Outlines a project in which the Paterson Silk Strike of 1913 is used to teach about gathering information from primary sources. Includes suggestions for using this project as a model for analyzing historical events in any location. Emphasizes importance of having students draw conclusions from primary sources. (BSR)

Describes the authors' development of a one-semester course on the Vietnam War. Examines the use of television documentaries, press coverage, and primary source materials. Discusses student projects, responsibilities, and overall response to the course. (GEA)

Provides a brief synopsis of how geographic features molded transportation history in the United States. Special emphasis is put on the relationship between river transportation and the formation of towns. Included are examples which show how topographic maps illustrate why certain locations were chosen for settlements. (JDH)

The Omaha Platform tells us a great deal about the objectives and character of the Populists. In this unit, the platform is converted to a problem format that U.S. history teachers can use to promote critical thinking skills in finding relevant information and evaluating inferences. (RM)

A full-dress simulation is an attempt to recreate a moment of history with as much attention to detail as possible. How to plan and execute full-dress simulations to teach secondary students about periods of U.S. history is described. (RM)

Techniques for planning an effective field trip, that is, one that uses structured learning, are provided. Sample questions that were used on a Boston Massacre field trip are provided. (RM)

When used to supplement print materials, explore dimensions of interpretation, and raise questions about bias, films can prove valuable aids for arousing students' curiosity about the past. Films that can be used in secondary classes to teach about the sixties are described. (RM)

This lesson plan provides background on six significant historical documents: (1) "Meeting at Runnymede--The Story of King John and the Magna Carta"; (2) "The Mayflower Compact"; (3) "The Declaration of Independence and Natural Rights"; (4) "The Federalist Papers"; (5) "Aristotle: In Search of the Best…

In 1876 Americans held a Centennial Exhibition in Philadelphia (Pennsylvania) to celebrate the nation's birth 100 years earlier. Machinery Hall drew the most admiration and wonder. Alexander Graham Bell exhibited the first telephone, and Thomas Alva Edison presented the automatic telegraph, one of more than 1,000 inventions he would patent in his…

This book offers a series of lesson plans and resources for teaching young learners (K-3) about heroines in U.S. history. The book offers general guidelines for presentation of the materials as well as specific suggestions for individual lessons. Each lesson focuses on a particular historical figure and includes a biography, a lesson plan outline,…

The word "patriotism" summons up a wide range of images, but true patriotism goes beyond special occasions and special people. Do young people know what living as a patriot means? What obligations does a citizen owe to the United States? What opportunities does the country give to him or her? The lessons in this booklet can help students…

This teacher's guide contains information, lesson plans, and diverse student learning activities focusing on aviation. The guide is divided into seven sections: (1) "Drawing Activities" (Airmail Art; Eyewitness; Kite Power); (2) "Geography" (U.S. Airports); (3) "Information" (Aviation Alphabet; Glossary; Four Forces…

This curriculum guide for a PBS 2-part, 180-minute video, "In Search of the Oregon Trail" (narrated by Stacy Keach), provides information to help teachers develop lesson plans. The guide is comprised of 12 lessons incorporating 31 video chapters. Curriculum areas include history, geography, economics, sociology, ethnic studies, civics…

Fourth-grade students, wishing to expand upon what they learned about William Penn in their textbooks, sent in questions to the director of social studies in the Reading (Pennsylvania) schools. The director referred the students to sources (some primary) that would answer their questions. (KC)

Discusses ways to use a primary source document--a telegram from the U.S. Ambassador to Germany to the American Secretary of State describing Hitler's actions to consolidate his power on March 23, 1933--in helping students understand and compare the leadership of Roosevelt and Hitler. (CS)