The active participation of women in the field of American history dates back to the earliest writings on the subject. The rich and long history of women writing, teaching and researching in the field of American History, however, is obscured by narrow disciplinary definitions of what actually counts as history and who is qualified to represent…

In recounting the sensational national controversy regarding the recent proposed National History Standards, the book explores three related themes that provided background for the controversy. The volume examines the blossoming of historical research, writing, and teaching of history in the 20th century with more diverse, more methodologically…

The voyage of Columbus in 1492 is a turning point in world history. After 1492, people and civilizations of long-separated regions began to develop connections that have led to the incipient global community of the 1990s. It is their global significance that justifies a prominent place in today's curriculum for the four voyages of Columbus to the…

This pamphlet surveys western historiography of precolonial Africa. Prior to World War II, African history emphasized the European role in Africa, relegating African history before European colonization to minor importance. Only after the increase in university enrollments and funding in the 1960's did opportunities for innovative research and new…

Provides the author's reflections on Native American history and the story of Pocahontas, who in the Colonial United States saved John Smith from being beheaded and adopted European ways. Highlights problems with the historical record, including the lack of information on and perspectives from Native Americans in history books. (MAB)

Contends that contemporary historians are redesigning U.S. history and its boundaries by including traditionally ignored groups. Asserts that history education that redefines boundaries in intellectually exciting ways should be valued. Provides a bibliographic essay on new historical scholarship and interpretations. (CFR)

Maintains that over 50 years ago the American Historical Association began to reshape history and social education. Asserts that only recently have professional historians begun to become reinvolved in history instruction in the schools. Describes the efforts to create National History Standards in both world and U.S. history. (CFR)

Examines the history of Japanese and Chinese Americans through urban histories. Argues that the urban experiences of Asian immigrants are not that different form those of European immigrants but that significant differences exist among the experiences of different Asian immigrant groups. Describes differences of origin, structure, and history…

Describes a project in which a group of students wrote and published a history of their high school. Lists objectives of the project, such as developing research, analytic, interpersonal, and communication skills and self-esteem. Includes preparing a blueprint of ideas, researching, writing, marketing, and distributing the school's history. (DK)

Presents an article from volume 1 of "The History Teacher's Magazine," published in 1909 and the predecessor to "The Social Studies." Discusses methods of historical research and compares them to research in the natural sciences. Provides suggestions for students concerning categorizing and analyzing historical documents. (CFR)

Introduces a new series of U.S. history textbooks geared to grade five (or grades four, five, and six). The 10-volume series, divided into short, manageable chapters, aims to make history come alive. An excerpt from Book 6 ("War, Terrible War") about the Civil War is presented. (SLD)

Contends that the proliferation of historical data has made knowledge of quantitative techniques and computers essential for the historian. Evaluates various database, statistical, and graphing packages available to scholars. Discusses implementing such technology in the teaching of history courses. (DB)

Contends that, when laypeople read history, they prefer to read biographies--stories about leaders and people--rather than about social forces and ideas. Argues that the most effective way of writing biography is to write chronologically, not to use flashbacks or flash forward writing. (CFR)

Reports on a European teachers' seminar. Points out the difficulties of making generalizations about history instruction in European nations. Concludes that it is essential to emphasize societal aspects that bind people together and that national history should be taught in a European and global context. (CFR)

Describes the teacher education workshops and instructional materials available from the National Archives of the United States. Contends that using primary sources will help students see history as historians did. Concludes that the National Archives seeks more collaborative activities with history teachers. (CFR)