Cites the decreased participation rates of women in sports as they age. Contends that sports historians, by focusing on women and sports, can dispel myths about the subject and provide women with positive role models. Provides informational sources for women in sports and discusses notable Canadian female athletes in history. (RW)

Presents an oral history activity in which students discuss the relationship between historical events and their own lives, reflecting on their potential for influencing history. Points out that history flows in two directions, showing how events affect individual lives, and how individuals can impact on history. (LS)

Argues that each basic skills course taught at the City University of New York should incorporate complete historical texts. Lists conditions that would increase students' volume of reading, including the sharing of information with faculty, students, and the community. Urges community college presidents and faculty to take action on citywide…

Describes a map activity for studying the nine nations of the United States using cooperative learning techniques. The concept of geographic region is discussed and linked to the term "nine nations." Lesson plan, student worksheets, maps, and other materials are included. Indicates the software used to produce maps. (KO)

Uses role playing activities to stimulate students' problem-solving skills in dealing with the problems of Reconstruction. Lists discussion questions and suggests descriptions for the roles of radical northern Republicans, moderate Northerners, moderate Southerners, radical southern rebels, Black slaves, and foreign diplomats. (KO)

Argues that the introductory history course should focus on teaching students to find, evaluate, and present information in a coherent manner rather than merely present a cluster of facts to be memorized. Suggests an article review assignment which teaches students to effectively evaluate and communicate knowledge. (LS)

Suggests using humor on the first day of class as a remedy for student apathy and to encourage interest in history. Provides 39 humorous anecdotes about famous individuals in history that can serve to initiate class discussions about women's history, Black history, and politics. (RW)

Discusses the changing legal status of women from the American Revolution to the present. Divides discussion into five major constitutional periods. Describes the "Broken Barometer" theory in which laws passed for the benefit of women are actually an indicator of their past needs rather than their present concerns. (RW)

Offers a case study of a history professor teaching at the Behrend College campus of Pennsylvania State University. Provides general information concerning professional responsibilities and teaching techniques, suggesting methods for adapting to this particular environment. Urges similar disclosure of work conditions by other professionals so that…

Discusses the furor created when Walt Disney Studios announced plans to develop a "historic amusement park" near the Manassas (Virginia) National Battlefield Park. Maintains that the public debate over the popular understanding of history reflects an ongoing tension between academic historians and the purveyors of popular history. (CFR)

A discussion of the place of medical history in the undergraduate medical curriculum looks at the evolution and trends in this area of instruction from the late 19th century to the present. Curriculum models and teacher qualifications are examined. An annotated bibliography of medical history sources is included. (MSE)

Maintains that historians, education professors, and education critics have called for a return to a history-centered social studies curriculum. Asserts that the use of biographies and autobiographies will reinvigorate the atmosphere of the history classroom. Includes a 22-item nonannotated bibliography of teacher resources on the topic. (CFR)

Maintains that U. S. history has produced a vast literature of books and journals covering political, social, and economic history. Presents a bibliographic listing of what the author considers the most authoritative and accessible thematic treatments of U.S. History and scholarship. (CFR)

Asserts that every report on the status of history/social studies instruction mentions how teachers rely too much on the basal textbook. Maintains that quotations can be used to provide a human dimension to history and social studies teaching. Includes suggestions and illustrations for integrating quotations in history instruction. (CFR)

Asserts that the value of using pictures and photographs as teaching aids is firmly established. Suggests rephotographing old photographs to produce customized study prints and develop miniunits based on them. Includes a sample unit outline with teaching procedures and three illustrative photographs. (CFR)