A teacher describes how she used the autobiographical stories recounting Laura Ingalls Wilder's frontier life to teach history to a third-grade class. Activities included frontier foods, storytelling, a school play, a concert, bookmarks, student autobiographies, and a spelling bee. (CB)

Elementary children can be introduced to the historical processes of evaluating and interpreting materials within the existing curriculum. Activities for teachers and students are suggested. (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)

Describes a museum's 10-week summer education program for elementary school students. In a nineteenth-century setting, students assume the role of adults and create an American West community. Tasks include blacksmithing, weaving, farming, carpentry, and printing. (KC)

Presents a listing of historical books for elementary school students by author Jean Fritz; includes a poster and a calendar with daily class activities to teach students about famous historical figures. (SM)

Proposes four environmental ideas to be included in any history unit of study: (1) people's lives reflect a balance between technology and the environment; (2) history is about change; (3) history is about the costs and benefits of these changes; and (4) doing history involves comparing the past with the present. Provides two examples to…

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the first in the series, consists of simple stories of all time drawn from ancient history.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the third in the series, deals with the period of 55 B.C.-1066 A.D.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the fourth in the series, deals with the period of 1066-1485.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the fifth in the series, deals with the period of 1485-1688.

The aim of this series is to provide some facts of British history not usually given in elementary schoolbooks, together with some broad outlines of the European history of which British and American history form a part. This volume, the sixth in the series, deals with the period of 1688 to the present.

The wealth of brochures, booklets and lore available from historic sites can be used to create exciting learning stations. Centers filled with facts and artifacts of landmarks make local and area history come alive for students and individualize the social studies curriculum. (Author)

A teacher recalls how an entire elementary school became involved in the planning of a school-wide celebration and reenactment of the Constitutional Convention. Resource tips and activities are described. (CB)

Describes how the history of flight can be used to encourage elementary school children to read, discuss, and do research on an aviation topic. Outlines several activities that can be used to encourage student interest. (GEA)