Course syllabi in world history from 10 American colleges and universities are presented. This publication is an effort of the World History Association to disseminate teaching materials on global and comparative history to the history profession. Information provided in the syllabi includes descriptions of course objectives and content, the…

During discussions about planning, Tim Kemp and Charlotte Bickmore recently concluded that despite the name they give to their major Year 8 unit (The Making of the United Kingdom), they tend mainly to focus on England, and even more especially, on London. They have a good point. Ask an average Year 8 student to describe Britain in, say, 1700, and…

This set of five papers suggests that professors in college philosophy, music, government, and history departments, as well as those in English departments, may be able to teach writing in their disciplines, if only they work at the task. The first paper, written by a member of the English department, provides the rationale for the formation of an…

During the past decade, it has been made clear that educational structures and curricula must become responsive to student needs and aspirations. Many minority groups are calling for development of an educational system which includes the study of ethnic heritages and aspirations. The response has been the inauguration of black, Chicano, and…

Presents a mode of formal analysis that identifies different substantive theories about history teaching. The mode rejects as incomplete or incoherent pseudotheories that fail to indicate which needs they are supposed to meet, which knowledge they are supposed to provide, or which authority they are supposed to recognize as legitimate. (RM)

Since the end of the Vietnam War there has been a flood of new historical information vastly revising much of what anyone--left, right, or center--knew. Teachers must take this into account when teaching about Vietnam. All major competing perceptions of the Vietnam war should be analyzed objectively. (RM)

A survey conducted by the Council for Excellence in Government and The Center for Information & Research on Civic Learning & Engagement (CIRCLE) reveals unprecedented information about the content and significance of civics and social studies classes today. Overall, the curriculum and message of history and social studies classes appear to be more…

Part of the proceedings of a Symposium on the Teaching of French Civilization held in Santiago, Chile, on July 16-28, 1970. (DS)

Discusses the use of first-person accounts in teaching history. Focuses on a course on Vietnam history called, "The Vietnam Experience." Explores different reading materials that are used in the course, as well as the author's own personal account. Includes a bibliography. (CMK)

Describes an innovative world history class course, "History through Theater", taught at National University (San Diego, California). States that the course integrates the use of different learning styles. Discusses the content of the course and highlights the materials that the students read during the course. (CMK)

Describes the course "Introduction to Oral History," taught the University of North Carolina (Chapel Hill) that explores southern and African history since World War II. Emphasizes the history of Chatham County, a rural community south of Chapel Hill. (CMK)

Provides an account in 1988 of 23 university history departments in the United States from a British visitor's perspective. Traces the history of the curriculum, comparing history departments in terms of curriculum, curricular change, general education requirements, requirements for a history major, departmental academic planning, teaching methods…

Responds to a critique by Ronald Evans of Ravitch's position on the teaching of history. States that the goals of history are to put students in command of knowledge which will allow them to reach their own conclusions. Urges that teachers take the risk of allowing students to think for themselves. (KO)

Recommends a revision of the traditional method for teaching history, so that students view facts as the starting point, from which they learn to classify, examine, and evaluate historical events. Suggests activities and projects for implementation of this teaching method. (LS)

Argues against a graduate field of study in world history as too general. Suggests developing a specialization in comparative history to encompass major culture areas. Uses multiple elements to develop comparative history courses. Proposes graduate seminars where students discuss works in cross-cultural comparative history. (NL)