Written by teachers from the United States and Canada, these lesson plans focus on integrating the teaching of history and art history. Seventeen lesson plans cover the topics of (1) Slavery, Henry Ossawa Tanner, and His Family--Grades: Elementary; (2) Chinese Landscape Painting--Grades: Elementary; (3) Regionalism: American Art of the Great…

This ERIC Digest discusses the National History Standards and their implementation in elementary education. The National Standards, along with recent research on history learning, have influenced curriculum guides, textbook revisions, and new instructional materials in various formats. This digest summarizes research on children's ability to learn…

Twenty self-contained lessons about land and freedom feature activities that can be used with high school social studies classes. The lessons are: Indian Land Ownership, The Dutch and the New World, Colonial Mercantilism, the Declaration and Natural Rights, Jefferson and Liberty, Louisiana Purchase, the Tariff Issue of 1824, Panic of 1837, John…

The high level of prejudice in an average 9th grade world history class was addressed by the implementation of a custom-designed prejudice reduction program. Lessons were drawn from "The Prejudice Book" (Shiman, 1979); "A World of Difference" (Anti-Defamation League of B'nai B'rith, 1986); and "Hands Across the Campus" (Tiara, 1981). Lessons were…

Learning to appreciate religious art and to understand the interdependence of history and art are basic to the foundations of culture. Students need to be exposed to the art of the diverse adherents of all major religions in order to understand the beliefs and practices of others. Students can examine religious art from ancient times, including…

This is a report of the Netherlands/United States Textbook Study Project, the goal of which is to improve each nation's textbooks, especially in regard to the treatment of Netherlands in U.S. textbooks, the treatment of the United States in Netherlands' textbooks, and the treatment of relations between the two countries in each nation's textbooks.…

In this article, Nicolas Kinloch questions some of the principal justifications often advanced for teaching Islamic history in schools. In particular, he wants to move us beyond our concern with current events in the Middle East. He suggests that there are dangers in looking at Islamic history if it is merely refracted through the experience of…

This is a condensed version of a report of a survey of secondary history courses and teachers in Iowa. The survey was undertaken as an initial step toward understanding and improving Iowa history instruction. Data was gathered from the Department of Public Instruction. Questionnaires were sent to every superintendent and to every high school…

This pamphlet establishes the legitimacy of film as instructional material for the history classroom. Techniques and guidelines for teaching with film are suggested. Four general applications of film to the classroom are examined including film study for factual information, film usage to motivate study and stimulate discussion, film as a…

Describes and analyzes a college level course taught on the Vietnam War. Evaluates the success of the course and notes some limitations. (RKM)

Cited in this annotated bibliography are ERIC documents that may be of particular interest to history teachers. (RM)

This book addresses the teaching and learning of history in the elementary grades. The literature review in the first two chapters presents an overview of scholarship in the field and provides a context within which to interpret the research in subsequent chapters. The remainder of the book presents and discusses research on the teaching and…

World history textbooks currently used in U.S. high schools adopt Western civilization as the integrating element of world history. The high school world history approach with Western civilization as the essence was a product of the late 19th century and early 20th century. The historical consciousness of this period continues to influence…

Noting that knowledge of history is the precondition of political intelligence, Nevada's academic standards for history are intended to provide the framework for a comprehensive K-12 history education to prepare students for the responsibilities and challenges of life in the 21st century. It is imperative in today's global economy for Nevada…

The Colorado Model Content Standards for History address both U.S. and world history, including the history of the Americas, and may well necessitate reorganization of the social studies. The standards guide explains, that because of the increasing interactions among all nations of the world and the effects of these interactions on individuals'…