Although Anglo-German relations since 1945 have by and large been friendly at the level of the political elite, on a wider scale British perceptions of Germany and the Germans are for the most part negative and still dominated by images of the Third Reich and the Second World War. It has even been suggested that "kraut-bashing" is the…

A multi-disciplinary approach to the teaching of a unit on World War II is described. With the textbook serving as a resource, research books, films, literature books, and resource persons are used to help bring life to history. The unit emphasizes the following: (1) the four language processes of listening, reading, speaking, and writing; (2)…

This document examines war and peace in adolescent literature. Chapter I, the introduction, presents a review of the research on children's attitudes toward war. Adolescent literature, especially historical fiction, is described as an effective instrument for teaching about occurrences such as the Nazi Holocaust and the Vietnam War. The importance…

World War II was a turning point in global history, an event that had a large and lasting impact on many people and places across broad areas of the earth. Compared to other wars, World War II involved the largest armed forces, the longest battle lines, the most destructive weapons, the most casualties, the most destruction of cities and other…

Asserts that Robert E. Lee holds a paradoxical position in U.S. history: he fought against the U.S. government and to preserve slavery; yet he is one of the most respected and revered generals and personalities in the nation's history. Reviews the historiography and changing historical interpretations of Lee. (CFR)

Asserts that efforts are underway by the U.S. National Park Service to establish a new category of historic sites and landmarks: those that honor peacemakers and peacebuilders in U.S. history. Describes several historic sites that are being considered for this designation and reviews their significance in history. (CFR)

Observes that there is a paradox between public interest in history and the lack of interest expressed by many college students. Discusses problems related to teaching the history of the American Civil War and proposes four approaches that teachers can use to make the Civil War relevant to contemporary events. (DSK)

Over the past two decades, interest in Holocaust education has grown substantially as individual states, starting in the 1980s, began to mandate and/or recommend Holocaust studies as part of the social studies curriculum. As a result, these mandates and/or interest in the Holocaust have spawned any number of curriculum products, some of which seek…

The author has been teaching the Holocaust course to two (sometimes three) full sections of sophomores, juniors and seniors for the past nine years. However, she found passionate opposition from some surprising corners. She met prejudice face to face from her district's school board member. Amazingly, the true impact of her teaching about the…

Designed to accompany an audiovisual filmstrip series devoted to presenting a visual history of life in America, this guide helps secondary school teachers supplement social studies materials dealing with wars over the past 200 years. Using authentic visuals including paintings, drawings, engravings, posters, photographs, songsheets, and cartoons,…

In this article David Lambert argues powerfully for teachers of the humanities to place citizenship at the centre of their work. He seeks to demonstrate that the division between subject-boundaries needs to be broken through if students are not to be denied what they are entitled to: an understanding of what it is to be human. Lambert argues that…

The Alpha Crisis Game, a simulation for secondary students about the outbreak of World War I, is intended as an introduction to a case study of the July 1917 crisis. Playing in teams while deciding among the action choices to solve the crisis situation, students act as heads of state and ministers of five mythical European countries, when an…

Analyzes four concepts contributing to U.S. involvement in Vietnam: (1) security; (2) ideology; (3) economics; and (4) domestic political considerations. Examines reasons why the United States lost the war; reviews combat conditions; and discusses the public attitudes toward the war. (LS)

Highlights a variety of ERIC materials to use for instruction and reflection about the 1970s. Materials cover Watergate, environmental issues, drug use, the new ethnicity, terrorism, the Vietnam War, and women's employment. (LS)

Asserts that the Nobel Peace Prize provides a gateway for teaching the critical issue of peace in history courses. Presents an overview of the origin, development, and history of the Nobel Peace Prize, with special focus on U.S. winners. Includes six suggested student projects and a list of U.S. Nobel Peace Prize winners. (CFR)