Provides an annotated list of useful ERIC articles regarding Canadian history. Although several items are from the old, "History and Social Science Teacher" or "Canadian Social Studies," many other sources are listed. Includes information on ordering and accessing the articles. (MJP)

Argues that fiction, poetry, and music can make history come alive for high school students. Outlines a number of activities that use an interdisciplinary and thematic approach. "Riders to the Sea," captures the pathos of Ireland while the Doors'"Riders on the Storm" reflects the ambience of the play. (MJP)

Discusses how to teach a brief version of U.S. History by focusing on key legal documents that have defined the status of women and minority groups in this country. Provides some teaching suggestions for helping students think critically about issues of power and privilege. (MJP)

Examines how children's time concepts affects the learning of history. Discusses implications for the teaching of history. Analyzes four dominate views of how temporal and historical concepts develop: (1) development cognitive, (2) psychosocial/developmental, (3) organic curriculum, and (4) developmental historical. Offers eight approaches to help…

Offers an innovative way to teach mid-nineteenth century North American Indian history by having students create their own Indian Ledger art. Purposes of the project are: to understand the role played by American Indians, to reveal American Indian stereotypes, and to identify relationships between cultures and environments. Background and…

Describes a strategy to teach research skills using U.S. census data and microcomputers. Outlines a data-entry system which can be used to verify large amounts of information. States that students will be able to learn commands for more complicated manipulation of data. May be used with any good relational database software package. (KO)

Recounts the evolution of the author's awareness of the importance of women's history. Discusses the strengths and limitations of three general paradigms for teaching and learning about women in history: the "great woman" model; the "women as victims" model; and the "women as historical supplement" model. (LS)

Traces the historiography of the scientific revolution through a bibliographic essay. Examines trends in recent scholarly publications in an effort to identify new areas of research. Maintains that the study of the scientific revolution is problematic and cannot be reduced to simple analysis. (RW)

Probes the logistical problems of assigning a term paper to large history classes. Proposes a solution that asks students to write a biographical sketch of a notable individual in western civilization. Describes paper requirements and student responses to the assignment. Stresses the importance of developing writing skills in the liberal arts. (RW)

Urges history teachers to be more cognizant of the methods involved in the writing-across-the-curriculum movement. Suggests that these methods could provide students with the opportunity to learn history independently. Outlines the steps taken to implement these methods. (KO)

Describes the National History Day Program which was instituted to give secondary students a chance to display their research and analytic skills in the field of history for which they could receive awards or scholarships. Explains the process for participating. (KO)

Investigated maternal beliefs about the role of parents and teachers in children's knowledge acquisition in five domains: science, mathematics, sociopolitics, history/geography, and language. Differences in views were attributed to cultural traditions of the two countries. Examined teacher ratings of children's classroom behaviors across cultures;…

Contends that, although multimedia technology offers new options for history instruction, its value depends on the consistency, reliability, and convenience of operational methods. Provides reviews of three recommended and one not recommended multimedia packages. (CFR)

Describes the creation of a traditional Samoan feast in a teacher-librarian's Pacific Studies course. The feast helped students learn to see as other see, recognize culture as a way of being, and realize they have options in life when they understand diversity. (SM)

Presents three responses to the perennial student question, "Why study history?": (1) the acquisition of higher-order thinking skills; (2) the construction of history through a consistent and clear lens; and (3) the safeguarding of American individualism. Asserts that teachers need to provide frameworks that allow students to interpret…