Discusses the value of journals for understanding a historical period. Suggests that social studies students be encouraged to keep journals to understand better the difference between something written at the time and a later description of the same event. Lists examples of journals from historical periods that may interest students in journal…

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…

Discusses the use of fine arts as sources to enrich the study of history. Suggests that such works will serve as barometers of change, examples of cross-cultural influences, and political messages. Includes suggestions of works and artists from different historic periods. (DK)

The Division of History, Government, and Social Sciences of Oak Park and River Forest High School (Illinois) has selected the very best student writing done by its students, for publication in this annual compilation. Works in the following categories are featured: oral histories, contrasting viewpoints, historical essays, book reviews,…

The author compares syllabus outlines for the 5-year grammar school course (Grades 8-12 equivalent) in West Africa, Nigeria, the United Kingdom, and the United States, and concludes that a national directive on history syllabus similar to that of Britain and the U.S. is needed including aims of history teaching in Nigeria. (JT)

These essays were written to assist teachers in the task of making Russian history intelligible to young U.S. students. In "An Approach to Russian History," Edward Keenan proposes that students need to gain a better understanding of how Russians perceive themselves and their history. In "Pre-Petrine Russia," Andrzej S. Kaminski…

In 1939 and 1948, John Kennedy and Robert Kennedy visited the Middle East, both while seniors in college. This article consists of two letters written to their parents from Palestine assessing the problems of their day between Arab and Jew. Questions to stimulate classroom discussion are included. (Author/RM)

An opinion poll was conducted in Nigeria among experts, history teachers, and teacher-trainees to determine history teaching objectives. (DE)

This article identifies selected sources and resources useful for teaching world history including: 1) items concerning the rationale for teaching; 2) approaches to world history; 3) helpful reference works; 4) practical guides; 5) journals; 6) games and simulation; and 7) organizations. (JR)

Current developments in military history are reviewed; special attention is given to classroom needs. One argument for incorporating a better understanding of war through responsible classroom teaching is that alternative sources of information often used by students to find out about war are so trivial and misleading. (RM)

Describes teacher developed materials that will acquaint secondary students with the human aspects of war. The materials use fiction and the emotional impact of drama. Samples of dramatic scripts developed by the author for use in his school's Remembrance Day are included. (RM)

Advocates the use of poetry to teach Canadian history. Emphasizes the poems of F. R. Scott to accomplish this task. Lists and explains eight reasons for using poetry in the history classroom. (RKM)

Responds to a study of secondary education in Alberta, Canada. Argues that history should not be taught within an integrated social studies curriculum. Rather, all students should be required to complete a one-year course in history. Discusses types of history courses that could be offered. (RKM)

Outlines a project dealing with Cuban immigration within the context of U.S. foreign and immigration policy. Examines how Cubans have adapted to and affected their American communities. Discusses how instruction for the project utilized television, textbooks, and other printed materials. (BSR)

Describes a computer simulation of the U.S. Revolutionary War in which the student becomes an editorial writer for a New York-based newspaper in the 1760s. The students choose editorial policies and cover 27 selected events of the Revolutionary Era. Describes how these events were numerically characterized and accurately represented in the…