Describes a living history program on life in nineteenth-century San Diego for secondary students. During tours of a restored Victorian house, students view slides of historical photographs, study clothing and furniture styles, and participate in typical sewing, cooking, and cleaning chores. (AM)

Lists 27 secondary school activities in which career awareness is incorporated into the history curriculum. Students investigate occupational changes over time, identify history-related occupations, research the development of farm equipment, and invite the local bank president, news director, school librarian, and city planner to speak. (KC)

Suggestions are offered through a question and answer format for teaching about the holocaust. (MM)

Discusses the nature of history and presents a rationale for teaching history at the secondary school level. (BH)

Although Thomas Jefferson's view of freedom was the cornerstone of the Declaration of Independence, this founding father owned 170 slaves to run his 5,000 acre plantation. This article describes a unit developed by the Monticello (Virginia) Education Department that teaches secondary students about slave Isaac Jefferson while exposing them to…

Claims that the use of literary works, particularly short stories, can be very effective for the teaching of history. Describes how short stories can be used instructionally by history teachers. Gives examples of how two particular stories were used. (HB)

Calls attention to an important instructional resource that high school English and history teachers can use to engage their students in critical thinking about the Vietnam War. Gives some ideas for helping teenagers to make connections between the young adult novel "Chinese Handcuffs" and the Vietnam War. Suggests the integration of "Chinese…

The value of old home movies, fiction films, and newsreels for the study of history is emphasized. (DE)

The use of poetry in teaching history is discussed. Emphasis is placed on understanding the various types of metaphors used by the poet. (DE)

Advocates a topical approach to teaching United States history as more practical and effective than a chronological approach. Briefly explores the topics of reform, expansion, revolution, and the presidency; and shows how they could be used to teach about nineteenth century U.S. history. (Author/AEM)

Uses primary source documents to help students analyze the Winnipeg labor revolt of 1919. Includes a newspaper advertisement and photo from the strike. (JDH)

Illustrates how the ideas of classical economists Adam Smith, Thomas Robert Malthus, David Ricardo, and John Stewart Mill are excellent sources for the contemporary social studies teacher. Suggests classroom applications to be used in conjunction with explanation of the economic principles of each of the above-named theorists. (AEM)

Offers a review of various authors' interpretations of historical mindedness and perspective. Lists ten educational outcomes achieved through the development of historical mindedness and concludes that its development provides a frame of reference in which a more balanced and comprehensive view of life is cultivated. (JDH)

Proposes several guidelines for using documents in U.S. history classes. Emphasizes that any document used must enhance the instruction of a specific unit or lesson objective. Offers a model for using primary source documents in the classroom. (RKM)