Presents the case for including historical fiction as an integral part of elementary social studies. Maintains that such stories are valuable tools for fostering moral understanding and growth. (JDH)

Describes how an elementary school used the celebration of its 75th anniversary to promote social studies instruction. Includes activity ideas and step-by-step instructions for developing a celebration of school heritage. (JDH)

Reviews the objectives of the 21-member intergovernmental Council of Europe and its sub-group, the Council for Cultural Cooperation. Explains the prevailing practices and desired outcomes of European history as it is taught in the member countries. (JDH)

An excellent method for teaching elementary and secondary history is to have students study historical decisions and decision-making processes and become involved in making some historical decisions as well. This approach is described. (RM)

By reading literature about wars, secondary students can learn about the values of different cultures and societies. Teaching approaches are suggested, and specific titles are discussed. (RM)

How students in the primary, middle, and secondary grades can be made aware of architectural developments is discussed, specific objectives for studying a historic site are identified, and some structures important in historic studies are listed. (RM)

It is argued that top priority within the field of history should be reserved for the survey course. Structure in a history survey is analyzed from the aspects of critical thinking and the nature of history as a discipline. (KM)

A history of French rule in Indochina is offered by way of explanation of the current involvement of the United States in that Asian country. (JB)

The New Social Studies and the reform efforts of the 1970s are linked to the classrooms of the 1980s. History teachers may use a greater variety of teaching styles, methods, and materials than teachers two decades ago. The textbook-centered classroom is one of the major challenges facing history educators today. (AM)

Textbooks treat Afro-American history with a general unevenness, with little attention to Afro-American thoughts and activities. A theme that runs consistently throughout American history is the exclusion of Afro-Americans from the concept of American "people." There should be a two-pronged approach to examining this theme in the classroom. (AM)

Describes a secondary reading program which uses historical fiction to enrich social studies courses. A bibliography of the fiction used is included. (RM)

Describes a method to help students become participants in historical analysis rather than observers of ancient history. Mesopotamia is used as a case study of a culture for which opportunities exist for conjecture, hypothesis formation, research, extrapolation, problem solving, and statements of causality. (Author/DB)