Discusses the teaching technique, "authentic instruction," in which students learn to analyze historical documents. Describes how to teach elementary students to analyze historical photographs. Explains how teachers can locate historical photographs using the World Wide Web or family photographs. (CMK)

Describes an oral history project to help students understand the narrative nature of history. Explains that the project focuses on "the Big Muskie" earth-moving machine and strip mining in southeastern Ohio. Explores the different stages of the classroom project. (CMK)

Explains that teachers should educate their students about images of witchcraft using sources other than those from popular culture. Reviews literature published on the topic of witchcraft including books on the Salem (Massachusetts) witchcraft trials. Includes a bibliography of resources. (CMK)

Presents a lesson plan in which the teacher and students participate in a mock trial of Katherine Harrison, who was accused of witchcraft in the seventeenth century. Provides background information about the trial, as well as primary sources of the testimonies given by witnesses during the trial. (CMK)

Asserts that the use of multimedia furthers historians' work as opposed to changing it. Explores three objectives that multimedia allows historians to achieve: (1) the issue of representation; (2) the concern with emphasizing historical thinking skills; and (3) the topic of how others appropriate history. (CMK)

Explores topics that are presented in the book, "Knowing, Teaching & Learning History: National and International Perspectives," edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg. Focuses on developing, and limits to, historical thinking skills and connecting to students. (CMK)

Describes a project in which the Rock Hill School District (Rock Hill, South Carolina) collaborated with a state museum and historic site, Historic Brattonsville (McConnells, South Carolina), to teach third-grade students about South Carolina history. Explains that the students spent a day in a schoolhouse to learn about the life of children in…

Provides citations with abstracts from the ERIC database focusing on using film to teach history. Includes background information and teaching materials on topics such as using documentary films, the use of film and television to teach history, and teaching history using the film,"JFK," by Oliver Stone. (CMK)

Reviews the origins of melodrama, essential components for instructional purposes, and key elements that help melodrama succeed. Suggests methods for implementation of content-focused melodramas in history classes and methods to evaluate student understanding of the content. (RS)

Two studies were conducted to design and field-test hypertext computer study guides with 40 ninth grade students (10 with learning disabilities, 15 remedial, and 15 regular education). Findings indicated the computer study guide treatment was as effective as the lecture method; posttest scores and retention test scores were higher for the computer…

Discusses four types of historical understanding and argues for a developmental sequence in historical understanding. Suggests two frameworks: (1) the story-form framework (ages up to 8) and; (2) a romantic framework (ages 8-15), sketching a curriculum based on each. Argues that these forms are necessary for acquiring more sophisticated levels of…

Discusses the Organization of American Historians (OAH) endorsement of the Bradley Commission on History in Schools recommendations. Identifies a gap in the OAH's support of precollegiate teaching, and urges the OAH to take an active role in improving precollegiate teaching. Considers why the OAH should support the Bradley Commission. Suggests how…

Describes how an interview project used in conjunction with a primary sources based curriculum enhanced history learning. Students were involved in gaining information from community citizens. Outlines the procedures involved in the interviewing process and discusses the benefits to students including increased content acquisition, skills, and…

Discusses the role of the historian and the purposes of history teaching. Stresses teaching methods and outlines six ways to enhance instruction for beginning teachers. Analyzes curriculum and raises objections to the concept of a core curriculum and emphasizes the importance of studying history. (RW)

Analyzes seven college-level U.S. history survey texts to determine the deteriorating quality of college history textbooks. Focuses on three areas: (1) the simplification of style and content, (2) indications of implicit censorship, and (3) the lack of a thematic structure which would contribute to the students' understanding of history. (LS)