This teaching unit represents a specific "dramatic moment" in history that can allow students to delve into the deeper meanings of selected landmark events and explore their wider context in the great historical narrative. Studying a crucial turning point in history helps students realize that history is an ongoing, open-ended process,…

The article, presenting the difficulties of teaching about any foreign civilization, sketches an Asian civilization course which attempts to mitigate those difficulties with a text book that uses models of historical processes applicable to different civilizations and indicative of their common grounds. (JH)

Provides a historiography of the literature that focuses on the participation of the United States in World War I. Covers topics, such as general works, policy and diplomacy, domestic mobilization, soldiers, operations, domestic dissent, peace, and the aftermath of the war. Includes a bibliography. (CMK)

Suggests themes in Russian history that can be integrated into existing history, social studies, civics, or religion classes. Expounds on the following themes: agriculture and collectivization, police force and legality, Jews and dissidence, plurality and ideology, and the arms race. Provides bibliographic sources. (RW)

Provides a classroom exercise, known as Synergistic Convergence (SYNCON), in which students are divided into small groups, and then into successively larger groups, until the entire class is involved in one problem. Asks students to develop a list of five heroes and five villains in history. Generates insights into the nature of historical…

States that because historical novelists who wish to create lifelike characters and situations must base their work on accurate and thorough research, historical fiction can and should be used as another way of interpreting the past. Urges the critical analysis of historical fiction to make authors accountable for their work. (LS)

Describes the use of epic poetry in a combined English/history humanities class. Concludes that epic poetry, the combination of history and verse, helps students understand the continuity and meaning of the Western tradition. (CFR)

Discusses treatment of the United States in Chinese textbooks. Focuses on a world history text and a political economics text for high school seniors. Reports that the Chinese texts present the United States as an imperialistic bastion of capitalism. Suggests that a more balanced presentation is necessary to prepare students for the global era.…

Addresses the problem of racial bias in the teaching of history. Argues that history is taught from a European viewpoint ignoring civilization's beginning in Africa. Suggests that African-American children will develop self-esteem and motivation if they are taught about African history. Describes such a program in the Indianapolis (Indiana) Public…

Argues for recognition that teaching about the voyages of Columbus is presented from a European perspective. Reminds teachers to take a multidimensional approach that recognizes the Native American and African-American points of view. Examines the long-range demographic, cultural, political, economic, dietary, and labor redividing consequences of…

Offers suggestions for teaching about the quincentenary of Christopher Columbus' voyages to the Americas. Includes details on teaching definitions about the topic, offering an essay test, and providing a nine-day unit of study on Columbus. Provides a three-item annotated bibliography of works about the explorer. (SG)

Describes a national, world-studies, curriculum project in the United Kingdom, with the main goal of promoting world studies in secondary schools. Defines intended outcomes and describes the pilot schools. Traces the project development from 1980-89, through publications, expansion, evaluations, and international links. Lists projects main…

Presents abstracts of 10 documents, selected and reviewed from the Educational Resources Information Center (ERIC) that deal with the debate over how to teach history. Includes information for accessing or ordering documents. (NL)

Reports findings indicating that high school U.S. history teachers spend more time teaching about the twentieth century than earlier eras. Indicates that the reverse is true of world history teachers. Suggests that both teacher groups rely heavily on textbooks, lectures, and discussion. Reveals that teachers desire greater home support for…

Presents summaries of 12 documents from the Educational Resources Information Center (ERIC) system that address genocide and its place in history. Includes documents that stress teaching from a human rights perspective and incorporate critical thinking. Explains access to the documents. (NL)