Describes a living history program at the Old Town State Park in San Diego, California for elementary children. Program activities and the roles of volunteers and teachers are discussed. (AM)

Reviews ten ERIC documents, produced since 1983, which provide activities, lesson plans, and curriculum guides for teaching elementary through secondary students about democratic government. Emphasis is on citizen responsibility and participation. (JDH)

Describes a living history program on life in nineteenth-century San Diego for secondary students. During tours of a restored Victorian house, students view slides of historical photographs, study clothing and furniture styles, and participate in typical sewing, cooking, and cleaning chores. (AM)

The value of old home movies, fiction films, and newsreels for the study of history is emphasized. (DE)

Discusses the U.S. Constitution's endurance throughout the years and states that it must be taught so that all citizens will know the value of their participation in a democratic society. Advocates a "Celebration of the Constitution," teaching it with the respect and vigor it deserves on its 200th birthday. (GEA)

Discusses the renewed demand for history in elementary and secondary schools and outlines the features of a modern curriculum. Recent directions and the essential elements of history are described as well as student outcomes. (AM)

Describes a history project that was used to teach students in grades one through six data interpretation and other methods of the historian. (AM)

Suggests activities for students interested in historic preservation: walking trips, collection, and projects which recreate activities of the past. (KC)

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

Describes seven resources on curriculum development in social studies found in the ERIC system. Among the cited items are journal articles on various aspects of the social studies scope and sequence and an ERIC document on the role of secondary social studies in developing technological literacy. (JDH)

Provides a brief chronology of events which took place in the development of the statewide eighth grade assessment of history/social science in California. Describes the content of the tests and lists the names of the individuals who served on the various development committees. (JDH)

Describes materials in a kit assembled by the Royal Ontario Museum (ROM) that can be used to revitalize the teaching of Roman history and as a model for teaching about ancient history in general. The author also suggests a new approach, concepts, and topics that should be used in teaching Roman history. (AM)

Presents activity, with reproducible reading, for high school students which focuses on perpetual differences among cultures. Students translate into modern English a 16th century document about life in Virginia and compare their translations. (KC)

Suggests using contrasting accounts of historical events to transform the history classroom into a laboratory for discovering truth. Explains that students participate in a role-playing assignment about a journalist's experiences in Africa, analyze historical methodology problems, work together to improve their accounts, then examine what they…

Describes three programs offered by the San Diego History Research Center for teaching local history to secondary students. Students tour the Center, use primary sources to write research papers for a contest, and view a slide presentation. (AM)