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The article discusses the use of first-person graphic memoirs in U.S. classrooms in order to enhance the teaching of history including the graphic memoirs "Darkness: A Memoir in Black and White" by Lila Quintero Weaver, "A Fire Story" by Brian Fies, and "Poppies of Iraq" by Brigitte Findakly.

The article offers information on Assistant Professor Maria Montalvo's U.S. History Seminar Class "Slavery and the Archive" at Emory University in Atlanta, Georgia. Topics discussed include lesson learned by the students from the Montalvo's Class, historic newspaper collections that help students trace ideas over time, and comments from Librarian for African American Studies and U.S. History Erica Bruchko.

Offers reviews of web sites related to history as of September 2000. Historical Newspapers Online, which brings together two large newspapers in four indexes; History Resource Center U.S., which is a collection of several different types of research material covering United States history from pre-Colonial times to the present; History Universe, which is a guide to microforms; Others.

The article focuses on the history-inspired musical compositions and performances that are aimed at educating children on American history. These include the use of historically accurate musical instruments by Lloyd Miller through the Deedle Deedle Dees blogspot, the presentations of historical events by Bill Reynolds through the fictitious Professor Presley and biographies sang by Michael Earl. Some of the songs they created are "The National Debt!," "The Rocket Went Up!," and "Cool Papa Bell."

Describes how the authors (Sanderson High School, Raleigh, North Carolina) developed the idea of investigating history and personalizing it. The collaborators devised three possible approaches for students: writing a diary and recording the highlights of ten years, composing a mini-newspaper with a variety of articles covering the decade, writing an original composition focused on historical events of the period; The process; The results; The discoveries.

The article recounts the Wounded Knee Massacre which took place on December 29, 1980 on colonized Lakota and now known as South Dakota. Topics discussed include information on photos taken during the event, the author's first time experience of learning about the massacre, and the silence about the massacre in U.S. classrooms and media.

The article describes how Texas history teacher Cathy Cluck uses remote learning as an opportunity to share historic sites. Topics discussed include her goal to make 2020 as fun and less stressful, her choice of locations that connected with what she would teach her for U.S. history classes during the year, and safety precautions she made during her travel.

The article features podcasts on American history and civics including "But Why" from Vermont Public Radio, "This Day in History Class," and "Young Ben Franklin."

Lists titles of videotapes on history. Includes `The Age of Reason: Europe After the Renaissance'; `Barefoot Gen'; `Bolivia.'

The article reports on a vote by the Texas State Board of Education (SBOE) on the removal of U.S. Senator Hillary Clinton from social studies and history curriculum. Topics include an email to SBOE Chair Donna Bahorich which received an automatic reply with an explanation of the situation that had made national news, categories used by the groups that made the recommendations to determine one's significance in history, and other prominent woman to be deleted should the new curriculum pass.

The article focuses on the firm, Schlager Group, which launched a multiformat reference imprint on September 17, 2007, featuring a series called Milestone Documents. The first title released will be the four-volume "Milestone Documents in American History," in April of the year 2008, according to the article. Information is provided for its other series "Milestone Documents of American Leaders," which is slated for release in the year 2009.

Presents reviews of other resources for information on African Americans and their history and culture. African-American History & Culture; African-American Newspapers: The 19th Century; Black Studies Database; Black Studies on Disc.

The article offers highlights on the topic of several book reviews which include emphasizing the hallmarks of great nonfiction which connotes quality research and responsible use of materials, making history attainable to very young readers, and looking at issues from more than one viewpoint.

An introduction is presented which discusses on the student's understanding to the ever changing of world history.

An introduction to the section reviewing books on world history is presented.

An introduction to the section on world history books for school children is presented.

The article reviews the educational computer software "Daily Life America," by Greenwood.

Features eighth-grade history teacher Eric Langhorst at South Valley Junior High School in Liberty, Missouri and his Web blog speakingofhistory.blogspot.com. Reason behind the blog's development; Popularity of his blog; Plans of Langhorst of hosting another blog discussion.

Evaluates several tools for teaching American history from a critical perspective. Suggestion that books that present a variety of viewpoints and employ a critical-thinking approach are essential; Evaluation of Steven Jaffe's 'Who Were the Founding Fathers: Two Hundred Years of Reinventing American History'; Review of Robert D. Johnston's 'The Making of America'; Evaluation of 'A Long and Uncertain Journey: The 27,000 Mile Voyage of Vasco da Gama'; Evaluation of the video 'A Time for Justice.'

The article presents the author's perspective on history, and the representations of history within educational systems. The author addresses the absence of women and minorities in the history of the United States. The author questions how to access the emotional vernacular of figures within particular historical periods. Research methods for exploring history are also discussed.

The article looks at the educational adaptations of Minecraft, a multiplatform open-ended video game in which players use blocks to create a variety of structures. Information is provided on the website MinecraftEdu, found at MinecraftEdu.com, which offers educational games and resources set within the game that can be used to teach topics such as history, problem solving, and architecture.

Lists titles of videotapes on history in the United States. Includes `American History for Children Video Series'; `Birth of a Community: Jews and the Gold Rush'; `Civil War Trains.'

