In history classes, each student should (1) be encouraged to learn about his or her own past, and (2) be actively involved in the process of learning. For example, students can be asked to find out every thing they can that was going on the day they were born. (RM)

Focuses on how to improve teaching skills for motivating students to enjoy studying history. Discusses techniques for improved teaching, such as observing well-liked teachers, and determining daily class accomplishments based on student responses. (CMK)

Explains that it is difficult to locate Web sites related to 20th century U.S. politics because the information is often slanted either to the political right or left. Provides a collection of Web sites to help students learn about politics in the 20th century. (CMK)

Explains that students must understand that, due to the beliefs of the time in New England, accusing people of witchcraft during the seventeenth century was plausible. Provides background information on societal beliefs centered upon witchcraft and the supernatural, as well as the process of accusing people of being witches. (CMK)

Presents a lesson plan that focuses on witchcraft in the Atlantic world. Describes each of the four sections of the lesson that encompasses learning about terms and religious views on witchcraft to the history of witchcraft in New England, in the United States, and the Salem (Massachusetts) witchcraft trials. (CMK)

Offers background information on Veterans Day in the United States. Presents a lesson drawing upon the "Teaching Talking History" program, "Memorializing War." Provides ideas for discussion and focuses on having students analyze documents to study memorials. Uses the Gettysburg Address and three other primary sources. (CMK)

Introduces a new column that focuses on successful strategies used by U.S. historians. Includes seven rules for effective history teaching: (1) teach with enthusiasm; (2) rely less on textbooks; (3) use secondary sources; (4) explore current topics; (5) use local history; (6) use music and film; and (7) become computer literate. (CMK)

Presents an annotated bibliography of Web sites about World War I. Includes: (1) general Web sites; (2) Web sites with information during the war; (3) Web sites with information about post-World War I; (4) Web sites that provide photos, sound files of speeches, and propaganda posters; and (5) Web sites with lesson plans. (CMK)

Discusses the content of a course on the genre of western films that was utilized as a film study and a U.S. cultural history credit. Describes in detail the film, "Winchester '73," and addresses other films utilized in the course. States that the course also focuses on the development of the western genre. (CMK)

Discusses how students research and publish self-guided walking tours under the guidance of the Historical Society of Pennsylvania. Assesses the educational value of the experience and suggests resources for creating a tour. Recommends strategies for researching ethnic neighborhoods, including the use of religious and secular institutions for…

Illustrates the strengths and weaknesses of oral histories through an oral history assignment that helps students understand the impact of the Vietnam War on the "Vietnam generation." Suggests introductory materials and lists exemplar interview questions for students to use in interviewing soldiers who were on active duty and those who…

Suggests using local history, primary source material, and comparative history to alleviate the boredom most students experience when studying the Reconstruction period of U.S. history. Provides an example of comparative history usage through a discussion of ante-bellum Maryland and the history of Liberia. (KO)

Advocates a greater emphasis upon rural history through the study of the farming frontier. Suggests methods for introducing this topic to students. Criticizes Turner's thesis for not recognizing the extent of homesteading after 1890 and for concentrating only on agrarian settlement in the Midwest. (KO)

Contends that, in the past several years, the field of western U.S. history has been more vibrant and visible. Maintains that Patricia Nelson Limerick and others revived the field. Concludes that a new approach provides a better appreciation about what did happen and what was mythical in U.S. western history. (CFR)

Presents a lesson plan dealing with the Columbian Exposition of 1893 at the Chicago (Illinois) World's Fair. Stresses recognition of (1) the connection between the past and the present; (2) the significance of Columbus Day; (3) the use of photographs as primary sources; and (4) the architecture of historical periods. Includes suggestions,…