History has previously been learned as a long parade; making it wider, not just a single file of great men, is certainly an improvement. But whole areas of life reflect patterns of change that are apart from the major concerns of political leaders. Humanizing history makes it memorable and gives children a sense of connection. (MT)

An excellent way to teach history is by focusing on the lives of individual historical figures. History is the story of living persons, who for good or ill have made history as it is. To understand history, students must learn about the men and women who shaped events. (RM)

Methods for studying the coverage of the same current news story in several newspapers are outlined. Secondary school students critically examine news reporting, detect false or propagandistic reports, and learn to weigh and judge evidence. An example using the Three Mile Island nuclear accident is provided. (KC)

Three basic approaches to dealing with political processes in the secondary classroom are described: (1) questions requiring reflection on personal out-of-classroom experience; (2) simulation of group political decision-making that leads to vicarious suffering; and (3) moving towards real "here and now" consequences of group tyranny. (RM)

Western alienation is one of the critical challenges facing Canada in the 1980s, and its roots are deeply imbedded in Canadian history. A two-week unit of study, designed for a senior Canadian history program, involves students in exploring the historical and contemporary dimensions of this alienation. (RM)

Explores the implications of using essay writing for teaching students the basic concepts constituting historical-mindedness and suggests six guidelines for use in secondary school and college classrooms. (Author/CK)

Discusses the advantages of using photographs in history instruction and suggests questions teachers can ask to help students analyze photographs. (SJL)

Outlines method for using the newspaper in the secondary school social studies classroom by comparing coverage of a single major event in several newspapers. Students compare headline, placement, length, pictures, related stories, and editorials. An example of the Iran rescue attempt is provided. (KC)

Suggestions for writing moral dilemmas for elementary school history students include presenting an analogy of the subject matter, having a central character, creating a clash of basic principles, and constructing a dilemma students can relate to in their own lives. A sample dilemma is provided. (KC)

This course outline and bibliography on Peru during the middle years of the nineteenth century includes general works in English and Spanish. Entries are organized chronologically and focus on a variety of topics, including efforts to modernize society, the large unassimilated Indian population, geographic isolation, economic problems, militarism,…

Illustrates an innovative approach to teaching the 1932 Veterans' Bonus March on Washington DC. The teacher used instructional packets with 1930 nostalgia, the Pete Seeger album, "American Industrial Ballads," and film clips. An instructional guide is included. (GG)

Describes interactional drama as an instructional technique designed to make history more interesting and meaningful to children. Discusses several types of interactional scenarios. Provides two examples for teachers interested in implementing an interactional drama scene to the classroom. (RW)

Contends that teaching students to read is the same as teaching historical interpretation. Provides a framework for teaching historical interpretation through a case study of books concerning Thomas Jefferson and his alleged illegitimate children. Identifies motives governing academic writing. Provides an analytical framework for historical…

Asserts that history teachers can make the study of history relevant to students by emphasizing the centrality of people in history. Examines ways to achieve cultural literacy while avoiding some of the inherent pitfalls. (NH)

Suggests that the imposition of order on history perpetuates a historian/history teacher dichotomy. Illustrates prevailing fallacies in the teaching of history: (1) the moniker fallacy; (2) the one-school fallacy; (3) the contextual fallacy; and (4) the wave fallacy. States that an avoidance of these fallacies will at least partially reconcile…