Discusses the use of oral history within a North Dakota state history course at the University of North Dakota (Grand Forks). Addresses how the students are prepared to conduct oral history interviews. Relates the information students found within their oral history interviews and the benefits of oral history. (CMK)

Describes a project where students conducted oral history with either a war correspondent or a U.S. combat veteran for the course "War and the News Media: From Vietnam through Desert Storm and Beyond." Discusses how the students prepared for the interviews and the evaluation of their projects. (CMK)

Presents a course entitled "Growing Up in America: Past, Present, Future" that focuses on children's experiences of growing up in different social settings, the transformations of growing up from the early modern era to the present, and the distinctions between the norms and actual patterns of children's experiences. Includes the course syllabus.…

Reminisces about how students reacted to learning about the Vietnam War within a U.S. history course where the students read the book "Dispatches" by Michael Herr which encouraged the students to empathize with their fathers who lived in that era. Discusses the implications this reaction has for teaching history. (CMK)

Explores experiential learning through four perspectives: (1) Schadewald discusses the content of a course on AIDS; (2) DeVinny discusses working with the AIDS Memorial at Indiana University; (3) Gordon recounts the experience of administering a survey to HIV-positive people; and (4) Bailey considers how community organizations benefit from…

Reports on the history and development of courses on American studies and history in Israeli higher education. Concludes that learning about the United States is deeply embedded in the Israeli university, and U.S. historians have an important role in advancing that study. (CFR)

Describes the personal development of a private-school teacher involved in course restructuring in U.S. history. Lists and discusses the use of seven themes as the basis for the course. Concludes that history, more than any other subject, is linked to personal identity. (CFR)

Asserts that intended audience size for academic historians and other historians is a major barrier between the two groups. Concludes that cooperation between precollege teachers and historians is necessary and that teachers should have more voice in curriculum development. (CFR)