Maintains that what students fail to get in most American history courses is an understanding of history as a process. Urges teachers to provide an intellectual context for history by emphasizing the importance of ideologies and using comparative or critical analysis of events. (JDH)

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

An effective unit on the presidency must clarify the balance between the executive and legislative branches of the federal government. Two activities for use with secondary students are presented. (RM)

Techniques for planning an effective field trip, that is, one that uses structured learning, are provided. Sample questions that were used on a Boston Massacre field trip are provided. (RM)

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)

Samuel de Champlain's adventures and observations of the Lake Champlain, New York, region are recounted. (DE)

Contains 10 citations of curriculum materials in the ERIC system appropriate for elementary or secondary U. S. history instruction. Citation topics include: elementary-level materials on cities, clothing styles, country schools, and immigration; secondary materials on women in American history, images of America at war, and critical thinking about…

The author talks about Polish Americans who contributed to the American Revolution. Among them are two generals, Kazimierz Pulaski and Tadeusz Kosciuszko. Availability information is provided for obtaining 17" x 22" posters for classroom use which contain montages and short biographic sketchs of Polish contributions. (Author/RM)

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…

Examines the policies of presidents Ford, Carter, and Reagan regarding intervention in foreign affairs. States that their policies were formed as a response to the Vietnam War and that they were not especially successful. Illustrates the difficulties involved in maintaining a consistent intervention policy that will satisfy domestic and foreign…

Evaluates U.S. intervention in neighboring countries, classifying actions according to an eightfold taxonomy: acquisition of continental territory, acquisition of overseas territory, establishment of protectorates, acquisition of transit rights to the Pacific, establishment of custom receiverships, protection of U.S. citizens and property,…

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)

The goals of the Project on Social History (POSH), a secondary school curriculum written by teachers at Carnegie-Mellon University, are discussed and reasons why social history has fared so poorly at the secondary level are examined. (RM)