Presents a five-lesson, high school instructional unit on the ideas and activities of Henry David Thoreau and Martin Luther King, Jr. Includes student objectives, step-by-step instructional procedures, and discussion questions. Provides quotations by Thoreau and King. (CFR)

Asserts that one way to make the study of history more interesting to students is for teachers to help them understand how historians recreate the past. Maintains that students who engage in historical investigations utilize primary sources, develop thinking skills, and draw conclusions on their own. (CFR)

This document is a text dealing mainly with Ethiopia's rich cultural heritage and current lifestyles. It gives students the opportunity to go beyond the media coverage that has led to the perception of the whole of Ethiopia as a famine stricken land, and to discover the realities of this new nation, that about 15 percent of the population, mainly…

This booklet, part of a video and print educational unit consisting of a student text, a teacher's guide, and four 30-minute videotapes, focuses on the U.S.-Soviet relationship, attempting to distinguish what guides each nation's actions in the world as a whole and with each other. Chapter 1, "Differing World Views," examines how…

Reports on an analysis of history textbooks used in Canadian schools during the 1930s. Presents a set of six criteria used by the evaluators. Concludes that the textbook study is a reminder of the period when the social studies curriculum was the subject of political criticism from the left. (CFR)

Asserts that peace activism should be integrated into U.S. history. Traces the history of the peace movement and peace activism from the American Revolution to the 1980s. Concludes that the peace movement, although diverse and constantly changing, has made an appreciable difference in national attitudes toward war and civil violence. (CFR)

Contends that studying the opposition to the Mexican American War helps students understand Manifest Destiny and assess foreign policy issues on moral, political, and historical terms. Presents a three-day lesson plan employing a series of primary sources to analyze issues of the time. Includes a political cartoon and eight documents. (CFR)

Reports on an interview with General Wilma L. Vaught, president of the Board of Directors of the Women in Military Service for America Memorial Foundation. Discusses a memorial to women in military service to be built in Arlington Cemetery near Washington, DC. (CFR)

Presents a five-hour simulation designed for secondary social studies students that focuses on the civil war in the former Yugoslavia. Describes necessary materials, a recommended time frame, and a five-day instructional plan. Includes data sheets about individual nations, focus questions, and individual role descriptions. (CFR)

Maintains that Henry David Thoreau and Martin Luther King, Jr. fundamentally altered the tradition of protest and reform. Compares and contrasts the role of each man in U.S. social and constitutional history. Concludes that while Thoreau lacked the broad influence of King, his writings influenced both King and Mohandas Gandhi. (CFR)

Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)

Describes the Vietnam Decision-Making Computer Simulation, a computer activity designed to enhance student understanding of the Vietnam War by placing them in the decision-making role of President Lyndon Baines Johnson. Outlines variables in the simulation. Discusses the use of class journals in combination with the simulation. (RW)

Describes the JASON project, a joint project of the National Council for Social Studies and the National Science Teachers Association. Provides a sample lesson on the Punic Wars in which students study the relationship between shipbuilding and Rome's ascendancy to power. Explores the links among technology, science, and social studies. (RW)

Asserts that students have difficulty visualizing the physical conditions of the event or period under study. Recommends the resources found in military museums to reproduce landscapes, images, and sounds that stimulate the learning process. Describes the First Division Museum at Cantigny near Wheaton, IL. (CFR)

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)