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)

The article discusses the links between storytelling skills and history, with particular focus on Black History Month, and also lists resources and describes storytelling activities. (CB)

Presents a lesson plan which shows how to integrate primary source material gathered during a field trip to a local historical society into a history or social studies class. Includes primary source material from an 1825 diary and a list of discussion questions. (JDH)

By investigating their own family history, junior high school students see that their families played a part in some of the events chronicled in their history books and were influenced by them. Specific questions to help students study their personal histories are provided, and teaching procedures are suggested. (RM)

This book is developed to make the teaching and learning of history a powerful and enjoyable experience in the classroom through the study of historical mysteries. What better place to snoop around and dig through mysterious graves than in history class? This book takes ten mysterious events in history from ancient Egypt to the 21st century for…

Near the end of a class, secondary social studies students are instructed to write a reaction to that day's lesson. The teacher reads and responds to the reaction papers. Examples of this technique intended to teach critical thinking are provided. (RM)

History consists of events and things that happened in the distant or the recent past. Students can make a time capsule to leave a piece of history for the future to discover. Time capsule items should be carefully selected, preserved, labeled, stored in a sealed container, and buried with a marker to indicate the site. (JDD)

Discusses methods for increasing students' appreciation of and interest in history by incorporating the human element into the narrative. Suggests that this can be accomplished by utilizing diaries, journals, oral histories, and living people. Argues that the brief coverage of events presented in texts does little to give students a feeling of the…

Presents a board game in which students pretend to be American Indians, settlers, or traders. Explains that students learn about people and life in Canada in the nineteenth century. Suggests that players will learn vocabulary, a sense of value, and bartering methods. Includes designs for the gameboard, commodity cards, and score cards. (DK)

The Web is mistakenly viewed by too many as the panacea for a teacher's ills. Sending students to the Internet for information has done little to turn the tide in students' perceptions of learning. The problem, though, is not necessarily that the Web is not loaded with excellent learning resources; rather the problem is in sticking to the…

This module contains representative examples of native Puerto Rican men and women who have gained distinction in Puerto Rico. Following a pre- and postassessment test and list of learning alternatives are narratives presenting a brief biography of 27 Puerto Ricans. (MJM)

Teaching techniques for developing a sense of historical time among students are presented. (DE)

The article describes creative activities to use in history instruction to recognize women's accomplishments. The activities involve oral history, contests, and class discussions about stereotyping. (CB)