Describes a novel approach to comprehensive questions in world history examinations. Recommends using current events as illustrative reference points for complex subjects such as nationalism, liberalism, and international trade. Students receive information packets on the events for several weeks and must relate the subjects to these events. (MJP)

Provides a brief overview of a workshop for high school social studies teachers revolving around the centennial of the Spanish-American War. The workshop focuses on cultural, social, diplomatic, and military history. Includes a 34-item bibliography and an 8-item list of related web sites. (MJP)

Describes an assignment for an undergraduate U. S. history class that combined role playing and research. The class was directed to use depression-era materials (newspapers, magazine articles, pamphlets, cookbooks) and plan a menu to feed a family of five on $2.50 a week (the amount provided by relief agencies). (MJP)

Profiles an undergraduate course that combined historical research on U.S. foreign relations with writing assignments designed to develop and improve writing skills. Students begin with short papers summarizing key points of instruction and move on to more detailed analyses of academic articles, films, and memoirs. (MJP)

Describes an introductory undergraduate survey course on European history that incorporates three interrelated sections: constitutional government in Europe, the American revolution, and the French Revolution. The instruction emphasizes the interconnectedness among the events and includes repetition of key ideas and information. Discusses the…

Explores the native artwork of the Benin people and discusses how it can be used to document an African perspective to the "Age of Discovery." Portugal established trade with Benin (a small country on the west coast of Africa) in 1486. Includes illustrations and suggested student activities. (MJP)

Argues that the fragmentary nature of mass media has made students suspicious of the traditional lecture format. Recommends that history teachers incorporate questions concerning source material and knowledge (e.g. How do I know this?) into their presentations. Suggests a number of activities and texts that can be used to involve students in…

Provides some useful guidelines, activities, and a few warnings concerning using documentary movies in a U. S. history course. Although documentaries can pique student interest, they need to be previewed first and presented in historical context with supporting materials. Includes an overview of a course content and accompanying films. (MJP)

Provides an overview of the structure and topics included in undergraduate course on Indian and Chinese history. Briefly reviews such topics as Land and People, Emergence and Evolution of Traditions, Expansion of Islam in Asia, European Imperialism, Nationalism and Independence, and Democracy and Development. (MJP)

Defends the use and placement of footnotes as being central to the considerations of proof and evidential claims that are essential for historical writing. Notes the differences between history and other social studies that preclude or limit the use of in-text attribution. Answers many standard objections to footnotes. (MJP)

Profiles an interdisciplinary college course studying the history of Route 66, as well as the material and popular culture associated with the highway. Students studied the history of roads in the United States, traveled the length of Route 66 in Illinois, wrote personal essays, and conducted oral interviews. (MJP)

Describes the activities of a high school class that discovered the joy of history through experiential learning. Students learned traditional military tactics for their unit on the French and Indian Wars, and tried to apply them to a nearby woods. Includes similar activities for other historic periods. (MJP)

Provides an interesting introduction to the military units, tactics, and campaign strategy used in the Civil War battle at Antietam (Maryland). Recommends a walking tour of the site and offers suggestions for discussion questions and related topics. Includes selected quotes from letters and memoirs of participants. (MJP)

Discusses the strengths and weaknesses of Middle Eastern history textbooks appropriate for college instruction. Reviews the textbooks in terms of coverage, how current is the information, and style and content. Provides a wealth of background information. (MJP)

Reviews the Henry Louis Gates Jr. memoir, "Colored People," and Julius Lester's novel of the civil rights movement, "And All Our Wounds Forgiven." Discovers a number of salient points concerning the black experience of integration in both books. Considers some of the interesting questions raised and their possible use in class discussions. (MJP)