The inclusion of information about business and businessmen in history and other social studies courses offers secondary school students an intimate experience with the historical development of American economic life. (Author)

An integrative model was used to introduce undergraduates to public history at the University of Northern Iowa. The model extracts a series of skills, methods, and techniques from the eight areas of public history that most public historians use. Reading assignments for each series are included. (AM)

Argues that stories of multiculturalism in American history exclude women of color, a historical record systematically denied to them. The author suggests the redefining of Women's Studies and Ethnic Studies that allow the emergence of stories from women of color and women from working class backgrounds that would reveal the interconnectedness of…

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…

Presents the source method that Mary Sheldon Barnes publicized in her book, "Studies in General History" in 1885. Defines the source method as the thorough examination of original source materials through the application of systematic inquiry tools. Points out that Barnes combined the study of history with the study of contemporary life.…

The problems and advantages of using museums, environmental education centers, and community groups for teaching about the Bicentennial are examined. (JR)

This article makes a case for labor studies, not as another add-on topic but as inclusive of racial, ethnic, and sexual studies and fundamental to the study of Americans. A bibliography of labor studies materials and sources for teachers is included. (Author/ND)

Discussing the inadequacies in primary social studies instruction about the colonial period of U.S. history, Larkins advocates adding substance by teaching history with stories and biographies. Illustrates how to teach about Pocahontas using children's trade books and provides suggestions for selecting appropriate course content. (GEA)

Traces the development of "The Lessons of the Vietnam War," a set of units which cover legal, cultural, and historical questions of the war in greater depth than do survey textbooks. Examples of the 12 topics are "Introduction to Vietnam: Land, Culture, and History" and "Taking Sides: The War at Home." (GEA)

Describes process-oriented curriculum which places students in role of creating their own history and assists them in transferring their knowledge and insight from personal to societal level. Curriculum is build around set of Historically Accurate Fictional Family Identity (HAFFI) cards which provide life scripts for 35 families representing major…

Harold Herber's self-paced, self-teaching book, "Teaching Reading in the Content Area," can be used by social studies teachers to develop lessons that help students read, write, and think. A sample U.S. history lesson which uses techniques from Herber's book to help students learn about the Declaration of Independence is presented. (RM)

The author argues that, if social studies belong in the curriculum, then it is because of its application of the social sciences to the study of the social world--discovering more about the interaction between people and events, people and the physical environment, and people and people. A brief history of social studies education is included.…

This bibliographic essay supports a K-16 history curriculum called "Crossroads," which is chronologically organized into 12 historical periods. The bibliographic essay presents authoritative and accessible thematic treatments of U.S. history and scholarship for each period. Paperback books are indicated by an asterisk. Following a preface and a…

Ten educators present short critiques on the Fenton social studies materials; appraising the materials, the format of written and visual materials, and the inquiry methods used. (JB)