Reviews the computer software `Point of View: The Civil War and Reconstruction,` by Scholastic Software.

Criticizes the books used to teach young adults about history, asserting that few figures come to life in those books. Adult titles filled with fascinating character traits and contradictions unlike YA material; Call to pay more attention to the1900s sections in libraries; Need to encourage publishers, jobbers, and sales staffs; Overcoming fear of putting controversial material on the shelves; Examples of books.

Suggests how to introduce students to history without giving them the usual history textbook. Various book suggestions, including Barbara Walker's 'The Little House Cookbook: Frontier Foods from Laura Ingalls Wilder's Classic Stories'; An approach to teaching ancient history; Non-traditional history books; How to motivate students and keep their interest.

The article discusses changes in the way academic disciplines, including physics, biology, and history, are taught. It notes that academics focus on intersecting fields of activity involving their disciplines and that college students will focus on interactivity rather than isolated items and events. The author comments on the excitement of the intellectual shift in focus surrounding fields of interaction.

In this article the author discusses the effect of the election of U.S. president Barack Obama on the teaching of racial history in the U.S. educational system. The author describes how Obama's ethnic heritage requires a revision of historical accounts about race in the U.S., along with a discussion of Obama's policies regarding educational technology, technological infrastructure, and the economy.

The author reflects on differences in the way that history is presented to young people and to adults. He notes that while history books written for adults present alternative and updated views concerning past events, children's history texts remain static and do not often reflect changing historical viewpoints. He comments that we need to encourage authors, publishers, and readers to explore the past rather than focusing on names and dates.

The article presents a reflection on self-revelation by teachers in classroom discussions. The author states that when communicating humanities-type content to students it is important to share why the content matters personally to the teacher. The author cites studies that have found students to be ignorant of basic historical and literary knowledge.

The author reflects on biographies written for young readers. The positive portrayal of people in children's biographies is contrasted with critical biographies written for adults, with particular focus given to research on Indian independence leader Mahatma Gandhi and scientist George Washington Carver. It is the author's opinion that allowing students to see varied interpretations of history gives them the opportunity to develop a more accurate understanding of events.

The article presents the author's reflections on the importance of mystery and suspense in teaching history and in telling stories. The engaging nature of stories and the desire to know what happens next is discussed and emphasized. It is suggested that such a literary device is largely missing from history texts due to the overarching perspective and leads to less interesting material.

The article reviews the educational computer software "Latino American Experience," by Greenwood.

The author discusses the characteristics of an historically-relevant event. He distinguishes between an event to get excited about, such as the World Series in baseball, and one that has broader interest and impact, such as the Lincoln-Douglas debates in U.S. history. He notes the importance of traditions and historic moments, explaining that he refers to many traditions and moments, not just those pertinent to one country or ethnicity, and he emphasizes the need for international education.

The author discusses the importance of history and how no child should be deprived of it. He refers to the book "Time, Work, and Culture in the Middle Ages," by Jacque Le Goff. History is treated like a Starbucks menu, states the author, mixing and matching pieces, instead of thinking of it as something everyone should know. In the United States education system, each state chooses its own history requirements and every district teaches it differently. He believes that history is our memory.

The author discusses history's purpose in education. He relates a story professor Myra Zarnowski told him about a college class she taught where her students did not agree with the author's views about the importance of putting history in context. He suspects that those students had had history teachers who reduced everything to names and dates. He feels names and dates exist to let readers better understand the context; fact-checking is crucial because it's easy to get history wrong.

The article discusses the manner in which history is presented to children in textbooks and literature. The author argues that history can be changed based on new discoveries and interpretations, and therefore children should be taught that knowledge is an ongoing process. Several historical topics and books are discussed.

This article features the History Channel Multimedia Classroom, a social studies teaching tool that will combine video segments with primary-source documents, maps, discussion questions, Internet-based activity links and classroom activities to provide lessons in American and world history of high school students. Documents, maps and more can be printed and distributed to students.

Presents a list of online resources for teaching lessons in history and social studies.

Reviews the educational computer program Ancient History: Lives and Times in Ancient Egypt, Greece, and the Roman Empire from Teaching for Thinking.

Reviews the computer software "Living Histories: World History II."

Offers a look on how children's literature makes an impact on history and how it influences the reader's imagination and thinking. Lesson learned from the `Mother Jones, Fierce Fighter for Worker's Rights'; History lessons from `The Salem Witch Trials,' by Lori Lee Wilson; Lessons learned from `Buffalo Days,' by Diane Hoyt-Goldsmith.

Reports on history classes and its interests to young adults. Highlights the books `Lies My Teacher Told Me', `Okla Hannali' and others.

Reviews the educational filmstrip "Everyday Life in the Middle Ages."

Focuses on a collection of audio-visual materials that would supplement the study of contemporary history. Techniques of effective visual presentations; Emphasis on need for care and responsibility in handling of research aids.

Editorial. Comments on several surveys and reports depicting the ineffective teaching of history and literature in the United States as of October 1987. 'American Memory' report by Lynne Cheney, chairperson of the National Endowment for the Humanities; 'What Do Our 17-Year-Olds Know?' by Chester Finn Jr. and Diane Ravitch, faculty members of New York City-based Columbia University Teachers College.