Using historical thinking for analyzing the teaching and learning of secondary school history, this paper contributes to literature and debates on the pedagogical potential of museums in this endeavor. Despite the existence of museums and expansive literature on their historical significance in various world settings, there has not been much…

Artists have long addressed social injustices within popular music. As teachers consider how to deconstruct and teach the events of 2020 (and beyond) with an eye toward the future, we offer a novel pedagogical approach to incorporating music into the social studies classroom: the set-list. The set-list can be understood as containing temporal…

In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to "Core Practices" or "High-Leverage Practices" (HLPs) has been applied to history education. Despite the attractiveness of inquiry-oriented instruction, it is still absent from far too many history…

The authors of this article examine several controversial U.S. monuments and offer teachers a rationale, resources, and suggested activities for incorporating these historical monuments into classroom instruction. The authors discuss why controversial issues should be discussed in the social studies classroom through the critical examination of…

Presents an historical survey of South Africa, beginning with white missionaries to the present. From this historical analysis, the author draws conclusions about American attitudes and awareness of South Africa. (JR)

The legend of the gunfighter-lawman, frontier justice, and the extent of violence in western history are suggested as possible course content to make history more relevant and interesting. (DE)

A project is described in which American history students analyze comic books to determine their appeal and structure, and then create their own comic books entitled "Causes of the American Revolution". Concludes that, despite some problems, the project was fun and rewarding. (DB)

The author humorously warns history teachers that lectures will be boring and alienating to students unless content and presentation are stimulating. (AV)

Illustrates how the ideas of classical economists Adam Smith, Thomas Robert Malthus, David Ricardo, and John Stewart Mill are excellent sources for the contemporary social studies teacher. Suggests classroom applications to be used in conjunction with explanation of the economic principles of each of the above-named theorists. (AEM)

Describes the Advanced Placement U.S. history program which allows students to earn college credit by taking a standardized test while still in high school. Reviews procedures for selection of multiple choice questions on this test from 1960-1984. States that multiple choice type questions on this test have changed since 1960, but not…

Defines new directions that immigration history has taken in the 1980s, and indicates areas in which further work should be done. A variety of subjects are discussed - from recent immigration arrivals to new methods of historical data collection. (BSR)

Outlines a project in which the Paterson Silk Strike of 1913 is used to teach about gathering information from primary sources. Includes suggestions for using this project as a model for analyzing historical events in any location. Emphasizes importance of having students draw conclusions from primary sources. (BSR)

Outlines a project dealing with Cuban immigration within the context of U.S. foreign and immigration policy. Examines how Cubans have adapted to and affected their American communities. Discusses how instruction for the project utilized television, textbooks, and other printed materials. (BSR)

Describes a "Generic Model for Planning Expository Lessons" for improving the lecture--discussion method used by most history teachers. The model is based on a lesson format developed by John J. Patrick and Richard Remy and uses a five-step procedure employing a variety of approaches to expository teaching. (BSR)

Advocates the use of primary sources to increase student interest and learning. Includes suggestions for using local resources in such a program and provides a sample lesson plan. Discusses the importance of student work with unedited materials as opposed to secondary sources. (GEA)