War is one place where the complexity of victory and defeat should be explored more deeply. Unfortunately, war--whether experienced directly as a soldier in Afghanistan or a Syrian in an Aleppo suburb, or indirectly through a news item on the Internet or American television--is a near inescapable aspect of most people's daily life. Yet unless…

This dissertation describes the teaching methods and educational philosophies of natural philosophy instructors at several of the colleges in colonial and early national North America. It finds two distinct approaches: the demonstrative, in which the instructor centers the course on visually engaging lecture-demonstrations, and the catechetical,…

Authors bring an historical perspective to the present debate over reading achievement. From an historical examination of selected European and American models of literacy, they conclude that reading instruction has been aimed at attaining either a low level of literacy for a large number of people or a high level for an elite. (Editor/RK)

Presents a classroom lesson that utilizes primary sources about Auschwitz, the World War II Nazi concentration camp. Two letters confronting the issue of whether or not U.S. planes should bomb the camps are included. Recommends seven teaching strategies for the lesson and identifies additional resources. (CFR)

Contends that the D-Day assault on Normandy's beaches in 1944 was critically important to the Allied war effort and ultimately to the security of all nations. Presents a lesson plan based on a message drafted in the early hours of D-Day by General Dwight D. Eisenhower and sent to his superior, General George C. Marshall. (CFR)

With an acute awareness of learning problems among inner-city students, the teachers in New Haven, Connecticut, modified their courses to relate to the opportunities and challenges of modern education. They reorganized the traditional, year-long, survey history courses into quarter miniunits which emphasize the inquiry approach to analyzing…

Contends that end of Cold War increases need for students to understand causes and aftermath of World War II. Recommends spending less time on military aspects of the war and more time on the economic, social, and cultural impact of total war. Provides a selected list of resources to be used in a college level course on the war. (CFR)

In 1780, a prize was established in France for the best answer to the question; "Was the discovery of America a blessing or a curse to mankind?" This question and its only response from an individual living in America, constitute the basis of a high school history class unit. The background of the question and the content are developed,…

Included in this Atlantic Information Centre for Teachers report from a November 1969 seminar for secondary school teachers are the papers presented and brief summaries of the discussions which followed each lecture. Papers express the participant's views and identify some principles and techniques for utilization in secondary schools. It is…

Presents a set of four maps illustrating changing German political borders. Includes the time period from 1933, when Hitler came to power, until the division of Germany in 1945. Includes a map showing the Allied Powers against Germany, nations allied with Germany, and neutral nations. (CFR)

Presents a New England History Teachers Association survey and its results. Includes questions on curriculum, classroom materials, students, and general opinions. Concludes that teachers favor increasing history requirements to include U.S., European, and non-Western or global studies. Reports that teachers rely on locally developed activities…

Utilizes selections from 17th century philosophical writing as instructional material for a series of learning activities that reveal the influence of the material on early American democratic thought. Activities involve selections from Isaac Newton, John Locke, Montesquieu, Rousseau, The Declaration of Independence, and Bishop Bossuet. (MJP)

REQUIRED AND ELECTIVE SOCIAL STUDIES COURSES FOR GRADES 10 THROUGH 12 ARE LISTED AND DESCRIBED TO ENABLE TEACHERS TO GAIN A BROAD UNDERSTANDING OF THE ENTIRE SENIOR HIGH SCHOOL SOCIAL STUDIES CURRICULUM. THE TEACHER SHOULD DEVELOP ENTHUSIASM, RETAIN RESPECT FOR SCHOLARSHIP, AND INTERPRET THE PRINCIPLES AND CONTENT OF EACH SUBJECT AREA. EACH COURSE…

Intended for college-preparatory students at the high school level, this unit investigates the changing tides in U.S.-Soviet diplomatic relations and the reasons for the change. The focus of the unit is on a series of particular episodes such as the questions of famine relief in the 1920's, diplomatic recognition in the 1930's, World War II, the…

The theme or story of the pageant is Youth's search for a school in which his threefold being--body, mind, and soul--may find release and fulfillment. This fulfillment has been the purpose of education "down through the ages," however unconsciously or gropingly it has moved toward its goal. In the "school of to-day," however,…