Critiques the California History Social Science Framework's structuring of world history. Suggests some ideas for developing conceptual and organizational course models that can effectively accommodate the framework's subject matter recommendations while presenting a more holistic view of world history. (DB)

Argues that dispute between history and social studies in the curriculum is not recent but goes back 75 years. Asserts the term "social studies" is not a separate discipline but simply an umbrella term to describe the broad field of social subjects offered in the school curriculum. Calls for an end to the dispute between history and…

Asserts that picture books with historical settings can extend children's understanding of life in the past and greatly enrich the elementary social studies program. Discusses criteria for selecting appropriate fiction picture books. Presents a bibliographical essay of recommended books and includes the list. (CFR)

Presents a classroom lesson based on the walls of old Jerusalem. Maintains that cooperative-learning techniques used to build a model of the wall helped students understand the meaning of the original wall and the division of modern-day Jerusalem. (CFR)

Profiles Maria Israel who served as Assistant Keeper for the Point Loma Lighthouse at San Diego (California) harbor in the late 1800s. Maria's husband, Robert Decatur Israel, was the lighthouse keeper and wives often filled the position as assistant. Discusses the role of the United States Lighthouse Service and includes several photos. (MJP)

Describes the learning-cycle inquiry model and applies it to a history lesson on the problems and conflicts leading to World War I. Describes how students tackle a teacher-created problematic situation by conceptualizing questions, constructing hypotheses, and reaching consensus on solutions; debate their proposed solutions with the class; and…

Argues that teachers can take advantage of the effectiveness and familiarity of storytelling to present history and to provide students with a useful framework in which to dramatically explore and understand people living in other times and places. Provides a model for developing the use of storytelling in the classroom. (DSK)

Recommends four strategies to reduce problems in developing history curricula: (1) segment U.S. and world history into era-limited courses across the grades; (2) focus on vital episodes, ideas, and personalities; (3) collaborate with colleagues across grades to address common key questions; and (4) stress matters important for civic and personal…

Compares the ability of teaching history thematically to excite students with traditional chronological approaches to history instruction. Argues that immigration provides an excellent model for learning thematically because it is one of the most personal and engaging topics. Presents a brief history of immigration to the United States along with…

Discusses the use of jackdaws, collections of artifacts generating a visual representation of a time period, and historical fiction in the classroom to bring history alive for students. Reports on the success of jackdaws in an early-childhood classroom and in a university setting with preservice teachers. Includes jackdaws and related historical…

Describes a primary-grade curriculum unit organized around the theme of "giving thanks" and encompassing the holidays of Thanksgiving, Kwanzaa, and Day of the Dead. Provides historical background and cultural context for each holiday, engagement activities, investigation activities, sharing activities, and a short list of related…

Proposes two approaches to using role-playing in the history classroom: (1) providing factual information to the students; and (2) allowing them to discover the experiences of historical actors. Expounds that the recommended role-playing simulations help students discover why Canadians were divided over the conscription issue in World War I. (CMK)

Describes a historical empathy lesson that requires high school students to understand, explain, and evaluate why Neville Chamberlain followed the policy of appeasement in his negotiations with Adolf Hitler. Defines historical empathy and includes an appendix with list of key events, student investigation sheet, and resource materials. (CMK)

States that the Bown house, built in 1879 and overlooking the Oregon Trail, serves as a case study for demonstrating how historical houses can be used to teach about the past. Explains that the house is used as a living laboratory for social studies and describes the six rooms in detail. (CMK)

Illustrates the enormous range of citizens who entered curricular disputes, the diverse strategies they employed, and the disparate results of their efforts, suggesting a new explanation for the decline of the traditional three-R's and the rise of a differentiated curriculum during the early 20th century. Highlights citizen effects on history,…