Describes programs of the History Studio, a hands-on workshop of the Tsongas Industrial History Center (Massachussets), which provides role-playing activities and experiential learning about immigration history. Describes how "luggage" contains primary source material on six different ethnic groups used to teach students about immigrant…

Asserts that U. S. history instruction is too often characterized by a narrow focus on national events and leaders viewed through a monocultural lens. Proposes an approach that replaces this narrow view of the past with one that regards the contemporary United States as the result of both internal struggle and global interaction. (CFR)

Asserts that using children's literature in social studies can enrich the course content and help achieve prescribed objectives. Maintains that well-planned activities based on carefully chosen books are necessary for successful implementation of this approach. Recommends 23 books in 4 subject categories: (1) cultural studies; (2) geographical…

Examines the views of six former U.S. Presidents (Washington, Jefferson, Jackson, Andrew Johnson, Grant, and Eisenhower) about their presidential role, federalism, and issues of their time that are still relevant today. Includes a paragraph for each President that provides a social and historical context. (CFR)

Asserts that maps and map study are essential to understand history and develop historical perspective. Presents a learning activity using maps to illustrate the importance of geography in U.S. history. Includes four maps and recommended teaching procedures. (CFR)

Presents a classroom lesson in which students interpret historical cause and effect through the analysis of U.S. census data. Recommends the use of local historical census data to help students learn about their community's experience. Includes a map and charts of census data. (CFR)

Reports on a study of how the three-way encounter among Europeans, the indigenous Americans, and Africans is presented in six secondary U.S. history textbooks. Describes the evaluation instrument and process used to review the textbook content. Concludes that teachers should use supplementary materials to ensure balance. (CFR)

Contends that students should gain three benefits from any history curriculum: knowledge, skills, and an enthusiasm for further study. Asserts that social studies textbooks leave out important, interest-building information. Describes classroom projects using census data and the origin of blues music as examples of social history activities that…

Describes the experiences of one high school class as they attempted to sort out the conflicting representations of Christopher Columbus. The students examined several textbooks and other histories. They then conducted a mock trial to determine if Columbus should be considered a criminal, a hero, or both. (MJP)

Reviews the Global Telecommunications Helping Inquiry, Negotiation and Knowledge (T.H.I.N.K.) simulation project developed by Lloyd Christopherson. Interviews Christopherson about the development, goals, and use of Global T.H.I.N.K. Provides a World Wide Web address for finding the project and teachers' guidebooks for running the simulation. (DSK)

Argues that oftentimes simple parallel constructions and choice of examples reflect an unconscious bias in history textbooks. Reveals a number of these, particularly related to the United States' treatment of minorities in World War II. Advocates using strategies to identify and challenge biases in history textbooks. (MJP)

Describes a high school history class project designed to simultaneously teach students about Napoleon and introduce them to the practice of historical inquiry. Students viewed four data sets reflecting various aspects of Napoleon's life (e.g. military victories, domestic policy). Worksheets and writing assignments reiterated the importance of…

Examines the pitfalls and obstacles of applying a professional historian's standards to the practice of writing and researching local history. These include unreliable and incomplete records as well as sponsoring agencies that prefer sanitized legends to historical accuracy. Nonetheless, praises local history as a rich resource and recommends…

Presents a geographically based overview of children's literature highlighting the extraordinary experience of ordinary people. Recommended books cover subjects as diverse as the U.S. West and economically developing countries. A special effort has been made to include a multicultural perspective. (MJP)

Summarizes the experience of Mexican and Hispanic women in the United States from the 1540 Coronado expedition to the present. Fascinating historical details (for example, the Spanish government subsidized petticoats and stockings for 16th- century women settlers) help to dispel many simplistic stereotypes. Includes brief profiles of Hispanic…