A secondary history teacher describes how he uses rock and roll music to help students study and interpret modern American history. Besides being a lot of fun to teach, a rock unit makes students realize that even contemporary music has a place in history. (RM)

Discusses programs available through state humanities councils, museums, and historical societies to help students and teachers interested in local history gain access to information and materials. Includes media and archival sources of information. (RW)

Suggests that teachers use genealogy as a way of increasing student interest in history. Recommends an A, E, I, O, U approach to genealogy that calls upon students to ask questions, examine documents, interview family members, organize information, and utilize local resources. Proposes parent-child genealogical study sessions, field trips, and…

Discusses the problems of teaching about women in history. Suggests that women are presented in basic historical survey courses as helping men do what men wish to do, for shock value, and in the politics of woman suffrage. Recommends developing means of viewing economic and social relationships as socially constructed rather than natural. (DK)

Surveys literature to provide a bibliography for U.S. history teachers to use in integrating sport history into their classes. Emphasizes major topical areas focusing on 1850 to the present. Includes primary sources, general histories, and works focusing on the relationships among sport and the media, individual cities, women, and minority groups.…

Finds that, by teaching history in conjunction with literature, students grasp historical understanding because they begin to acquire a deeper understanding of their role in constructing the past. States that literature helps create strong images often missing in students' responses to nonfiction material. Gives Alejandro Morales's "The Brick…

Recommends and discusses texts that enable students to investigate the "typical" immigrant story, the parallels and differences in immigration experiences, and characteristics of immigrants. Provides vivid jumping-off points into complex and differentiated lives of real people often hidden beneath labels such as "immigrant." (CMK)

Discusses four ways to incorporate the genre of literature into the teaching of 20th-century U.S. history. Uses detective stories because they promote reflective inquiry, foster competent citizenship, and nurture social concern and ethical growth. Suggests different activities, discussions, and reading selections. (CMK)

Provides rationale for history instruction. History is necessary because human beings need to "locate their individual lives in a chain of generations." Stresses history instruction as storytelling, featuring lives of people from the past. Recommends the use of biographies, primary sources, and social history. Concludes with a section on…

Provides discussion questions, activities, and projects to be used with EJ515083, "The Progressive Era and the World War I Draft." Includes three political cartoons and two World War I-era songs of opposing viewpoints. (JDH)

Discusses a project in which students visit the town of Madrid, New Mexico, to create a photographic record of Madrid, accompanied by stories. Explains that a video documentary was created about this experience. Includes background information on the village of Madrid to be shared with students. (CMK)

Discusses the traditional, revisionist, and post-revisionist approaches to the study of the U.S. Reconstruction Era. Offers the author's book, "Reconstruction: America's Unfinished Revolution, as presenting a coherent account of the Reconstruction. Notes that the book stresses the centrality of the Black experience while placing the southern story…

Presents a lesson plan utilizing personal letters of ordinary people to teach U.S. history. Suggests that the lesson can teach about the historical information available in personal letters, develop analytical skills through use of primary sources, and increase students' understanding of minority issues. Includes four letters to use as handouts.…

Presents a teaching unit tracing the last three decades of cultural history in the United States through television programs. Includes objectives, daily routines, questions, and a list of representative shows. Suggests that students compare and contrast situation comedies from each decade and examine new programs for cultural awareness and…

Presents a lesson plan to help students understand that political advertisements often mislead, lie, or appeal to emotion. Suggests that the lesson will enable students to examine political advertisements analytically. Includes a worksheet to be used by students to analyze individual political advertisements. (DK)