The author argues that in order to create space for authentic multicultural engagement in the face of Eurocentric norms, teachers should form discussion groups that follow five basic guidelines: engage, don't enrage; be comfortable with negative emotion; watch for and change unproductive language; talk about everything; and engage in classroom…

Historians work in a discipline with few inherent concepts and are obliged to draw upon many fields in recreating the past. Yet authors of most school history texts, state and national standards and curriculum materials seldom incorporate economic analysis in their work. Just look at state standards that include Adam Smith and John Locke but draw…

The author is persuaded that the main purpose of the North Atlantic Treaty Organization (NATO) was to raise the confidence of moderate ruling groups in Western Europe. Today NATO is an expression of support between troubled allies with a number of common interests. (RM)

Recounts the life and writings of noted U. S. historian, Carl Becker. Provides an analysis of his influence on the academic study of European history in the United States. (JDH)

William L. Shirer, author of Rise and Fall of the Third Reich, discusses a wide variety of subjects, including the personalities of Roosevelt and Hitler, why the Germans succumbed to Nazism, McCarthyism in the United States, and the heroic resistance of the Russians to German invasion. (CS)

Discusses the historiography of the Cold War, identifying five points central to orthodox interpretation, another five made by revisionist historians, and four by postrevisionists on the topic. Reexamines these interpretations, probing into their implications and identifying major points of conflict. (AEM)

Both Franklin Delano Roosevelt and Adolf Hitler came to power in 1933. This 50th anniversary issue contains articles analyzing the two men, and the different political, social, moral, and artistic directions taken by the United States and Germany in the 1930's. American youth have much to learn from what occurred. (CS)

Discusses how social history lessons fit with relative ease into secondary U.S. and European history courses. A sample lesson shows teachers how to use data on the history of childhood when teaching about the Enlightenment. (RM)

One of the most evident examples of President Franklin D. Roosevelt's mastery of the press and his manipulation of public opinion was the 1940 arrangement of the transfer of 50 United States naval destroyers to Great Britain while that nation was at war with Germany and Italy and while noninterventionist sentiment was quite strong in the United…

Provides 10 reasons why the study of Germany and the European Community should be taught in U.S. social studies. Argues that the cultural interrelationships between the United States and Germany are historically significant. Contends that the experiences of post-World War II German reconstruction and the reunification after the Cold War can serve…

A course syllabus for world legal history is presented to encourage more instruction in that field. It includes segments on modern and early primitive law, early civilized legal systems, medieval religious legal systems, acceptance and rejection of Roman law in Europe, and developments in the legal history of specific countries. (MSE)

Contends that end of Cold War increases need for students to understand causes and aftermath of World War II. Recommends spending less time on military aspects of the war and more time on the economic, social, and cultural impact of total war. Provides a selected list of resources to be used in a college level course on the war. (CFR)

Asserts that a survey of historians indicates a divided profession in the United States and South Africa. Contends that history designed to instill national consciousness and identity risks becoming didactic and teleological. (CFR)

Presents an interview with Paul Fussell, author of "The Great War and Modern Memory." Fussell speaks about the destruction of that war and his own experiences as a combat officer in World War II. He also addresses his original field of study, 18th century literature, and some of the changes wrought by the 20th century. (MJP)

Discusses key concerns regarding issues of rationale, methodology, and resources when teaching about the Holocaust. Identifies 12 objectives and 5 content criteria for the topic. Includes five frequently asked questions about the Holocaust and their answers from the United States Holocaust Memorial Museum. (CFR)