Populism is a relevant issue in the teaching of American history. Historically, the standard interpretation of Populism perceived the movement as favorable. How educators handle conflicting views of Populism is important in engaging students in critical thinking. This article describes the history of American Populism, explains how Populism can be…

An important historiographic controversy exists between those who blame the Soviets for the origins of the Cold War (orthodox) and those who blame the U. S. (revisionist--New Left). While the latter criticize the orthodox historians' methods, they are often guilty of semilar biases and simplifications. (JB)

Illustration of change in historians' interpretation and opinion on the subject of American entrance into World War I. (SE)

The legend of the gunfighter-lawman, frontier justice, and the extent of violence in western history are suggested as possible course content to make history more relevant and interesting. (DE)

Discusses using historiography on the Reconstruction Era as a method for generating classroom lessons in both inductive reasoning and critical thinking. Urges teaching of historical process as well as content. Suggests emphasizing limitations of available historical data and perspective. Recommends presenting students with historical data allowing…

Provides a classroom exercise, known as Synergistic Convergence (SYNCON), in which students are divided into small groups, and then into successively larger groups, until the entire class is involved in one problem. Asks students to develop a list of five heroes and five villains in history. Generates insights into the nature of historical…

This article analyzes three incidents in pre-Civil War history; Crispus Attucks and the Boston Massacre, John Brown and the raid on Harpers Ferry, and Abraham Lincoln and the Emancipation Proclamation. The article examines how these incidents have been distorted into myths and stereotypes and offers more correct historical interpretations. (DE)

Compares three textbook accounts of Anne Hutchinson's life to show the importance of teaching students historical thinking. Presents a lesson that will enable students to analyze these historical accounts of Hutchinson and also to examine the interpretive nature of history. Provides two appendices. (CMK)

Discusses the career of George Washington with specific emphasis on his racial views and his role as a slaveholder. Describes Washington as a man bound by racial and political mores of his time. Although troubled by certain aspects of slavery, Washington directly benefited from the operation of this system. (MJP)

Reports on the research and development of a history textbook on Puerto Rico. Discusses the issues of historical synthesis and the special problems associated with writing a book about an island that is neither an independent nation nor a colonial possession. (CFR)

Briefly discusses the approaches and treatment given to George Washington in most K-12 classrooms. Argues that history is more than a rote memorization of facts, and describes several programs in Texas that have attempted a broader and more consistent approach. Discusses Washington's relevance for today's students. (MJP)

Contends that differences in historical interpretations presented in textbooks have implications for citizenship education. Compares the treatment of the civil rights movement in two secondary level U.S. history textbooks. Concludes that selection committees should examine historical interpretation as well the amount of information about…

Briefly reviews the character and contributions of our first president. Discusses the accomplishments of George Washington in terms of his role as a gentleman, general, politician, and a man of ideas. Includes selections from, "The 110 rules of Civility", a book that influenced Washington in his youth. (MJP)

Provides an overview of the character and career of George Washington. Reveals a complex portrait of a man who overcame personal obstacles (a violent temper) and professional hindrances (lack of formal education) to become a military hero and our first president. Briefly discusses the Society of the Cincinnati. (MJP)