A history professor describes his involvement with project HELDS (Higher Education for Learning Disabled Students) and discusses ways in which he accommodates LD students in his classes. Among the general techniques advocated are taping, use of analogies to help the students understand concepts, and emphasis on context of events within time…

"Ancient Egypt," an upper-division, non-required history course covering Egypt from pre-dynastic time through the Roman domination is described. General descriptive information is presented first, including the method of grading, expectation of student success rate, long-range course objectives, procedures for revising the course, major…

The author argues that college and university history curriculum should be based on different contexts of human life in terms of social structure and social change. Courses should be organized not around countries and time periods, but around thematic problems concerning the types of human contexts of life. (Author/RM)

This article provides practical insights into the writing of family histor ies in high school and college as a means for enlivening history study. (JH)

The reorganization of an undergraduate history curriculum from a semester system into a series of three and one-half week courses is described. (DE)

Twenty-seven universities were surveyed to determine types of programs, approaches, problems, and solutions in teaching the history of physical education and sport. All those that responded (23) indicated that they had at least one course in this field. Both elective and required undergraduate and graduate courses were offered at different…

Reviews and questions the traditional established interpretation that the French Revolution was about feudalism. Concludes that revisionist historians have cast doubt upon the orthodox theory but that they have not supplied an alternative explanation. (Author/DB)

The author humorously warns history teachers that lectures will be boring and alienating to students unless content and presentation are stimulating. (AV)

Urges history teachers to look into the range of tasks they can perform with word processing, database/file managers, and other software. Concludes there are numerous pedagogical uses for computers besides generating short answer tests. (Author/BSR)

Advocates the use of primary sources to increase student interest and learning. Includes suggestions for using local resources in such a program and provides a sample lesson plan. Discusses the importance of student work with unedited materials as opposed to secondary sources. (GEA)

Southeast Europe is viewed as a microcosm of today's world. Southeast Europe belongs in history textbooks, whether regional, western, or world. (RM)

The microcomputer can be a helpful tool for teaching the basics of historical research. Database management systems are described, strengths and weaknesses of one software package (dBaseII) for historical research are discussed, and a conceptual and practical guide for teaching historical research methods with dBaseII is provided. (RM)

Intended for use in Marxist-Leninist theory courses in Chinese institutions of higher education, this syllabus discusses and interprets Chinese policies and events, from 1949 through 1981, considered most important by the current communist party leadership. In addition to the text, educational objectives, supplementary reading assignments, and…

Explores the use of family history projects in American history courses as a means of encouraging students to learn about their own families and to see their families as historical actors. Two family history questionnaires are included. (Author/DB)

The undergraduate course described attempts to help the student determine the contribution of historical study to an understanding of the present and to form a realistic concept of the future. (Author/KM)