Discusses the goals and characteristics of the California Framework for History-Social Science Education. Suggests that the Framework, with its emphasis on history and geography as the center of social studies education, comes at an opportune time because students need to develop historical perspectives of U.S. society. (LS)

Examines ways in which teachers may follow the California Framework for History-Social Science Education prescriptions in integrating and correlating the history-social science curriculum. Suggests three possible departures from current practice which might prove valuable for teachers. (LS)

Provides information concerning the diversity of women's lifestyles who lived on the U.S. frontier during the 19th century. This excerpt contains a lesson plan and teaching strategies for the study of Black women who went West. The larger work is an attempt to focus upon neglected areas of women's frontier experiences and includes an extensive…

Asserts that World War II through its consequences still touches lives today. Presents suggested curriculum approaches and topics for teaching about the war to elementary school students. Includes recommended teaching resources and children's literature. (CFR)

Contends that, although the topic of sports and leisure seems suited for study primarily at the national level, local communities can be rich sources of information. Describes the role of sports history within the overall work of the Needham (Massachusetts) Historical Society. (CFR)

Contends that what a society does publicly to entertain itself reveals shared values. Maintains that public entertainment in Worcester (Massachusetts) prior to the War of 1812 was limited largely to Sundays, court days, and the Fourth of July. Describes changes in entertainment and social values after the War of 1812. (CFR)

Asserts that, after reviewing current literature on civic education and reading William J. Bennett's "The Book of Virtues," students should learn more about the values, virtues, and literature that has had a positive influence on society. Concludes that the diminished common core of knowledge and values has had a negative impact on…

Asserts that many beginning teachers or faculty members have similar misconceptions about teaching and students. Presents and discusses six recommendations for beginning instructors of history. Concludes by describing three changes in higher education that have occurred during the past decade. (CFR)

Presents reviews of four CD-ROM products developed by Scholastic Books, Inc. Maintains that each of the programs makes extensive use of primary sources and heighten student interest. Discusses products that cover Greek mythology, the sinking of the "Titanic," Malcolm X, and immigrants at Ellis Island. (CFR)

Reviews computer software programs that are useful for teaching history. Three categories are examined: reference libraries on CD-ROMs and videodisks; multimedia electronic textbooks; and single-event programs. A chart that indicates publisher, hardware requirements, price, grade level, program information, print capabilities, and special features…

Asserts that teachers and students are ready to go beyond traditional coverage of the interactions of political science and history to applying economic analysis to historical and contemporary social issues. Provides three lesson plans illustrating the use of public choice theory in U.S. history. (CFR)

Argues that, although social studies classes should be exciting and interesting, students frequently rate them as among the most boring and irrelevant. Asserts that living history programs, including history theater, history immersion, and living history museums can improve history instruction and student attitudes. (CFR)

Discusses lying by public officials and governments. Reviews history textbook research, and concludes that the content is selected and written to preserve political and economic power. Questions whether or not societies should allow children to be brought up with false beliefs about their own history. (CFR)

Contends that during the colonial period, approximately half of the white immigrants to America were indentured servants. Presents a high school lesson plan on indentured servitude using William Buckland, an indentured servant at George Mason's Gunston Hall Plantation, as a case study. (CFR)

Presents an interview by National Endowment for the Humanities chairman, Sheldon Hackney, with historian John Higham on multiculturalism and national identity. Contends that the centrifugal forces of national, ethnic, and religious diversity need countervailing forces to hold the nation together. (CFR)