61. Commodore Perry And The Opening Of Japan The Americans admired the courtesy and politeness of their hosts, andthought very highly of the rich Japanese culture. activities http://www.history.navy.mil/branches/teach/ends/opening.htm

Return to Naval Historical Center home page Return to Navy Museum page Commodore Perry and the Opening of Japan Background On March 31 1854 representatives of Japan and the United States signed a historic treaty. A United States naval officer, Commodore Matthew Calbraith Perry, negotiated tirelessly for several months with Japanese officials to achieve the goal of opening the doors of trade with Japan. For two centuries, Japanese ports were closed to all but a few Dutch and Chinese traders. The United States hoped Japan would agree to open certain ports so American vessels could begin to trade with the mysterious island kingdom. In addition to interest in the Japanese market, America needed Japanese ports to replenish coal and supplies for the commercial whaling fleet. On July 8,1853 four black ships led by USS Powhatan and commanded by Commodore Matthew Perry, anchored at Edo (Tokyo) Bay. Never before had the Japanese seen ships steaming with smoke. They thought the ships were "giant dragons puffing smoke." They did not know that steamboats existed and were shocked by the number and size of the guns on board the ships. At age 60, Matthew Perry had a long and distinguished naval career. He knew that the mission to Japan would be his most significant accomplishment. He brought a letter from the President of the United States, Millard Fillmore, to the Emperor of Japan. He waited with his armed ships and refused to see any of the lesser dignitaries sent by the Japanese, insisting on dealing only with the highest emissaries of the Emperor.

62. UMUC-Verizon Virtual Resource Site -- Module 1: Examples Of Authentic Inquiry John McClymer, history 113 (Women and the american Experience), Assumption witha lively range of online readings and sources and to teach students to http://www.umuc.edu/virtualteaching/module1/authentic.html

Teaching/Learning Activities Conceptual Learning Problem Solving Object and Document Analysis ... Collaborative Learning Authentic Inquiry Authentic Inquiry This page includes examples of Web-enabled authentic inquiry from Accounting American History Macroeconomics Sociology Accounting Group Project: Not-for-Profit and Government Organizations Kevin Michel and Frank Fronhoffer, Accounting 410 (Accounting for Not-for-Profit Organizations and Governments), University of Maryland University College This assignment asks study groups to use the Web and other resources to gather information about particular issues relating to not-for-profit organizations and then discuss findings and present a position paper outlining the conclusions reached in the online class conference. The assignment also pays particular attention to evaluating Web-based sources of information. Position papers are required to paraphrase and discuss rather than quote verbatim the concepts, ideas, and arguments found on the Web; only in appropriate contexts may direct quotes be used. The assignment, part of a course delivered entirely online, suggests ways to mine the Web for relevant documentation and typical practices and to use collaborative learning as a means of inducing accounting students to adopt practitioner stances in evaluating their profession. As the assignment makes clear, actuarial skills are only one part of that profession; to succeed in a contemporary business environment, accounting students must also learn to think critically, work in teams, and make group decisions.

63. HBS Working Knowledge: Business History: What Great American Leaders Teach Us A The database provides a rich history of the changing business landscape in America. useof the database for scholarship activities throughout academia. http://hbswk.hbs.edu/item.jhtml?id=4053&t=bizhistory

64. Cultural Exchange Activities by families and participated in activities designed to of each other s culture, society,history, and politics. German and american youth are provided a full http://future.state.gov/future/what/exchange/

Questions? Email This Page Search: Home What's Happening Cultural Exchange Activities Interested in meeting other cultures first-hand? Cultural exchange activities offer a wide varitity of rewarding experiences. Conference With U.S. and Senegalese Students CultureConnect is a U.S. Department of State initiative to build and strengthen relationships among diverse cultures of the world, especially for young people. Register today to become a member of CultureConnect! You will receive email alerts for scheduled events such as live video stream of performances, lectures, and more. The Fulbright Program is designed to "increase mutual understanding between the people of the United States and the people of other countries..." With this goal, the Fulbright Program has provided more than 250,000 participants with the opportunity to study and teach in each other's countries, exchange ideas, and develop joint solutions to address shared concerns. Twenty students and two adult leaders from 11 States flew to Jeddah to begin their 3-week visit to the Saudi Kingdom. They were hosted by families and participated in activities designed to teach them about Saudi society and culture. The School Partnership Program links schools in Eurasia with schools in the United States in one-on-one partnerships. This program helps schools to develop projects, teaching materials, and student organizations that help to internationalize and further democratize their schools.

