Discusses how to create a class on the Holocaust by providing books and films that address a number of issues, such as the role of World War I, interpretations of the Holocaust, the ghettos, and rescues of European Jews. Asserts that only by remembering the Holocaust will the evils endured be prevented. (CMK)

Considers reader response to be a useful teaching method when it is linked with course goals and integrated into the structure of the classroom. Recommends reader response because it promotes critical thinking and comprehension of reading materials, facilitates class participation, and engages students in the learning process. Gives a sample…

Believes that the key to solving the problems in the schools (the shootings and low-achievement levels) is by trying to understand the current generation of students. Maintains that the means to understanding students is for teachers to visit the various schools in their communities and share their time with those students (CMK)

Asserts that Steven Spielberg's film "Amistad" fictionalizes the overall facts of the case by inaccurately portraying many of the events that occurred. Explains that the myth-making tradition of Hollywood changes the messages derived from the Amistad court case. Critiques the teaching kit that corresponds to the movie. (CMK)

Presents a genealogy/migration assignment that encourages students to recognize how their individual histories fit into the global world. Expounds that the students traced the migration of their ancestors from the Eastern Hemisphere to the United States and then within the United States to the Appalachian region. (CMK)

Observes that resistant students in the college history classroom need to be intrigued by history through the unexpected. Recommends that educators use the study, preparation, and consumption of food as a means to engaging students in historical discussions about different ideologies, events, and places throughout history. (CMK)

Reminisces about the day of the March on Washington; in particular, the anticipatory atmosphere that swept the city, the fears of what might occur, and the daily plans that ceased to exist. Concentrates on the passion and fervor of the people who participated in the March and listened to Dr. King's speech. (CMK)

Addresses pitfalls in using the Internet for undergraduate research, including: increased ability to commit plagiarism and academic fraud; difficulties sorting valid, useful information from inaccurate or misleading sources; difficulties searching the Internet; growing confusion between reality and virtual reality; and lack of context for much…

Discusses the implementation of a student portfolio project in two high school history classes. Presents background arguments for employing portfolios; outlines the creation and evolution of the assignment; explains the assessment and individual interview process; and assesses the success of the assignment. Includes the assignment requirements…

Argues that historic sites permit students literally to make a connection to earlier people that cannot be duplicated in a classroom. Describes how visits to Curtin Village (Pennsylvania), a Juniata River canal (Pennsylvania), the Gettysburg battlefield (Pennsylvania), and the Antietam battlefield (Maryland) are incorporated into a study of U. S.…

Discusses obstacles to discussion in a college class on American slavery. Observes two major problems: many white students, especially women, wanted to avoid confrontation, and many white males were defensive when there was criticism of 19th-century white males. Offers suggestions for improving the classroom atmosphere for discussion periods. (DSK)

Describes the application of Frederick Drake and Denee Corbin's method of "dramatization in the classroom" to teaching Chinese history. Outlines the use of the book, "The Death of Woman Wang," to study 17th-century Chinese social life and laws. Includes an outline of activities for the preparation and teaching of the lesson. (DSK)

Describes the development and teaching of a telecourse survey of U.S. history. Discusses the methods of quality-control used in the production of course materials, the integration of telematerials with traditional textbook lessons, the types of students suited to telecourses, and some disadvantages to telecourses for students. (DSK)

Maintains that the lecture method in history can still function as an effective means of instruction if approached with a critical perspective. Outlines creative and engaging approaches for the history lecture and specific suggestions for organization, delivery, and content coverage. (MJP)

Recommends the adoption of cooperative learning techniques in history courses. Argues that cooperative learning facilitates critical thinking, democratic values, student participation, and improved retention. Illustrates this with examples from European, United States, and African American survey courses. (MJP)