In 1860, 226,000 (47 percent) of the US' 478,000 free blacks lived in free states, and thus totaled over five percent of the black population in America. Though oppressed by popular prejudice and a range of legal and institutional constraints--in 1847, blacks at a convention labeled themselves "slaves of the community"--African Americans outside…

Addresses the issue of teaching students in the U.S. history survey course to read historical works by shifting the focus from the lecture method to collaborative learning techniques. Describes various techniques that can be used in the classroom such as expert groups, Particulars into Generalizations (PIG), and making lists and evaluative…

Presents an oral history project for high school students who are asked to select a non-related person to interview about a period or event in U.S. history, write a biography, and give a final public presentation on the interview. Includes a copy of the rubric in the appendix. (CMK)

Provides background information on the Document Based Question (DBQ) that is part of both the Advanced Placement (AP) U.S. and European history examinations. Includes an example of the process involved in analyzing documents during the AP examination. Discusses teaching techniques that can be used for the DBQ with the purpose of improving student…

Presents a simulation of the situation in China that led to the 1949 Communist victory, focusing on the 1930s and 1940s when two political parties, the Guomindang and Chinese Communist, engaged in a battle for power. Includes directions and an appendix providing the roles, a background essay, and recommended readings. (CMK)

Presents ten guidelines, discussing each in detail, for teaching about the Holocaust in middle or high school. Includes topics such as encouraging active learning and a "minds-on" approach, inviting Holocaust survivors as guest speakers, and providing a base of historical knowledge. Contains references. (CMK)

Discusses teaching Advanced Placement (AP) U.S. history at an urban, minority high school. Addresses student recruitment; using a summer assignment; notetaking and the Document-Based Quiz, various teaching strategies; preparing and reviewing for the AP examination; using special events; and the importance of professional development and…

Describes a team effort by an historian and a college reading specialist in which volunteer undergraduate students participated in hopes of improving their history papers. Weekly sessions involved summarizing history assignments. Results indicate the importance of both reading levels and reading styles. (KC)

Describes an undergraduate course, "An Interdisciplinary Approach to American Social History." For projects, students analyze census returns by means of computer and present papers to other students and faculty. (KC)

Surveys ways history instructors can assimilate an equitable treatment of women into state and local history courses. Discusses advantages and disadvantages of six teaching approaches and recommends using an integrated approach. (Author/CK)

Describes and evaluates specific audiovisual materials which can be used to teach Soviet history. Includes films, videotape cassettes, filmstrips, slides, photograph collections, records, and cassettes. Recommends use as aids only and emphasizes need for explanatory background. (CK)

Suggests ways to incorporate women's history into the basic European history course by giving examples of specific content, classroom techniques, and resources that teachers can use to develop their own approaches. (Author)

Examines the theoretical and practical implications of utilizing the biographical approach in the history curriculum by pointing out the advantages, examining the art of writing biographies, and discussing two basic methods used in teaching biography. (Author/CK)

Discusses why ethnic studies should be taught, the infusion, compensatory, and conceptual methods of teaching, considerations about teaching ethnic studies, and possible outcomes. Also suggests that an ideal course would deal with functions of ethnicity and formation and adaptation of ethnic groups. (Author/CK)

The microcomputer can be a helpful tool for teaching the basics of historical research. Database management systems are described, strengths and weaknesses of one software package (dBaseII) for historical research are discussed, and a conceptual and practical guide for teaching historical research methods with dBaseII is provided. (RM)