Describes 21 World Wide Web sites devoted to various aspects of judicial history. Includes for each entry the site name, address (Uniform Resource Locator), and brief description of site contents. Focuses primarily on United States judicial history but also includes some resources for Anglo-Irish legal history and world legal history. (DSK)

Asks to what extent it is possible to identify meaningful and coherent historical periods across the boundaries of societies. Argues that cross-cultural interaction must figure prominently as a criterion in any effort to establish a periodization of world history in modern times. Illustrates a historical periodization based on cross-cultural…

Accepts cross-cultural interaction as an appropriate criterion for periodizing world history, but notes implications of this scheme that may be broader than they appear. Calls for an explicit contrast of periodizations based on different criteria to illustrate their strengths and weaknesses. This is a broad area of research potential. (DSK)

Contends that world history should be taught as "Big History," a view that includes all space and time beginning with the Big Bang. Discusses five "Cardinal Questions" that serve as a course structure and address the following concepts: perspectives, diversity, change and continuity, interdependence, and causes. (CMK)

Offers background information on the formation of comparative religion. Demonstrates that the world religion approach is inadequate by examining case studies of Mithraism, Santeria, Mormonism, and Baha'i to illustrate the shortcomings of this approach. Advocates the use of an ethnic versus evangelical religion approach to teaching global…

Explores what assumptions, specifically cultural memories and identity components, students bring with them into a world history course. Focuses on such topics as "Western" values and the two possible candidates of memory issues in world history (gender and idea of "modern"). (CMK)

The author's ninth grade world history students communicated the connection they felt to three women whose stories they evaluated in class. The women represented ordinary people living during time periods being studied, and their personal stories demonstrated how the political, economic and cultural events had an impact on people in unique and…

Proving history's relevance to students is a daunting task that social studies educators face everyday as they create lesson plans that they hope will spark their students' interest in learning about the past. Few educators would argue that demonstrating the relevance of the objectives toward which they are teaching is an unnecessary duty. Perhaps…

In this article, the author tries to create inspirational experiences for his students through "Backyard Battles," a course he has taught for the last four years through the Institute for Southern Studies at the University of South Carolina. The main purpose of this course is to help students recognize that the primary and secondary sources which…

This booklet is designed to help teachers at all grade levels put the recommendations of "Building a History Curriculum" into practice. The volume offers suggestions and guidelines for curriculum development in world history. The guide is divided into two parts. Part 1, "Introduction," offers: (1) "Guidelines for Planning History Instruction in…

This occasional paper discusses and examines the role of museums as an essential part of history education. The report describes how the nature of museum exhibitions have changed in presenting history to the public. Museums offer a wider variety of presentations and interpretations than the linear, chronological history of years past. New research…

This volume seeks to answer the question "What history should schools teach?" It makes a case for why the teaching of history is vital, and features an interpretation of both U.S. and world history. The chapter on U.S. history is organized into 14 units that correspond to major historical eras: (1) Three Worlds Meet (1450-1600); (2) The Colonial…

This document is a compilation of materials for teaching about Australian involvement in the First World War, with a specific focus on the battle of Gallipoli (Turkey) in which several thousand Australian soldiers were killed. The materials include "The Gallipoli Diary of Archie Muir" and thirty photographs of Matthew Brown (Muir and…

This book contains portions of six model higher education introductory history courses designed and presented by experienced classroom instructors to the 1980 conference of the American Historical Association (AHA). After the presentations, the models were reviewed and critiqued. The models presented were: (1) "Toward Two-Sex History: A Model…

Since 1980, an increasing number of state and local education agencies have reintroduced a world history requirement into their secondary curricula. This ERIC Digest examines five key questions related to that trend. Questions raised, together with some salient points made in the discussion of each, are as follows: (1) What is the background to…