Seeks to define the study of Canadian cultural history, tracing the development of cultural history from the Enlightenment to the present. Discusses books on cultural history that had an impact on theories of culture and society. Ties this general discussion of cultural history and its roots to Canadian cultural history. (RW)

Suggests an educational exercise involving the ranking of historically significant scientists. As a stimulus for the activity, instructor presents findings to the following question asked of approximately 50 IBM employees: Which scientists in history have had the most influence on lives and thoughts? Includes the list and a sampling of…

Discusses the Salem witchcraft trials as a reflection of the social and moral values of colonial Massachusetts and New France. Traces the history of the trials. Describes other instances of witchcraft and folk superstitions during that same historical period. Provides primary sources of a picture, map, and excerpts from letters pertaining to the…

Lists instructional materials from the ERIC database that focus on the Reconstruction. Includes materials that present a balanced approach to this period of U.S. history. Offers documents concerned with Black education, the Freedmen's Bureau, the Indian Territory, textbook evaluation, Black women's education, and Reverend Moses Drury Hoge. (KO)

Recommends a revision of the traditional method for teaching history, so that students view facts as the starting point, from which they learn to classify, examine, and evaluate historical events. Suggests activities and projects for implementation of this teaching method. (LS)

Offers an interpretation of Jean-Jacques Rousseau's "Discourse on the Origin and Foundations of Inequality" and provides examples of classroom exercises designed to make Rousseau's ideas and writings accessible to undergraduates. Stresses Rousseau's philosophy on natural man, language, ethics, and society. Includes interpretive…

Examines the advantages of linking two developmental writing classes to an early American history course, indicating that students were more motivated to do the college-level work and that they received college credit for the course. Describes benefits for both the teachers and students engaged in the project. (20 citations) (MAB)

A fifth-grade teacher discusses why she teaches with historical fiction, presenting tips on choosing good historical fiction, reviewing her favorite new historical fiction books, and highlighting how to use historical fiction to teach by discussing Pocahontas to help students differentiate between make-believe and history. (SM)

Buchenwald offers an omnipresent reminder that future success of political and economic reunification is related to slow, but necessary, healing of national wounds over dual legacies of Hitler and the Cold War. In midst of painful transitions, the living memorial of Buchenwald holds promise as a place where German youth might continue arduous…

Discusses attitudes toward history instruction from a survey of historians. Contends that historians who prize history seem less interested in dispensing knowledge than in imparting a historical perspective. Concludes that many historians are comfortable with the relatively low status of teaching because it provides autonomy. (CFR)

Lists a sampling of books available about Chinese and Chinese Americans. Includes works on history, fiction, folktales, poetry, and biographies. Adds cautionary notes where a work may be inappropriate in some instances. Explains that the books align with California's literature and social science frameworks. (DK)

Discusses a process used for teaching about the Japanese relocation camps of World War II. Suggests methods for helping students to understand the events being studied: (1) link the event to students' lives; (2) provide background for understanding; (3) analyze the event; and (4) apply the concept-transfer. Includes a letter as a primary source…

This teaching guide provides across-the-curriculum hands-on activities, reproducibles, and resources for elementary teachers and students. The material teaches about Columbus's journey with sensitivity and respect for different points of view, offering opportunities to teach basic skills and lessons on how to interpret history. (SM)

Discusses the teaching of women's history at the University of Alabama at Birmingham (UAB). Describes how student views changed an instructor's own perceptions about race and gender issues. Observes that returning female students are particularly drawn to women's studies courses. Stresses the need to weave past and present into a feasible, humane…

Describes a series of 10 video programs and accompanying print materials that are designed to enhance citizenship education. Expresses the basic tenet that geographic learning is essential to the sound teaching and learning of history. Includes outcome goals, program content, structure, and a description of each of the 10 programs, emphasizing…