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)

Film documentaries can be a valuable addition to introductory American history courses. Using "The Adams Chronicles" as an example, the author identifies flaws in the film and then explains how careful planning and analysis of the video and printed programs enabled him to incorporate it effectively into a freshman-level survey course at Ohio State…

Suggests three unconventional teaching approaches and instructional resources to help history teachers stimulate critical thinking about the past, present, and future. Described are ways of teaching folk history, alternative history, and future history. For journal availability, see SO 505 897. (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)

Outlines the development and use of a role-playing exercise formulated to help students understand issues related to affirmative action and the controversy surrounding that debate. (Author/BSR)

Urges history teachers to look into the range of tasks they can perform with word processing, database/file managers, and other software. Concludes there are numerous pedagogical uses for computers besides generating short answer tests. (Author/BSR)

Recommends using fictional works about modern Asian and African history as supplementary reading in history courses to enhance student understanding of culture. Provides an annotated list of novels that have been used successfully in these courses. Outlines useful strategies for using fiction in college level history courses. (BSR)

Discusses the use of ethnic literature in the classroom. States that ethnic novelists provide insight into the conditions of their people that the historian would find difficult to document and discuss. Provides a list of books on the following ethnic groups: Afro-Americans, Jews, Norwegians, Italians, Slavs, Puerto Ricans, Chinese, and Irish.…

Outlines the functions of museums and explains how these functions can relate to teaching history. Points out the value in taking students to museums, noting that visits may be enhanced through teacher pre-planning. Gives advice on how to counsel students who wish to pursue careers in historical agencies and museums. (GEA)

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 ten values which are developed from the study of history. The values are: appreciation of change, appreciation of historiography, vicarious experience, perspective, historical insight, pluralism, skepticism, empiricism, humanism, and responsible citizenship. Describes how the study of history develops each value and states that explicit…

Provides an essay review of seven books, written since 1983, on the Vietnam War. The titles include: THE BAD WAR: AN ORAL HISTORY OF THE VIETNAM WAR (1987); IN THE COMBAT ZONE: AN ORAL HISTORY OF AMERICAN WOMEN IN VIETNAM, 1966-1975 (1987); and DEAR AMERICA: LETTERS HOME FROM VIETNAM (1985). (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…