This paper compares two attempts by the author to teach two different grade 12 world history classes to think historically. Both classes were presented with a similar assignment that revolved around the conflicting historical accounts of Christopher Columbus. However, the second group of students was also provided with direct instruction about the…

Content area reading remains a primary concern of history educators. In order to better prepare students for encounters with text, the authors propose the use of two image analysis strategies tied with a historical theme to heighten student interest in historical content and provide a basis for improved reading comprehension.

Two important developments have occurred in the field of history education that have had important implications for elementary school teachers. First, our understanding of history as a discipline reflects a new understanding about the nature and purpose of history teaching. Second, we have a better understanding of the cognitive capacities of…

Considers the ubiquitous use of textbooks in social studies classrooms and recommends constructing critical-thinking exercises revealing textual bias. Suggested exercises concern issues of emotional or ambiguous language, geographic and cultural inclusion/exclusion, and accuracy of data. Includes several examples of critical-thinking activities.…

Discusses Benjamin Bloom's taxonomy of thinking skills and applies concepts from this framework to social studies instruction. Attempts to connect all six levels of Bloom's taxonomy to social studies instruction and assessment. Provides a concrete example of an instructional method that integrates the multiple stages of cognition described by…

Describes two classroom activities that introduce critical-thinking skills into social studies instruction. One is a debate, followed by position papers, on the contribution of Christopher Columbus. The other is a simulation of a Constitutional Amendment conference. Discusses which parts of the lessons specifically focus on critical-thinking…

Maintains that the Holocaust is an integral part of the Canadian secondary history and social science curriculum. Asserts that pedagogical considerations for the Holocaust should not differ from the study of other major events. Discusses content selection, skill development, appropriate resources, and student sensitivities. (CFR)