Topic 3, The Renaissance, in the theme issue on Teaching World History Through Science Fiction, presents this 1952 story on the Mona Lisa. A look at the future makes clear the importance of beauty in the lives of every generation. (JB)

Popular films are useful aids for teaching history. Not only do they teach students about a particular period of history, they also help students understand the era in which the films were produced. Historical films are categorized and sources for rentals are given. (IS)

Studies were conducted to determine how historical knowledge is organized, stored, and retrieved during problem solving. Subjects for the experiments consisted of professional historians, graduate students, college students, 12th graders, 9th graders, and 6th graders. (RM)

A reading enrichment component of a secondary school social studies curriculum involves students in reading historical novels, biographies, and short stories which represent good literature and which portray other times, places, and peoples. Objectives are to reinforce social studies content and to improve reading skills. A bibliography is…

Argues that a separate course of study called "History" should be included in the New York state revised secondary social studies program. History instruction will help the student gain a perspective of time and understand him/herself, his/her society, other societies, and the world. (RM)

Reviews various ways in which quantitative methods have been recently incorporated into high school history classrooms and suggests several ways in which social history has managed to incorporate quantitative methodology into more traditional methods, including combining the use of conventional and new sources and pursuing previously neglected…

Describes the Minnesota Social History Project, which is based on the premise that history can be better taught and more actively learned if students use the experiences of the people of a local community as a reflection of the national experience. Information is presented on data collection and analysis, working with census materials, and…

Describes an attempt to develop history curriculum for junior high school students which would help them to develop the ability to imaginatively re-create the past. The central technique was to direct students to analyze case studies (both historical and fictional) which had a strong foundation in the verified facts of the period under study. (DB)

Reports the results of a survey designed to ascertain the status of history in American independent secondary schools. Student participation in history programs, required and elective courses, and teaching methods indicate that history is flourishing. (SR)

Advocates using the inquiry method to teach history. Maintains that gifted students will be more interested in history if history is approached as inquiry. Explains how the teacher can play the role of moderator in the high school history classroom. (Author/DB)

Describes a junior high school social studies unit on the causes and effects of the French Revolution. Emphasis in the unit was on reasoning, and on understanding the logic of cause and effect relationships. Suggests how to help students improve reasoning and other skills, including reading critically, making a formal outline, selecting relevant…

Suggests ways in which popular songs from the world war eras can be used effectively to evoke the emotional character of the period. Successful uses are as a subject for pupil-based research, as the basis of a music folio containing additional information about the subject, and as a means of creating an authentic war period atmosphere. (DB)

Introduces "Facing History," a recent innovative use of an historical event, the Holocaust, as a means of educating students and teachers to the meaning of such things as human dignity, morality, conflict, decision making, survival, and individual responsibility. (JD)

Discusses the secondary status in teaching history in relation to contemporary emphasis on values, self-esteem, and attitude. Explains how this has taken place and proposes returning content to a primary position by teaching history as a usable past. (CK)

Describes preparation and implementation of a lesson using student activity, material in the textbook, and the concept of the time line to teach the chronological order of events in history. The lesson is designed for use by junior high school students during one class period. (CK)