Explains a system of goal setting which provides history teachers with a clear picture of what students wish to learn in an introductory course. Ask students what they would like to get out of the course, which goals they believe to be most important, and what techniques they suggest for working toward these goals. (Author/DB)

Criticizes the notion that government personnel officers discriminate against historians seeking federal employment and suggests that career opportunities for historians are actually increasing in alternative sectors as the academic market shrinks. Suggests that historians be trained to respond to legitimate pursuits. (DB)

Compares results of a questionnaire given to American history students in 1972 and 1975 to determine the extent of students' knowledge of and interest in George Washington. Reports a greater amount of misinformation and lack of information among 1975 respondents. (TP)

College teachers of history can use science fiction to help students understand historical concepts. A seminar at the University of Tulsa used futuristic literature to provide a broader perspective on the present and the past. Available from: Loren E. Pennington, Division of Social Sciences, Emporia State University, 1200 Commercial, Emporia,…

Reviews development and first two years' experiences of a laboratory course of inquiry into the nature and processes of American civilization through examination of local history as symptomatic history. Faculty, graduate fellows, and advanced undergraduates collaborated on research and analysis of the relationship of culture, environment, and…

Describes and gives a resource bibliography for a simulation on the "fall" of China to communism in 1949. By staging a mock senatorial investigation, students learn (1) how the Chinese Communist Party rose to power, (2) how facts can be manipulated in various ways, and (3) how to perform research and analysis of written material. (Author/AV)

Suggests ways to rekindle interest in the study of history among high school students. Suggestions include offering mini-courses, utilizing multi-media instruction, expanding the history curriculum to include concepts from other social sciences, and encouraging student participation. (Author/DB)

Two high school American history classes were involved in a study which examined the effect of (1) method of instruction and (2) gender of student on knowledge about and attitude toward course work. Journal available from Department of Social Science Education, 104 Dudley Hall, University of Georgia, Athens, Georgia 30602. (AV)

Historical concepts can be taught through analysis of science fiction. Offers a class outline with science fiction resources to examine the boundaries of historical inquiry; six themes for student investigation based on specific resources; and a bibliography of 44 additional anthologies and books. (AV)

Teachers of history in high school should use historical research as a teaching device. Advantages are that it permits teachers and students to learn together through discovery, integrates national and local history, and encourages students to develop respect for history and historians. (Author/DB)

Describes problems encountered in educating students to become citizens who are capable of responding to domestic and international challenges. Discusses the responsibility of social studies educators in the realm of citizenship education. (Author/DB)

Discusses the advantages of using popular novels, primary documents, and role playing assignments for a class in American diplomatic history. Suggestions for using these materials and techniques are also discussed. Includes a list of novels that provide introductions to different decades of American diplomatic history. (Author/JK)

Briefly discusses the use of student essays as a technique in the teaching of history. Outlines a student guide to writing reports and includes specific hints on writing essays. (JK)

Suggests three unconventional teaching approaches and instructional resources to help history teachers stimulate critical thinking about the past, present, and future. Described are ways of teaching folk history, alternative history, and future history. For journal availability, see SO 505 897. (Author/AV)

Examines the role of history courses in the political socialization of Soviet students. History teaching must develop students' Marxist-Leninist world view by stressing appreciation of Russian history, contemporary society, the Communist party, and the deeds and goals of Lenin-inspired patriots. (Author/DB)