Traces the history of photography, revealing how advances in photographic technology affected society. Suggests ways in which photographs can be used in the classroom, mentioning cautions to consider when using old photographs. Shows how photography is beneficial to the study of women's history. Includes five photographs. (AEM)

Introducing this issue of lesson plans, the author states that teaching about the U.S. Constitution is a great challenge because students with varied reading levels and intellectual maturity must develop an understanding and appreciation of the complex philosophical and legal principles that underlie the whole of U.S. society. Recommends use of…

Presents a lesson designed to teach students about the period of Salutary Neglect (100 years before the French and Indian Wars) and its effects on later historical events. Provides an advance organizer which puts students in a situation of salutary neglect and includes student and teacher resources on the Stamp Act, the Townshend Acts, and the…

Described is an approach for teaching history from an authentic and contemporary American Indian perspective. This approach involves the retelling of a Yurok myth, recording it in a bilingual text, and demonstrating how history can be presented with a map. (RM)

Describes resources used to teach local history at the third-grade level in El Cajon, California. The content of the resources is described as well as the methods used to develop the resources. (AM)

Examples of how oral history can be used in the secondary classroom are provided.

Slide presentations on California history which use five slide projectors simultaneously are described. (DE)

Gives a rationale for assessing critical thinking through writing. Provides examples of semi-structured open-ended test items used to assess critical thinking through writing. A brief bibliography is included. (JDH)

Six articles review the results of the 1985 California Assessment Program's eighth grade test of History/Social Science. Each article reviews areas where students excelled or had difficulties and makes recommendations for adjustments in curricula or teaching procedures. (JDH)

Presents, along with working definitions and illustrative items, an overview of the eighth grade critical thinking assessment which comprises approximately 40% of the History/Social Science test of the California Assessment Program. (JDH)

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

Describes a local history unit used to introduce fourth graders in Berkeley, California to history. The topics and activities used to teach the topics are discussed. (AM)

The author emphasizes the charm and importance of studying California state history. (DE)

Discusses a teaching unit which enables high school students to see the connections between the specific grievances listed in the Declaration of Independence and the structural prohibitions in the U.S. Constitution. Predicts that 27 grievances will be identified as students become more familiar with these two documents. (GEA)

Presents a two-day lesson which helps students understand the distinction between government and private action and, for more advanced students, to apply past court decisions to a hypothetical situation involving commerce and contract rights. Includes a checklist of 25 items which examines government involvement in students' everyday lives. (GEA)