring or teacher-directed guided notes. Students who were participated in peer tutoring significantly outperformed the other students on content-area…

This study assessed the influence of emphasizing historical investigation with fifth graders through documentation of classroom activities and students' analysis of historical documents and images before and after the design experiment. Data suggested that the investigative approach holds promise for teaching fifth graders how to analyze…

Presents information gathered about two exemplary teachers of U.S. history using research methods, such as interviews and observations. Discusses how the teachers fostered empathy in their classrooms by focusing on the use of stories and social themes to connect history to students' lives. (CMK)