Recommends that historians select textbooks which reflect the economic and natural resource issues shaping the twentieth-century American experience. A review of relevant monographs and textbooks is presented. (Author/DB)

A study evaluated the portrayal of white and non-white ethnic groups in selected textbooks. Results show that writers usually describe ethnic groups in neutral terms. However, some writers, in describing ethnic group interaction with white Americans, associate the ethnic groups with more negative than positive terms. (Author/AV)

Stresses the importance of an introduction to archaeology before studying history. Describes two learning activities, the grid section method of excavation and stratification, in order to introduce students to the techniques, skills, and procedures employed by archaeologists in excavating sites and interpreting evidence. (Author/JK)

Film documentaries can be a valuable addition to introductory American history courses. Using "The Adams Chronicles" as an example, the author identifies flaws in the film and then explains how careful planning and analysis of the video and printed programs enabled him to incorporate it effectively into a freshman-level survey course at Ohio State…

Describes a program sponsored by Newberry Library, Chicago, which aims to revitalize the study of community and family history through workshops which teach research techniques to librarians, teachers, and historical society activists. Case studies of successful family autobiography projects are presented. (Author/DB)

Observes the general use of history instruction in political socialization and presents a case study of the state-directed history program in the primary and secondary schools of the Soviet Union. Concludes that history in the Soviet Union is a partisan and dogmatic discipline, which is utilized by the government to enhance its authority and to…

This study, conducted in 1974-75 at Cherokee High School, Cherokee County, Georgia, compared the attitudes of eleventh grade United States history students taught in a team teaching approach with similar students taught in a traditional approach. (Author/RK)

This article suggests that the conventional Canadian History course be changed in order to capitalize on the experiences of the ESL (English as a Second Language) students. Such a course would be more meaningful not only for immigrant students but also for Canadian students. (CFM)

Results of a study of survey-level United States history courses at Texas colleges and universities. Reports responses in six general areas: nature of United States survey course offerings, academic preparation of faculty, pedagogical practices, materials utilized, course and instructional evaluations, and educational objectives. (Author/RT)

Concepts and methods suggested by cognitive psychology and recent experimental studies of the perception of duration have been employed in this research of judgments of historical duration by children aged between 8 and 15 years. Results indicate a developmental sequence in forms of historical temporal awareness. (Author/RK)

This three- to four-week unit for use with secondary students in courses in politics or modern world history generates a basic understanding about the origins, development, and status of the revolution in Iran. (RM)

Describes the experiences of a sixth grade history class in learning about archaeology by planning and executing a small local dig. Offers advice on class preparation, excavation procedures, follow-up work, and the display of artifacts. Includes eight photographs of classroom and field work activities. (AEM)

Discusses the agenda of the five-year bicentennial celebration of the U.S. Constitution. Emphasizes the importance of teacher planning, education, and enthusiasm to the success of the program. Stresses the need for making students aware of the constitutional legacy of the United States. (GEA)

Traces the development of radicalism from the 1789 French Revolution to the present. States that radical philosophy has its roots in rationalism and Enlightenment thought and was linked to positivism during the nineteenth century. Despite the failings of radicalism and the Radical Party, the radical tradition set precedents for current political…

This article examines how the academic backgrounds of four new history teachers (anthropology, political science, American studies, and history) influence their lesson planning and teaching styles. The implications of this research for teacher education and research on teaching are considered. (JL)