Describes nine ERIC documents, selected specifically for secondary and college-level history teachers, and provides ordering information. The documents cover such topics as teaching about the U.S. Constitution, Asian studies, writing strategies in advanced placement history courses, the Northwest Ordinance, and critical thinking. (GEA)

Identifies the "goal frame" as a method of text analysis which calls upon students to establish a purpose for reading. Provides an example in which students read a passage about Alexander the Great to determine his goals, plans, actions, and results. Concludes that this approach allows students to develop better comprehension and organizational…

Presents a model for writing comparison/contrast papers which helps students organize and analyze historical information. States that history offers ample material for such writing assignments and that this model can improve student writing skills. (GEA)

Participation in the National History Day program (involving student papers, presentations, projects, and performances) provides many opportunities for eliciting the gifted behavior of sixth- through twelfth-grade students. The program, which emphasizes student involvement in real problems, can be used in the resource room, mainstreamed, advanced…

Shows through examples how formal logic may be used to support historical reasoning. Identifies five stages of thought required to construct sound historical arguments. Includes a list of 16 logical fallacies. (JDH)

Reviews developments and key books in the field of urban history within the United States. Notes that the field has come a long way since Arthur Schlesinger, Sr. wrote THE RISE OF THE CITY in 1933. Concludes that current trends emphasize narrative, readability, and an attempt to appeal to a wider audience. (JDH)

Argues that by looking at Progressives' different attitudes toward the draft during the war, we can see more clearly some of the features of Progressivism as its adherents grappled with problems of war and peace. (JDH)

Historical dramas, especially war dramas, on television are usually superficial; they provide a simplistic treatment of war. The challenge to teachers--i.e., how they can deal with romanticized history on television--is discussed. (RM)

Explains the value of encouraging social studies students to participate in National History Day contests. (FL)

An excellent way to teach history is by focusing on the lives of individual historical figures. History is the story of living persons, who for good or ill have made history as it is. To understand history, students must learn about the men and women who shaped events. (RM)

Reviews the strengths of Kenneth Cooper's updated 1984 edition of Carl Becker's MODERN HISTORY. Contends that while other high school history textbooks sell better, that Becker's text does a better job of teaching European history while helping students develop the advanced academic skills needed for higher education. (JDH)

Describes the content of a "history of the future" course which was taught in grades 7 through 16 which stresses that the relation between the past, present, and future is dynamic and reciprocal. The course stresses inquiry, problem solving, and group projects as vehicles to foster a holistic view of history. (JDH)

Describes the rewards and difficulties encountered when an educator/administrator uses ApplePILOT to develop "higher-order" instructional software tailored to meet the needs of an existing history curriculum. Reports research results showing significant learning gains for the seventh graders who participated in the post-development…

A student's understanding of the methodology of history and his acquisition of research objectivity are just as important as his understanding of the content. Provided is an activity to help secondary students evaluate historical information. (RM)

This bibliographic essay cites audiovisual aids for teaching English history from the mid-eighteenth century to the present at the secondary and college levels. Films, filmstrips, slides, maps, transparencies, records, tapes, and archival teaching units are cited. The arrangement is topical. (Author/RM)