Annotates seven popular American cultural myths and explains how historical myths can serve as vehicles of misinformation in the social studies classroom. Presents tips to teachers on how to teach history in an open and honest manner without glamorizing historical figures. (Author/DB)

Examines how social studies and history teachers can help students understand the intellectual origins of German Nazism during World War II. Suggests discussion questions and learning activities. (Author/DB)

Focuses on using music as a tool for teaching about the U.S. Civil War. States that music was integral to life in the United States and for the soldiers during this time period. Discusses why teachers should use music and how to integrate songs into instruction. Includes song lyrics. (CMK)

Describes a historical empathy lesson that requires high school students to understand, explain, and evaluate why Neville Chamberlain followed the policy of appeasement in his negotiations with Adolf Hitler. Defines historical empathy and includes an appendix with list of key events, student investigation sheet, and resource materials. (CMK)

History teaching continues to be driven by an overriding emphasis on information coverage. This trend has resulted in a fragmented approach to teaching that privileges the acquisition of facts over in-depth study (Evans 1989; Evans, Avery, and Pederson 1999; Goodlad 1984; Newmann 1988; Onosko 1992, 1996; Onosko and Swenson 1996; Wiggins 1989).…

In this article, the author shares her experience working with preservice teachers in a hands-on museum exhibit. The preservice teachers' responses suggest that the experience of working in a hands-on museum exhibit can be a valuable part of an elementary social studies methods course. Adequately preparing elementary social studies methods…

Shows how the lack of education about foreign countries leaves Americans ignorant of international issues. Proposes that changes be made in traditional curricula to include international information. Provides a sample lesson to demonstrate how a U.S. history class could fulfill this need. (AEM)

Described is how a Wyoming school district developed a program that offers fourth-graders, engaged in local community studies, first-hand experience in their heritage. An exposition that featured exhibits and stations depicting contemporary and historic social and economic practices was developed. (RM)

Identifies five major aims for teaching about the United States in European secondary schools. Presents the content of eight themes for achieving these aims: (1) stereotypes; (2) location; (3) environmental diversity; (4) human response; (5) the peopling of the United States; (6) the U. S. political system; (7) the United States as a global power;…

General references, curricular references, textbook and supplementary references provide the Social Studies teacher suggestions for materials to be used in an integrated approach to teaching the history and culture of the Mexican American. (SHM)

The author makes several suggestions of instructional strategies and materials designed to help students develop historical and cross cultural perspective in analyses of American culture. A lengthy, annotated bibliography of recommended books and articles is included. (JB)

Maintains that the creation of a time capsule for any particular time period can help students visualize an abstract historical setting in a highly concrete way and provide a powerful, hands-on link to the past. Discusses different types of time capsules including family, famous people, arts, and culture. (MJP)

Recommends using time bonding (finding a role model and researching the process and story behind that individual's accomplishments) as a means to interest students in history. Outlines the instructions covering the objectives of the writing assignments. Students researched a variety of biographies including Jackie Robinson and Lyndon Johnson. (MJP)

Advocates using broadsides, a form of public announcements in the colonial era, as an example of easily obtainable historical source materials. Examines how studying broadsides promotes skills associated with historical inquiry. Outlines a six-step model for teaching with broadsides. Provides three sample lessons for classroom use of broadsides.…

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…