Describes how to use student generated comments to motivate class discussion and curriculum change in high school modern European history courses. Explains a technique for improving student participation in the classroom through a technique (transactional evaluation) which involves introduction, comment generation, simple data processing, group…

Presents an annotated bibliography of books on the Holocaust suitable for young adults. Describes Holocaust institutions and their resources. Provides an address for teachers interested in contacting a Holocaust institute in their area. Discusses the proliferation of teaching resources on the Second World War and their value in the classroom. (RW)

Addresses the difficulty of teaching historical perspective to students. Suggests that teachers can teach historical concepts better by trying to understand how to use indefinite time expressions. Presents results of a study focusing on teacher perceptions of student responses to indefinite time expressions. Discusses the building of time lines to…

Addresses the incorporation of cooperative learning in the secondary history classroom. Suggests procedures to be followed during the planning stage of a cooperative activity: (1) choose appropriate content; (2) for student teams; and (3) develop materials and directions. Suggests that the involvement of cooperative learning will offer motivation…

Focuses on the use of melodrama as an instructional tool in social studies classrooms. Discusses how to set up a melodrama and stage a melodrama. Provides ideas for possible melodramas that address issues of democracy, such as constitutional challenges and civil disobedience. (CMK)

Questions designed for student evaluation in a U.S. history course combine the features of both an objective and essay test. (DE)

Provides suggestions for an activity in which students are taught to observe and think in the manner of the archaeologist. Steps to be taken by the teacher before, during, and after a museum visit are specified. (Author/DB)

Criteria are described for selecting specific issues, events, and documents to be covered in history courses. Teachers should base content selection on basic concepts within the discipline, social needs and values of the class, pedagogical considerations, and the principle of economy in meeting multiple needs. (Author/AV)

Historians, philosophers, and teachers of history should try to be aware of and accurately identify the causes of historical events. The author proposes a theory of causation and presents a model for developing the theory in terms of the outbreak of World War I. (AV)

Presents an annotated bibliography of more than 30 sources of political cartoons from past and present cartoonists. Titles include "Comic Art in America"; "Herblock's Special for Today"; "Best Editorial Cartoons"; "The Cartoon History of the American Revolution"; "The Cartoon History of Britain";…

A reenactment that attempts to re-create and relive the sequence of events of a significant historical happening can be an essential power for learning history. Suggestions to help teachers develop and plan a reenactment are made. (RM)

Using examples from Germany, the USSR, and the United States, this article explores the inconsistency of nationalism and chauvinist pride with the commonality of human nature as represented in the values, convictions, creeds, morals, and ethics of the people in these countries. (JDH)

Through the use of history resource folders containing literature and primary source materials, elementary teachers can involve children in historical issues. Discusses how to design and construct the resource folders and provides suggestions for themes, source materials, and learning activities. (RM)

Those engaged in teaching history should not shrink from the implications raised by current debates over black history and black attitudes. To study black history is to study American history. (Author/JB)

The current campaign to make American history palatable to Negro aspirations has reached proportions of hysteria and unrealism, which, if not arrested, threatens the intellectual autonomy of teachers and the scholarly integrity of historical writing. (Author)