Argues that the learning module, or learning activity packet (LAP), is effective in changing preconceived attitudes of students and administrators toward history instruction. Suggests that learning modules should be looked at once again because of the mainstreaming of at-risk students. Includes a sample packet on reform movements. (DK)

The irresponsible practices of past archeological researchers have led Native educators to distrust and disregard the useful role that archeology can play in the history curriculum. Archaeologists, Native educators, and university anthropology departments should cooperate to develop culturally sensitive and educationally appropriate programs for…

Uses Josiah Wedgwood and the pottery industry in England to illustrate the theme of technological development in a unit on the Industrial Revolution. States that infusing the biography of a specific individual can enliven history instruction. Presents two lessons on Josiah Wedgwood and shows how historians use the material culture to understand…

Discusses racism, the internment of Japanese Americans during World War II, and belated redress by the U.S. government. Traces the experiences of one typical family. Comments that bias against Asian Americans was common before the war. Concludes that recognition of this history of racism is necessary to combat present resentment of Asian…

Offers techniques to make book reports a more meaningful experience for students. Suggests guidelines for book selections and for what the students should look for in their reading. Lists alternatives to traditional book reports that allow an evaluative approach to reading and provide an opportunity for creativity and critical thought. (DK)

Presents citations in the ERIC database on testing and assessment in the social studies. Includes items concerning the nature of testing, tests as guides for curriculum, the impact of testing, and the validity of performance grades. Suggests works on context effect, history instruction, and what students need to know. (DK)

Describes a woodcut of the earliest map printed in a vernacular language, circa 1480. Discusses the location and representation of paradise, the winds, rivers, the world sea and islands, countries, and cities. Emphasizes the map as a world view of the late Middle Ages representing the popular culture of the time. (DK)

Discusses the Columbian Quincentenary statement of the National Council for the Social Studies. Recommends that key ideas and basic knowledge of the statement be used to evaluate instructional materials. Suggests questions developed from the ideas in the statement. Includes interconnectedness of world history and effect on Native Americans and…

Discusses the Bradley Commission, which voiced concerns about the adequacy of the K-12 social studies curriculum. Suggests that the need for the history-centered curriculum endorsed by the commission is not supported by research. Cites findings contradicting commission claims that history instruction promotes good citizenship. (SG)

Describes an experience teaching a world history course to a class comprised of slow learners, students with attention deficit disorders, and English-as-a-Second-Language students. Describes student difficulties, oral presentations, and supplemental materials. Offers reflections on the class. (SR)

Describes how one English teacher implemented a cross-curricular team-teaching method that combined instruction in American literature and history to create an American studies approach. Outlines how two teachers taught aspects of "The Battle Hymn of the Republic." (HB)

Eschewing Little Mermaid and Ninja Turtle costumes, students at a Washington Montessori school celebrate Halloween dressed as John Adams, Clara Barton, and other historical figures. U.S. Department of Education recently recognized eight schools for using interdisciplinary approaches, devoting adequate instructional time to history, and addressing…

Discusses a study of teacher conceptions of the meaning of history. Concludes that history teachers tend fall into five broad categories: (1) storyteller; (2) scientific historian; (3) relativist/reformer; (4) cosmic philosopher; and (5) eclectic. Suggests that teaching should be grounded in an explicit educational philosophy that is developed in…

Reprints portions of a sailor's diary, kept for two-and-a-half years during World War II. The 21-year-old quartermaster writes about his life on the USS Grimes; hearing of the war's official end; his ship's peaceful landing in Tokyo Bay; and his experiences in Nagasaki in September 1945. (CH)

Defines assessment as finding out where the problems are in a program for the purpose of eliminating them. Presents a method for developing a formal assessment plan in history including principles of assessment, program goals, and objectives. Suggests determining what is already done and what further assessment methods are desired. (DK)