Technological, industrial, social, genre, and auteur emphases in film courses are discussed. So that students can see an adequate number of films, instructors can schedule multiple showings outside of ordinary classroom time or during a portion of laboratory classes, which are two or three times the ordinary class length. (RM)

Reexamines the role of ideas as a factor in the French Revolution. Discusses recent research concerning the influence of philosophy upon this Revolution. Looks at research dealing with the Enlightenment thinkers and the "Cercle Social" Girondists among other philosophies. Views the French Revolution as a means of understanding the modern…

Addresses problems of declining enrollments and abolition of history requirements at the college level. Proposes restructuring of the traditional survey courses. (KC)

Presents results of a survey of the teaching about nuclear history at U.S. colleges and universities. Reports the existence of a well-established and extensive literature, a focus on nuclear weapons or warfare, and a concentration on nuclear citizenship, therapy, or eschatology for courses outside of history departments. Discusses individual…

Criticizes historians for entrenching themselves behind barriers of methodology. Suggests that historians may be unable to see what is hidden beneath the surface of events. Urges that historians look to the subject matter of the literatures and cultures of all ages to effectively interpret events. (KO)

Describes the evolution of a course concerning the role of Spain in the Americas. Suggests that Spain has had a strong influence on the region. Explains that students participated unexpectedly well within the course's discussion seminar format. Includes an appendix setting out assigned readings and a course syllabus. (SG)

The history teacher frequently struggles to find classroom sources that are not only insightful, but also challenge students to be interpretative and imaginative about the past. As an instructional tool, popular culture can do all of these while reflecting the cultural impulses emanating from a particular country or region. To this end, the…

Seven college professors give personal views about why courses in Western civilization and national history are declining in popularity. Because students seem to be oriented toward the present and away from foreign affairs, history courses must be relevant to students' lives in order to be of interest. (AV)

Discusses the use of novels in a Latin American history course. Provides a theoretical basis for the course. Outlines course format, class assignments, and reading lists. Points out the value of the novel to students in understanding the history of Latin America. (RW)

A team-teaching approach to a college-level world history course using a lecture-lab format was very popular with students. One professor taught historical methods, including oral history, quantification, local history, family history, and visual history, in his labs. A detailed course outline is provided. (RM)

Presents the reader with three interpretations of the historical significance of the urban political boss. Identifies one group which condemns the practitioners of machine politics, another which emphasizes the function of bossism, and that group whose members point out the complex relationships involved in the operation of city government. (KO)

Examines increased interest in Latin American studies initiated by Cuban Revolution of Fidel Castro. Identifies and compares older historiography which evolved in Latin America and newer efforts which have emanated from the United States. Suggests that a changing political and economic climate and different emphasis in methodology are affecting…

Suggests a method for teaching history as a means of exposing students to and enabling them to internalize historical definitions, theories, and uses. Lists topics that should be discussed in an introductory unit on the nature of history. Includes an appendix setting out a schedule of themes for the unit. (SG)

Discusses the usefulness of war games in high school and college classrooms, specifically games involving the role of Western Europe in World War II. Twenty games are identified and evaluated in terms of strategy and educational value. (AV)

Description of a course built around the question, What is History?'' The methodological principles of selection, causation, generalization, and interpretation are applied. (JB)