Argues that it is both possible and desirable to teach history to children in the elementary grades and that it would be educationally beneficial to substitute a history curriculum for the present elementary social studies curriculum. Contends that those who infer curricula from psychologists' findings are confusing concept and content. (Author/WD)

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)

Describes how the revised Taxonomy was used to plan and implement a co-taught, integrated, thematic unit, examining how statements of objectives, instructional activities, and assessments helped develop this unit and describing three ways that the revised Taxonomy assisted in unit design (providing a common language; suggesting ways to integrate…

Describes history's curriculum role as it fell from a status of prominence in the 1890s to one of unimportance, submerged in social studies. Notes that history is again becoming an important curriculum area. Suggests that the resurgence of history education is the result of history educators' focus on what to teach and exciting teaching methods.…

Among the greatest frustrations of a teacher of history is the failure of many students, even bright and motivated students, to provide concrete evidence to support their assertions about the past. The problem of evidence is by its nature developmental, and thus not amenable to simple punitive or explanatory approaches. History, as a discipline,…

Examines the frequently found gap between the teaching of facts and the learning of critical thinking skills in the history classroom. Describes how history facts can be taught through the application of critical thinking skills. Includes sample test items and teaching examples. (JDH)

Presents a history of world history instruction as it has evolved since the 1890s in the United States focusing on New York state. Concludes that the latest revisions have restored chronology; eliminated any attempt at universal history; decreased the presence of the social sciences; and retained the option for a topical treatment within a…

Argues that a bold restructuring of curriculum is a more effective response to the problems in undergraduate history teaching than minor course innovations. Discusses the recent reformation of the history curriculum at Canada's Laval University, presenting an outline of the undergraduate history programs. (GEA)

Explores common problems with the traditional model for graduate research seminars and suggests an alternative conception which capitalizes on the use of local history, a carefully sequenced series of research experiences, and specific instruction in research skills. (JDH)

Identifies diversity of teachers' instructional priorities, student disengagement (boredom), and mediocre teaching as three problem-areas of social studies instruction. Overcoming these problems requires that teachers place depth above coverage, that the school culture be changed to enhance student engagement, and that efforts be made to promote…

The rationale for including popular culture aspects such as penny dreadfuls,'' movies, and sports in history curriculum for high schools is discussed. A list is included or various topics to be used. (SM)

The history department at Fordham University in 1968 inaugurated a one semester course stressing a few historical areas in depth, deemphasizing breadth of knowledge and emphasizing historical methodology and historiography. (Editor)

Describes interdisciplinary science course for nonscience science majors which is part of the humanities program at the University of Denver. The course consists of a central lecture series, a mathematics and science tutorial, and four workshops on astronomy, mathematics, mechanics, and optics. The structure is also appropriate for a history of…