The purpose of this essay is to identify and direct the reader to some of the new trends in interpreting the Russian Revolution. (Author/JR)

By integrating games, simulations, novels, and media into a systematic methodology and applying it to a specific era or problem in history, undergraduate students relived an era in time and gained a greater understanding of the topic. (Author/DE)

Reviews and questions the traditional established interpretation that the French Revolution was about feudalism. Concludes that revisionist historians have cast doubt upon the orthodox theory but that they have not supplied an alternative explanation. (Author/DB)

Describes a college-level simulation game about the French Revolution. Based on George Lefebvre's "The Coming of the French Revolution," the role-play focuses on social and economic causes of the revolution and allows students to understand citizens' grievances against the French government. (AV)

Discusses the usefulness of war games in high school and college classrooms, specifically games involving the role of Western Europe in World War II. Twenty games are identified and evaluated in terms of strategy and educational value. (AV)

Examines the French Popular Front of 1936 as a vehicle to investigate the turbulent decade of the 1930s. Reviews current historiography and discusses various facets of Leon Blum's government, examining the interrelationship of major economic and political forces. Concludes that the French Left still faces Blum's dilemma of implementing socialism…

The assumption that European dominion was uninterrupted is an error of perspective. Europe did have its eras of world leadership and world dominion. But in-between were longer periods when other peoples in other parts of the earth exercised skills and organized collective effort far more successfully than the Europeans. (RM)

As a counter to Europocentric views, a comparative approach should be used to study the history of European civilization in the premodern period. A framework for considering European history in comparison to that of three other civilizations is presented. (RM)

The history of witchcraft offers an interesting avenue to the study and teaching of important historical and social phenomena. Valuable research contributions by historians is discussed and listed in the bibliography. (JB)

Discussed is how G. M. Young's historical essay, "Victorian England: Portrait of an Age," is a reflection of its time and of the abiding cultural concerns of Young's intellectual life. (RM)

Argues that the British industrial revolution was in no sense inevitable and scarcely deserves the term "revolution." Examined are the characteristics which the British shared with other Europeans and ways in which they were distinctive that enabled them to become the first industrial nation. (RM)

Discusses the state of Germany's armed forces in World War II. Describes Germany's progress from inferior weaponry and unprepared military at the beginning of the war to superior weapons and fighting. Stresses heavy German dependence on horse drawn supply. Credits Germany's defeat to human attrition accelerated by Hitler's operational leadership.…

Compares Robert Palmer's interpretation of the French Revolution with the Marxist and revisionist views. Stresses Palmer's theory that the French Revolution belongs to the same spiritual family as the American. Reports that Palmer saw the French Revolution as the climactic event in a series of similar upheavals that integrated liberal democracy…

Discusses opposing tendencies in the interpretation of Western Civilization. Describes the expanded definition that includes Byzantine and Islamic cultures as heirs of the Greco-Roman cultures. Suggests that a limited definition of Western culture will facilitate a problems approach, emphasize diversity among cultures, and integrate the classical…

Analyzes primary document from German Holocaust period in which German bureaucrats described in euphemistic terms the murder of the Jews. Illustrates how the document can be used as a teaching aid by having students replace the euphemisms using words with their intended meaning, and reading it aloud in class. References include sources of…