A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this…

Sixteen readings, intended for fifth grade students, describe New York City from 1628 through 1845. Arranged chronologically, the readings, many of which are secondary materials, show changes and development within the city from its beginning in 1628 as a farming community called New Amsterdam to its growth as a commercial city by 1845. Topics are…

The author describes a California studies course that integrates history, geography, culture, and current events. (DE)

Maintains that American historians should undertake additional research on North Africa and, particularly, on American-North African relations. A major reason for this research is that case studies of American-North African encounters can provide a suitable model for United States-Third World relations in general. Reviews literature related to…

Examines recent changes in history curriculum in Ontario, Canada. The curriculum decisions stress ethnicity and cultural pluralism in English Canadian society. The new curriculum for elementary school history and social science is entitled "Multiculturalism in Action," and the secondary curriculum includes a unit on Canada's…

Examines functions which history instruction has been expected to serve in the past, including transmission of learning for the sake of learning, social functions, acculturation, socialization, and citizenship-building. Trends indicate that concerns of major importance to historians in the future will be economic interdependence, ethnicity, social…

Presents the assumptions, generalizations, data, and methods central to the development of the History of Women (Women and Western Civilization) course at Des Moines Community College. Provides a course outline and a bibliography of primary and secondary sources. (TP)

Summarizes the development of a course on the history of masculinity which confronts historical and cultural sterotypes. Course outline, requirements, and objectives are presented. Appendices include two sample reading selections, a copy of an exam question and the answer provided, and a local newspaper story on the course. (TP)

Offers information about six teaching techniques and/or instructional materials related to civil rights. Techniques and materials include an overview of primary sources; information about mini-units; civil rights discussion topics; data retrieval charts; a time line; and eight civil rights documents. (DB)

Examines the potential conflict between majority rule and minority consent. Discusses the Civil War as a case in point of the two doctrines being unable to coexist peaceably. (DB)

Describes how a role playing exercise can be used to teach students in a college level history course about the use of the atomic bomb in World War II. Information is presented on general use of role playing in history courses, objectives, questions to consider about use of the atomic bomb, and course evaluation. For journal availability, see so…

Explains how literary sources can help students understand the culture of other countries and give them insights into their own personalities and society. Describes an unbalanced American history course to indicate how bias can influence views of history and culture. ( Author/DB)

Suggests ways to construct multiple choice questions which test both factual knowledge and critical thinking. Three models explain how to relate facts, fact sets, and reasons to hypotheses and concepts. (Author/DB)

The author stresses a need for increased history instruction in schools, better teacher training in the field, and more positive attitudes toward its merits within the classroom as well as outside. Education must relate the present to sets of historical experiences in the past. (AV)

Provides a rationale for the use of writing as a learning vehicle in the teaching of history. Also provides some practical guidelines illustrating how such a writing/history model might be developed. (Author/JK)