Asserts that student attitudes toward history textbooks are important because the perceptions may affect how much or how well they learn. Describes how 17 11th-grade U.S. history students evaluated their textbook. Found that 71% of the students perceived the book to be a presentation of knowledge. (CFR)

Asserts that the technology of interactive multimedia gives teachers the tools to help students acquire and use historical knowledge in a visual, active manner. Reviews two videodisks on the Cold War and the U.S. presidency. Concludes that both products would be effective instructional tools. (CFR)

Discusses the expulsion of the Choctaw Indians from their lands in the U.S. southeast as a result of the Indian Removal Act of 1830. Provides a lesson plan using a primary source document along with accompanying discussion questions. Includes a three-page letter that is the deposition of a Choctaw Indian protesting removal. (CFR)

Describes a visit by two U.S. social studies educators to schools in Krasnoyarsk, a city in Siberia, Russia. Discusses economic and social changes brought about by the end of the Cold War. Recommends more international and global education for both Russia and the United States. (CFR)

Discussed multiculturalism and culturalism in light of the 1992 quincentennial of the Columbian voyages. Argues that historical accuracy and multiculturalism are not incompatible. Concludes that cultural relativism is necessary to prepare students to live in contemporary U.S. society. (CFR)

Presents letter signed by 19 educators that disagrees with tone and content of position statement on Columbus Quincentenary issued by National Council for the Social Studies (NCSS). Argues that the encounter with Europeans effectively destroyed the indigenous culture of the Americas. Maintains that the Columbus voyages were not the beginning of a…

Reviews a HyperCard stack designed for use in schools and at home. Describes the program as primarily a database of information on Iraq, Kuwait, and the Gulf War. Contends that the program is pedagogically weak and of marginal use in the classroom. (CFR)

Replicates a 1989 study on the instructional effectiveness of social studies teachers who also are athletic coaches. Results indicate that coaching teachers are more innovative in teaching methods than noncoaching teachers. Calls for additional replication studies on this issue. (CFR)

Reviews a study of coaching and noncoaching social studies teachers that replicates one conducted by Fouts in 1989. Contends that the different results are primarily the result of different samples used in the studies. Questions whether people who want to be social studies teachers first and foremost are entering the social studies teaching field.…

Discusses the purposes of history in the curriculum. Presents several examples of using history to explain contemporary events. Argues that historical knowledge is essential for effective citizenship in a democratic society. (CFR)

Argues that contemporary society requires new and more sophisticated ways of thinking. Reviews several approaches to teaching new cognitive processes in schools. Includes lists of characteristics that inhibit and promote higher order thinking skills. (CFR)

Presents a secondary lesson for high school students based on a controversial 1892 proposal in Congress to reduce the size of Yosemite National Park. Includes a map and petition signed by John Muir, the first president of the Sierra Club, which was formed to oppose the proposal. The lesson includes class discussion and activity suggestions. (CFR)

Presents a lesson designed for secondary economics classes. Students role play adults in selected occupations, create personal budgets, and make investment and savings decisions. Student directions and questions are included. (CFR)

Asserts that recognizing and analyzing satire in the media is a thought-provoking and enjoyable way to teach current events. Provides an eight-step student guide for analyzing and discussing satire. Includes suggestions for teachers who want to use satire in the classroom. (CFR)

Presents a lesson using photographs and descriptive readings about roadside attractions that have been nominated for the National Register of Historic Places. Includes student objectives, teaching procedures, photographs, and primary source readings. (CFR)