A view of Jacksonian America is given in this outline of conditions in Chautauqua County, New York, between the years 1833 and 1836. (JB)

Simulating the past through role playing is not necessarily new in or classrooms, but the daily practice of recognizing the emotions of the past as a guide for living is a most useful approach to a very old problem of knowing thy self. (Author)

Through careful selection of secondary source materials students are led to see how an historian uses facts to develop an interpretation. (JB)

Suggests that social studies students on the high school level can benefit from a study of local government because it is the level of government with which they are already most familiar. Suggests that teachers use a local government unit utilizing research projects, field trips, primary community resource material, and class presentations. (DB)

Argues that historians have often neglected ideological forces that have shaped their work. Offers a meta-analysis of the ideological dimensions of historical scholarship. Proposes a social psychoanalytical approach to history. Argues that a recognition of the connection between past and present would expose the ties between history and politics.…

Describes a computer program which will randomly select questions and change the arrangement of answers each time the program is run, providing realistic practice for standardized test-taking. A listing of the program is provided in AppleSoft BASIC, and modifications for the IBM-PC are included. (LP)

A simulation game designed for seventh grade students of New York history shows how the iroquois Confederacy was able to conquer much of present New York State. (Author/KM)

Televised portrayals of cowboy legends are really legends of violence, not of fact or history. (JB)

Examines the frequently found gap between the teaching of facts and the learning of critical thinking skills in the history classroom. Describes how history facts can be taught through the application of critical thinking skills. Includes sample test items and teaching examples. (JDH)

Presents a history of world history instruction as it has evolved since the 1890s in the United States focusing on New York state. Concludes that the latest revisions have restored chronology; eliminated any attempt at universal history; decreased the presence of the social sciences; and retained the option for a topical treatment within a…

Students change their response to interpretations of American history whether or not they have taken a course in American history, inferring that there are other influences contributing to changes in students' responses. (JB)

A high school senior requests that history be taught as truth rather than as myth and that schools accept their role as agents of change in society. (JB)

Maintains that textbooks have not accurately reported the Vietnam War. Findings are based on an analysis of 28 high school texts widely used in social studies and history courses. Shortcomings of the textbooks include bias, omission, dearth of specific information on U. S. involvement, and avoidance of inquiry and analysis. Textbooks are listed at…

Illustrates specific ways to help students think about history within the framework of a lecture-discussion format that postulates selective coverage while relying upon the textbook as a source of information. Includes lesson plans and additional teaching ideas. (LP)