Provides excerpts from five primary sources concerning the lives of women in California from 1850 to 1942. Notes sources and includes discussion questions, as well as an oral history interview. (CK)

Discusses contributions women have made to the growth and development of society in California throughout the state's history. Presents reasons why women largely have been ignored by California history textbooks. Argues that students can benefit from a study of California women. (DB)

Presents a lesson plan integrating fifth language arts and social studies. Students wrote letters to the editors of newspapers in the 50 states and received hundreds of postcards and letters that were displayed throughout the classroom. Includes photographs of the students and postcards. Suggests that the activity teaches history and geography…

Several student activities designed to celebrate the Bicentennial are suggested. (DE)

Eleventh grade U.S. history, as described in the 1981 California History/Social Science Framework, should not be taught using a chronological approach. Instead, the course should be based on selected "regional" focal points and students given the opportunity to study different historical accounts and interpretations of the same events.…

Students can use their community as a historical base, but they must first learn how to question effectively. Specific strategies for implementing interviews are suggested. Through interviewing, students learn concepts about demography, roles, and social change, and they acquire skills in collecting data, testing hypotheses, and evaluating data.…

Presents the seven principles for the teaching of history, many of which were the foundation for the 1981 "California History/Social Science Framework." (AM)

Argues that, although Spanish/Mexican women have been important creative forces in shaping the development of California, their accomplishments have gone largely unrecorded. Describes the experiences of Spanish/Mexican women in California during the nineteenth century. Pays particular attention to the contributions of women in missions and on…

Discusses a process used for teaching about the Japanese relocation camps of World War II. Suggests methods for helping students to understand the events being studied: (1) link the event to students' lives; (2) provide background for understanding; (3) analyze the event; and (4) apply the concept-transfer. Includes a letter as a primary source…

Presents a lesson plan and performance assessment for teaching about Korea. Explains that the lesson teaches history by giving students interesting problems to work on using the facts they discover about the country. Discusses preparation and research, performance assessment, and writing assessment on whether the two Koreas will unify. (DK)

Argues that the experiences of U.S. women in the seventeenth, eighteenth, and nineteenth centuries may be uncovered through the colorful legacy of quilts. Outlines the teacher's task in integrating the study of quilts into the curriculum. Presents an imaginary scenario that illustrates the types of comments one might encounter in a classroom…

A simulation of the Lewis and Clark expedition helps high school students compare what the area of the journey was like in the 1880s and what it is like today and examine the Indians from the perspective of those who first encountered them. The simulation is described. (RM)

Discusses GTV, a computer software program that presents U.S. history from a geographic perspective. Lists resources and equipment necessary to make effective use of the program. Cites the program's possible integration with California's social studies classroom under the state social studies framework. (DK)

Discusses treatment of the United States in Chinese textbooks. Focuses on a world history text and a political economics text for high school seniors. Reports that the Chinese texts present the United States as an imperialistic bastion of capitalism. Suggests that a more balanced presentation is necessary to prepare students for the global era.…

Presents abstracts of 10 documents, selected and reviewed from the Educational Resources Information Center (ERIC) that deal with the debate over how to teach history. Includes information for accessing or ordering documents. (NL)