The idea of using "little stories" to illuminate the "big pictures" of the past was creatively explored in "Teaching History 107," which offered teachers a wealth of detailed vignettes with which to kindle young people's interest and illuminate major historical events. Paul Barrett builds on the ideas explored in that issue in two important ways.…

College teachers of history can use science fiction to help students understand historical concepts. A seminar at the University of Tulsa used futuristic literature to provide a broader perspective on the present and the past. Available from: Loren E. Pennington, Division of Social Sciences, Emporia State University, 1200 Commercial, Emporia,…

Describes how a role playing exercise can be used to teach students in a college level history course about the use of the atomic bomb in World War II. Information is presented on general use of role playing in history courses, objectives, questions to consider about use of the atomic bomb, and course evaluation. For journal availability, see so…

Discusses the need for an Indian point of view in Indian studies programs. Describes and evaluates a graduate seminar on American Indian history at the University of Nebraska which combined oral history with more traditional historical methodology. For journal availability, see so 506 696. (DB)

Describes the rationale and course outlines for two college-level courses which integrate scientific and humanistic thought. Available from: Division of Social Sciences, Emporia State University, Emporia, Kansas 66801. (Author/AV)

Describes a college-level American history survey course which stimulated student interest by requiring them to submit research papers analyzing the effects of events in various decades upon their personal lives. For journal availability, see SO 505 897. (AV)

Describes one professor's attempt to improve his college's introductory history course by offering an alternative which stresses a biographical approach to twentieth century individuals who have shaped the contemporary world. (JDH)

Explores common problems with the traditional model for graduate research seminars and suggests an alternative conception which capitalizes on the use of local history, a carefully sequenced series of research experiences, and specific instruction in research skills. (JDH)

Describes difficulties encountered in presenting a college course on nuclear weapons and disarmament. Maintains that such courses must strive for a fuller historical account of the arms race, in addition to stressing the humanistic and ethical questions involved. Warns that controversy will arise and concludes that even blind anger is preferable…

Describes and analyzes a college level course taught on the Vietnam War. Evaluates the success of the course and notes some limitations. (RKM)

Describes a history course on the college level that uses biographies to help students connect important political leaders, such as Hitler and Machiavelli, to the time and place that shaped their actions. Reports on the effectiveness of the class. (RKM)

Contends that most high school graduates have not taken any courses that examine the experiences of minority groups. Summarizes the results of a college classroom experiment that involved the integration of oral history into the curriculum. Concludes that oral history is a viable teaching tool. (CFR)

Contends that, during the past generation, a new social history that concerns itself with the lives of ordinary people has changed history research and teaching. Describes an eight-unit college course in the history of United States sports. Includes a selected bibliography of books for students and teachers. (CFR)

Contends that fiction can help students understand historical periods and events. Presents and discusses four criteria for selecting novels to be used in college courses on World War I and World War II. Includes a bibliographic essay on recommended novels for each war. (CFR)

Discusses problems which currently beset many college history departments (declining enrollments, cost-conscious administrators, curriculum problems) and explains how college-level history instructors can implement innovative curriculum changes. In addition, a course on historical processes is described. Journal available from Loren E. Pennington,…