Discusses the benefits of using oral history in social studies. Describes the process of oral history projects by discussing (1) how to introduce oral history to the students, (2) preparation for the project, (3) organizing and evaluating the research, and (4) publishing an oral history. Considers a variation on oral history. (CMK)

Explains how teachers can help their students better understand their textbooks. Describes five textbook writing styles, such as linear time sequence style or a cause-effect style, and activities related to the style. Provides hints to help students develop an understanding of their textbooks. (CMK)

Explains that a portfolio is a collection of student work that reflects the course content and is assembled by the student in a folder or binder over a specified period of time. Discusses how to use portfolios, the benefits of using portfolios as assessment tools, and potential concerns teachers need to address. (CMK)

Addresses the problems with conventional assessment in social studies and describes an alternative form called dynamic assessment. Explains how to use dynamic assessment in social studies, and in particular, for evaluating citizenship participation. Provides two charts that demonstrate how dynamic assessment can modify teachers' evaluation…

Explores the issue of whether evil exists in the world and the best ways to confront it. Claims that the ubiquitousness of evil places a responsibility on social studies educators to address it in the classroom. Offers six suggestions for teaching students about the existence and implications of evil. (CMK)

Suggests how social studies teachers can critically choose methods that allow for differences in students' learning styles and abilities and select ways to help students become part of the evaluation process. Includes a chart of nine different techniques which outlines advantages and considerations. (MJP)