Movements have been the driving force of social change through most of human history. Yet despite the important impacts that movements had in the past that led to a more just present, most Americans generally hold low opinions of movements. The authors see this as a major failing of history education. The authors argue for a need to center the…

One of the most challenging problems faced by teachers of history is how to give voice to the vast majority of people who lived in the past. People's knowledge of history tends to center on the great and important because they are tied to extant written records, almost all of which were produced by and/or about people of high stature in society.…

Two graduate level interdisciplinary courses in industrial archaeology are described. (DE)

Participants in an undergraduate oral history project interview Vietnam veterans in their locality as primary source material for a course in Southeast Asian history. (DE)

An undergraduate course uses novels and poetry to teach about women's conceptions of themselves as shown by their role in government, work, religion, sex, and education in nineteenth century England. (DE)

Suggestions are made for the successful incorporation of museum materials in instruction focusing on women's history in the United States. (JH)

The use of quantitative data and computer analysis in an undergraduate American social and urban history course is described. (DE)

The author describes how to use novels and autobiographies in teaching about the immigrant experience in American history. A select bibliography of novels and autobiographies relating to 24 different ethnic groups is included. (DE)

Characterizes Mexico as a nation of divergent cultures and indicates how a social science framework has been incorporated into the elementary school history curriculum to reflect this diversity. Provides a brief description of curriculum in grades 1-5. (DB)

Reviews development and first two years' experiences of a laboratory course of inquiry into the nature and processes of American civilization through examination of local history as symptomatic history. Faculty, graduate fellows, and advanced undergraduates collaborated on research and analysis of the relationship of culture, environment, and…

Discusses the use of novels in studying social history. Proposes that the contents of novels be accepted not as a set of answers about a society, but as a set of questions, plausible hypotheses as to how the historian might organize his evidence. (Author/JK)

Discusses the cursory treatment of Mexican Americans and Mexican American History in United States History textbooks and classrooms. Identifies instructional methods useful in engaging student interest. Argues that the present inadequacies of education and educational tools in this area perpetuate existing stereotypes and contribute to cultural…

Perspectives and realities to be considered in developing and teaching a rural history course include social factors, processes of change, effects of industrialization, character development, migration, and mobility. The use of slides, films, and artifacts of rural material culture is recommended. (Author/DB)

Presents a plan for teaching historiography through analysis of baseball cards. Explains that students can learn about society, culture, discrimination, and inference. Reports that the lesson increased student interest, motivation, and sensitivity to the importance of historical sources. (DK)

Discusses reasons for studying history. Suggests that compelling arguments for historical study will affect students' attitudes throughout life. Evaluates common rationales for studying history. Includes history as fun, tradition, great ideas, human folly, escapism, and nationalist legitimation. Urges that students be taught history as facts that…