Identifies the benefits of History Day for upper elementary through high school students and provides guidelines for helping students develop successful projects. (JDH)

Maintains that the study of history must include the in-depth study of a topic and utilization of ideas in contemporary settings in order for history to be a more meaningful experience for young people. Provides an example to illustrate this point from the American Revolutionary War. (JDH)

Focuses on the myth centered around the great hunger in Ireland, explaining aspects of this myth. Explains that the great hunger was actually a series of events and that the Irish were involved in the British policies that affected Ireland at the time. (CMK)

Provides historical information on the science of eugenics beginning in ancient Greece. Discusses the use of "racial hygiene" by the Nazis' Third Reich and its effect on eugenics. Addresses the pros and cons of eugenics and genetic engineering. Includes an annotated bibliography. (CMK)

Reviews the last major battle of World War II that occurred at Okinawa (Japan) in 1945. Explains why the Battle of Okinawa was the turning point in World War II. Includes two maps in the appendix and an annotated bibliography. (CMK)

Discusses the events of the Haitian Revolution, including the slave rebellion which began on August 22, 1791. Focuses on the efforts of Napoleon to overtake Haiti and the effects of the the slave revolt on the Louisiana Purchase and the U.S. Civil War. Includes an annotated bibliography. (CMK)

Presents the story of the role railroad technology had in the adoption of Standard Time Zones in 1883 and also considers the influence of astronomers at the time. Includes the map of the standard railway time used by W. F. Allen and an annotated bibliography with primary and secondary sources. (CMK)

Contends that students should learn about the role of women in Canadian history through research-based projects that focus on the lives of unknown and famous unknown women and that emphasize primary sources and media as important resources. Provides a number of activities that can be adapted for elementary or secondary students. (CMK)

This paper suggests that emerging adolescents in middle schools will do better in social studies if activities are encouraged that develop and maintain student interest. Goal centered, interesting learning opportunities are a must in the social studies curriculum. Middle school students need ample opportunities to engage in problem solving.…