Outlines six approaches used in a university history course which address the problems of teaching the Hitler period. The assumption underlying all the approaches is that Americans are not entirely different from Germans and that they may be faced with similar moral choices. The approaches avoid the didactic moralism often taught about this era.…

Military activities have played a part in shaping the nature of contemporary Canada. The main books dealing with recent Canadian military history that might be of interest to high school students are discussed. (RM)

Current developments in military history are reviewed; special attention is given to classroom needs. One argument for incorporating a better understanding of war through responsible classroom teaching is that alternative sources of information often used by students to find out about war are so trivial and misleading. (RM)

Describes teacher developed materials that will acquaint secondary students with the human aspects of war. The materials use fiction and the emotional impact of drama. Samples of dramatic scripts developed by the author for use in his school's Remembrance Day are included. (RM)

Historical dramas, especially war dramas, on television are usually superficial; they provide a simplistic treatment of war. The challenge to teachers--i.e., how they can deal with romanticized history on television--is discussed. (RM)

By reading literature about wars, secondary students can learn about the values of different cultures and societies. Teaching approaches are suggested, and specific titles are discussed. (RM)

Suggests ways in which popular songs from the world war eras can be used effectively to evoke the emotional character of the period. Successful uses are as a subject for pupil-based research, as the basis of a music folio containing additional information about the subject, and as a means of creating an authentic war period atmosphere. (DB)

Argues that the inclusion of literary texts in social science courses can strengthen both pedagogy and interest. Illustrates how the addition of literary texts can raise cultural and historical consciousness in a course on the Vietnam War. Provides suggestions for using Western and non-Western literature to provide a balanced view of the Vietnam…

Discusses the commemoration of the 500th anniversary of Columbus' arrival in the Americas. Criticizes contemporary condemnation of Columbus as unproductive. Acknowledges the deaths of countless Native Americans through disease and warfare. Recognizes that the pre-Columbian Americas did not comprise a paradise. Concludes that commemorating the…

The American Civil War, the War between the States, War of the Rebellion, the Second American Revolution, and the War of Southern Independence are all names for the bloodiest conflict in American history. That war of many names has inspired authors to write thousands of books and articles. With the advent of the Internet came a plethora of Web…

Maintains that history teachers must challenge simplistic romantic notions about war. Proposes two approaches to teaching about war: the use of personal war narratives; and examining the relationship between warfare and society. Discusses literature related to these approaches. Contends that only through realistic assessments of war can peace be…

Discusses the usefulness of war games in high school and college classrooms, specifically games involving the role of Western Europe in World War II. Twenty games are identified and evaluated in terms of strategy and educational value. (AV)

Presents a class activity on the demise of the Hellenic period and the factors responsible for the domination of Greece by Macedonia. Asks students to decide whether the Persian and Peloponnesian Wars were justified. Focuses on the role of Demosthenes and his championing of Greek liberty. (RW)

The goal of this handbook is to introduce a way of teaching history that will stimulate student interest and facilitate learning. Trade books, which include both fiction and nonfiction, provide a way to supplement the use of the textbook and allow the teacher to design a program that provides both structure and the freedom to meet the child's…

This three- to four-week unit for use with secondary students in courses in politics or modern world history generates a basic understanding about the origins, development, and status of the revolution in Iran. (RM)