Back in 1993 and 2000, Lang and LeCocq, respectively, in their reactions against reductive and de-contextualised forms of "source work", pointed out that all sources do hold value in some way, even, and often especially, in those aspects that might be deemed "biased". The author's Year 10s' difficulty in shaking off a…

Provides background information for a local history project about the 1793 Philadelphia (Pennsylvania) yellow fever outbreak. Offers potential project topics to help students learn about local history and understand life in the eighteenth century United States. (CMK)

Discusses the use of first-person accounts in teaching history. Focuses on a course on Vietnam history called, "The Vietnam Experience." Explores different reading materials that are used in the course, as well as the author's own personal account. Includes a bibliography. (CMK)

Explores the use of classroom exercises in a course on historical methods. Describes each of the exercises in detail: (1) focuses on facts and includes a processing activity; and (2) emphasizes points of view and includes a processing activity. (CMK)

Outlines an innovative way of teaching "World History Since 1500" at Samford University (Birmingham, Alabama) called the "great roads" approach, centered upon important roads in a country's history. Presents the "Veracruz to Mexico City corridor" case study used to teach a Latin American modern history course. (CMK)

Discusses the use of simulations in the history classroom. Focuses on a simulation of the German Reichstag election of 1932, used in a modern German history course at Eastern Oregon University (La Grande, Oregon). Provides information on the setting, roles, the simulation procedures, and possible outcomes. (CMK)

Focuses on the importance of teaching critical thinking in history at the college level. Discusses how the author promoted historical thinking in his survey courses through the use of assignments based on a series of paperback books called the Bedford Series in History and Culture. Includes exercises in the appendix. (CMK)

Discusses the use of historical research in a theater classroom. Describes a variation of this exercise in which students in a college history course study a play about U.S. History, write diary entries, research the era and place of the play, and give a group presentation. (CMK)

Discusses how to use music when teaching U.S. History. Provides examples such as teaching about the Civil War, the Great Depression, and the Vietnam War and showing the contributions of African Americans. Includes a discography. (CMK)

Describes a year-long social studies program called "Passport to the Millennium." Students "travel" around the world learning about the history, geography, culture, and economy of different countries. The program is appropriate for students in elementary to secondary grades. Includes a sample lesson plan. (CMK)

Describes how to use the films "Invasion of the Body Snatchers" from 1958 and 1978 and "The Body Snatchers" from 1993 to teach the last 50 years of U.S. history by enabling students to evaluate history as an ongoing analysis and critique of historical eras. (CMK)

Provides a history of school reform in U.S. schools from 1900 until the present. Discusses how educational policy can be included in the history classroom. Considers the differences between liberal and conservative policies, addressing how these two labels can be clarified for students. Includes a list of key sources and materials. (CMK)

Contends that a problem with using discussion in the classroom is that only a few students participate actively. Provides four strategies teachers can use to involve all of their students in a discussion and to encourage the development of their students' understanding of historical issues and problems. Includes a handout. (CMK)

Describes a project for a history survey course where students visit a historic site and write an essay that identifies a broad theme in history relating the site to the theme; the students must also reflect upon their own learning process. Discusses the merits of the project providing student responses. Gives an appendix. (CMK)

Explains that many beginning teachers have a difficult time engaging students in lecture. Maintains that in order to encourage student participation teachers should hold students responsible for learning by requiring them to prepare for class and also design questions to elicit successful answers from students. Provides an extensive bibliography.…