Describes the life of former Louisiana governor Huey Long through five fictitious letters. Discusses Long's experiences as a state public service commissioner, governor, and senator. Attributes Long's assassination to his killer's personal motives. Concludes that Long's life showed how much personal power could be gained even in a democracy. (SG)

Asserts that the study of history involves more than the passive absorption facts, dates, names, and places. Maintains that real historical understanding requires students to engage in historical thinking, to raise questions, and to marshal evidence. Describes skills for five types of historical thinking. (CFR)

Disagrees with the tone and conclusions of the special section on United States-Japan relations in the November-December, 1991 issue. Contends that the national interests of the United States were ignored to avoid "Japan Bashing" over trade and other economic issues. Calls for a more realistic view of Japan's trade policies toward the…

Presents U.S. broadcasting history as the interplay between powerful commercial forces and a broadcast reform movement that opposed commercial control of the industry. Suggests that broadcast reformers developed traditions of media criticism that are useful today. Describes the lack of debate preceding the Communications Act of 1934 as a weak spot…

Addresses the media's role in changing the nature of heroes in the United States. Describes the changes in cultural values that resulted in statesmen and soldiers being replaced by athletes and film and television celebrities. Attributes change to the development of the consumer society, centralization of the entertainment industry, and advances…

Discusses the influence of radio on the social history of the United States between the world wars. Describes early broadcast programing as a mix of culture, education, information, and some entertainment. Addresses the role of radio in the Depression and through the beginnings of World War II in Europe. (DK)

Describes three methods of active learning for an undergraduate history class: (1) debates over differing historical interpretations; (2) demonstrations of change and continuity between past and present in an historical issue; and (3) simulations of real or imaginary events. Includes instructions, evaluation information, and a course description.…

Presents the National History Standards for United States History, grades 5 through 12. Includes an overview of 10 chronological time periods. Provides student objectives and recommended learning activities. (CFR)