Presents a lesson plan on Pompeii (Italy) for middle school students that utilizes a teaching technique called interactive presentation. Describes the technique's five phases: (1) discrepant event inquiry; (2) discussion/presentation; (3) cooperative learning activity; (4) writing for understanding activity; and (5) whole-class discussion and…

Canadians do not have a common history, despite the English-speaking Eurocentric narrative that passes for Canadian history. Rethinking the history curriculum, combined with innovative practices such as using primary historical documents, conducting heritage fairs, and encouraging students to research and produce their own heritage minutes, can…

A 13-day camping trip to the Wendell K. Beckwith site in Wabakimi Provincial Park (Ontario) demonstrates how outdoor education programs can help students gain a rich understanding of the history of a particular tripping area and realize the interdependence of humans and nature. Such expeditions offer opportunities for curriculum integration,…

Provides a sample unit, "Women's Rights in Canada," that uses biographies and autobiographies to enliven the lessons. Suggests ways to introduce the topic at the elementary level. Provides bibliographies of films, human rights materials, Canadian resources, biographies, and autobiographies. (GG)

Cites the problems associated with teaching history: (1) lack of consensus on what and how to teach; (2) the adult perspective from which it is taught; (3) the abstract nature of history content; and (4) the concept of time. Concludes that efforts to include adolescent knowledge, skills, and attitudes should be considered in the history program.…

Discusses a field trip to Lucan, Ontario to research the story of the Donnelly family murders of 1880. Describes sites visited, student activities, and contacts made with local individuals familiar with the story. Includes class follow-up activities. Provides an activity on cemeteries and examines educational benefits. (RW)

Provides a lesson plan on the Great Depression in which students examine the social, economic, and political events of the period through a study of radio broadcasting. Describes an activity in which students research the era and create a radio broadcast. Outlines activity guidelines, radio language, and evaluation methods. (RW)

Compares Robert Palmer's interpretation of the French Revolution with the Marxist and revisionist views. Stresses Palmer's theory that the French Revolution belongs to the same spiritual family as the American. Reports that Palmer saw the French Revolution as the climactic event in a series of similar upheavals that integrated liberal democracy…

Asserts that the Nobel Peace Prize provides a gateway for teaching the critical issue of peace in history courses. Presents an overview of the origin, development, and history of the Nobel Peace Prize, with special focus on U.S. winners. Includes six suggested student projects and a list of U.S. Nobel Peace Prize winners. (CFR)

Discusses changing interpretations of U.S. foreign policy by historians. Reviews the revisionist and postrevisionist views of U.S. foreign policy since World War II. Suggests that the post-Cold War world requires a different approach to foreign policy and that contemporary historians are beginning to reflect this view. (CFR)

Presents a classroom lesson that utilizes primary sources about Auschwitz, the World War II Nazi concentration camp. Two letters confronting the issue of whether or not U.S. planes should bomb the camps are included. Recommends seven teaching strategies for the lesson and identifies additional resources. (CFR)

Describes a three-day unit for eighth-grade geography classes that uses a videotape of an ABC News Special to combine a lesson on the Bosnian Civil War with a media-analysis activity. (SR)

Offers a comparative analysis of the development of the history curricula within England, Wales, Scotland, and Northern Ireland, exploring the relationship between history teaching and national identity. Suggests that these histories share commonalities while exhibiting differences. Considers implications for future perceptions of the British…

Provides background information on India's educational system. Focuses on history teaching in India after independence from British rule. Addresses the role of textbooks in the curriculum and types of instructional strategies. Considers some critical issues in the teaching of history in Indian schools. (CMK)

The author begins by arguing that in order to understand imperialism it is necessary to have a conceptual awareness of the concepts of racism and racialisation. He then considers how the British Empire impacted on schools during the imperial era. He goes on to examine the nature of the New Imperialism. Calls are currently being made by notable…