This paper uses classroom observations of two high school social studies teachers' units about the U.S. civil rights movement and interviews with students in each class to explore the relationship between teachers' practices and students' understandings of history. The paper's analysis suggests that, while there is not sufficient evidence to…

Twenty-five years ago "history and civics" was the term generally applied to the efforts of the schools to explain man in society. The amount of civics in the combination is indicated by the fact that the committee of seven of the American Historical Association, reporting in 1898 on the study of history in the schools, recommended that…

Article considered how to stimulate student interest in the study of United States History. (RK)

The organization of a course in history based on study of recurring themes as they appear in 19th and 20th century British, continental, and Asian novels is described. Suggested themes and novels of the period are listed, and the author evaluates this curriculum innovational effort. (SM)

Argues the need for a complete reanalysis and reappraisal of the total offerings in American History in the United States. (JM)

The author examines the preconditions and justifications for the Revolutionary War, and concludes that the problems between England and the colonies could and should have been resolved through constitutional processes rather than through war. (JB)

Briefly presents research studies on efficacy of this method; discusses the teacher's role in inquiry; and provides guidelines for evaluation. A sample lesson plan on the Civil War concludes the article. (JB)

This essay considers Jean Jacques Rousseau's conception of history in "Emile" and its relationship to Rousseau's educational curriculum. History is, for Rousseau, at the heart of the curriculum and is one of the chief instruments for imparting knowledge of the world and encouraging moral behavior. (PP)

Presents ideas for teaching about the roles of women in ancient Greek and Roman societies for undergraduate history and sociology classes. The discussion covers the roots of misogyny in Western culture, parallels between mythologies and sociocultural patterns, and the legal status of women in antiquity. (AM)

Twenty-three classroom projects are suggested, involving use of: (1) poetry and other language arts skills; (2) basketball terminology; (3) Thanksgiving themes; (4) history and geography; and (5) bulletin board ideas. (PP)

Advocates the use of daily journal entries as a vehicle for student expression to chart the process and progress of the course, "Facing History and Ourselves: The Holocaust and Human Behavior." Cites examples of student journal entries and suggests procedures for keeping journals. (JD)

Reviews various movements since 1960 to alter the social studies syllabus for New York State and suggests that an effective way to meet student needs today in the areas of social studies and basic skills would be to restructure the seventh- and eighth-grade curriculum into a two-year American history program. (DB)

This secondary level learning exercise contains two role-playing activities and a textbook analysis test which probe contemporary images and historical realities about the politics and economics of school support. Students are involved in data collection and analysis, group communication, inference making, and value clarification. (KC)

Annotates seven popular American cultural myths and explains how historical myths can serve as vehicles of misinformation in the social studies classroom. Presents tips to teachers on how to teach history in an open and honest manner without glamorizing historical figures. (Author/DB)

Examines how social studies and history teachers can help students understand the intellectual origins of German Nazism during World War II. Suggests discussion questions and learning activities. (Author/DB)