A conceptual framework and teaching guidelines for biographical history, i.e., centering the study of history in individual lives, are presented. Both the framework and guidelines were derived from a group of philosopher-historians representing a full monistic-pluralistic spectrum of theories: Marx, Weber, Toynbee, Ortega y Gasset, and Dilthey.…

"The Wreck of the Edmund Fitzgerald," a contemporary hit song by Canadian folksinger Gordon Lightfoot describing a shipwreck on Lake Superior in 1975, is used to illustrate how popular music can be used to teach geography to secondary students. Students analyze atlases, topographic maps, nautical charts, and weather maps. (RM)

Ordinary household appliances can be used in the classroom to inspire unusual research, artwork, and problem solving. Suggestions on how to organize and collect materials to develop an appliance science unit are offered. (DF)

Reports on the educational activities of the Union of Social Democratic Women's Clubs during the early years of its existence between 1905 and 1925. The development of the Union and its constitutent clubs is examined against the background of social and economic change in the Netherlands. (Author/CT)

Techniques that teachers can use to involve art students in the critical examination of photographs are described. Given the opportunity and some guidance, students can and do engage in stimulating thought and talk about the art of persuasive photographs that confront them daily. (RM)

Describes the usefulness of including historical fiction on reading lists in high school history courses. Lists criteria for selection and instructional use of historical fiction, and provides a list of historical fiction appropriate for use in studying certain topics in United States history. (KH)

This article gives a brief historical account of the principal rationales of drama in education in England, pursuing the notion of distortion of the nature of drama itself. By looking at past mistakes, we may better assess the place of drama in today's curriculum. (MT)

Presents 25 classroom activities designed to create, encourage, and develop "communication bridges" between the elderly and children. (FL)

Presents activities designed to help young children learn basic notions of estimation (or "about how much"). The subcategories included in the article are: "About How Many"; "About How Long or How Far"; "About How Big"; and "About How Many with Very Large Amounts." (MNS)

Considering a fraction as directions for graphing a line through the origin of the x-y plane is suggested. Strengths and weaknesses of the idea are also discussed. (MNS)

Introductory exercises designed to increase high school students' awareness of conflict and of mediation and negotiation as conflict resolution skills are presented. When conflicts arise, students should have the skills to identify the issues and interests of the parties and to see the possibilities to be gained through collaborative…

Presents 101 questions in 12 categories (communicating effectively, expressing appropriate feelings, deferring judgment of others, listening, leading others, following others, making group decisions, cooperating, respecting human differences respecting human commonalities, trusting the group, closure) designed to assist experiential education…

Discusses the functions of composition titles, what makes a title attractive, and strategies for writing effective titles.(EL)

The article describes the use of dialogue journals with hearing impaired students. The approach allows teachers to engage students in the natural, purposeful use of written language in an immediately meaningful format. Examples of dialogue journal communication with children and college students are provided. (CL)

Presents activities designed to help children understand the notion of a sample in a homogeneous group, a concept essential to understanding "R times E" problems. Underscores the importance of children's understanding the situation in a problem so that they can solve it. (JN)