65. Introduction - Why Teach New Jersey History INTRODUCTION WHY teach NEW JERSEY history. of geography on economic activitieslocally and in history reinforces subjects being studied in american history. http://www.state.nj.us/state/history/introduction.html

A Topical Guide to Materials for Teaching New Jersey History in the Elementary, Middle, and High Schools By David Steven Cohen NEW JERSEY HISTORICAL COMMISSION Trenton, N.J. Revised, 2001 INTRODUCTION WHY TEACH NEW JERSEY HISTORY According to Title 18A of the New Jersey State Statutes, each school district "shall adopt a suitable two-year course of study in the history of the United States, including the history of New Jersey, to be given to each student during the last four years of high school." Furthermore, the law states that each school district "shall adopt a course of study in community civics, the geography, history and civics of New Jersey. . . to be taken by all pupils in the public elementary schools in the grade or grades in which it given . . ." (Italics added.) The Department of Education has proposed changes to the Admin-istrative Code, but not to the above statute. Former Education Commissioner Leo Klagholz stated in a memorandum to the State Board of Education, dated May 6, 1998, that the proposed new chapter to the Administrative Code will "rescind all other curriculum mandates in the code, except those required in statute." Teaching New Jersey history and geography is a major priority of the Core Curriculum Content Standards. The Social Studies Standards specifically refer to a "historical understanding" of New Jersey in the following areas:

66. ThinkQuest : Library : United States provide a greater context for the study of american history. to political events andlocal history student projects We have many activities and fun games which http://www.thinkquest.org/library/cat_show.html?cat_id=52

67. Teach Interact - Interact Simulations Early american history Activators 11,000 BC 1898 Each topic following seven topicsFIRST americanS ARRIVE - Students Siberians in 11,000 BC - Free Activity; http://teachinteract.com/product_detail.asp?prodID=I2398O

68. Education World® : Special Theme: Black History More! Lessons to Celebrate Black history Month Ten innovative activities to helpyou incorporate the Africanamerican experience into your curriculum http://www.educationworld.com/a_special/black_history.shtml

EdWorld Internet Topics Sponsored links: Mondera Coupons Earn 90% Profit! Garden Decor Amazon Coupon Codes Coupon Codes Home Decor ... Walden University Graduate degrees in Education Host Department Web Hosting Alberghi Finanza ... Copy DVD Register To Win a $100 GiftCard Visit Target.com Vacanze Accessori Computer Career Education ... History Black History Month BLACK HISTORY MONTH Updated January 2004 Celebrate Black History! Black history and culture is such a part of the American fabric and the school curriculum that it's difficult to imagine a time when that wasn't so. Established as Negro History Week in the 1920's by Carter G. Woodson, February was chosen for the celebration because Frederick Douglass and Abraham Lincoln were born in this month. Extended to a month-long celebration in 1976, Black History Month is an opportunity to emphasize the history and achievements of African Americans. LESSON PLANS Brown v. Board of Education Celebrates 50 Years On the fiftieth anniversary of the Supreme Court's decision in the case of Brown v. Board of Education

69. Dos And Donts not be invented or portrayed as an activity. victory, and conquest which distortfacts and history. teach Native american history as a regular part of http://www.ableza.org/dodont.html

Please visit the Ableza Home Page by clicking the logo above! Streaming video presentations: "Truth and Lies" and "Honor and Pain" Appropriate Methods When Teaching About Native American Peoples: indicates link to related site Understand the term "Native American" includes all peoples indigenous to the Western Hemisphere. Present Native American Peoples as appropriate role models to children. Native American students should not be singled out and asked to describe their families' traditions or their peoples' culture(s). Avoid the assumption there are no Native American students in your class. Use books and materials which are written and illustrated by Native American people as primary source materials: speeches, songs, poems, and writings, which show the linguistic skill of a people who have come from an oral tradition. When teaching ABC's, avoid "I is for Indian" and "E is for Eskimo." Avoid rhymes or songs that use Native Americans as counting devices, i.e. "One little, two little, three little..." Research the traditions and histories, oral and written, of Native Americans before attempting to teach these.

70. American School Board Journal: February 2004 resulted in widespread ignorance and apathy about american history and political Theactivity must spur students to think about and retain You teach kids how http://www.asbj.com/2004/02/0204coverstory.html

Sign up for our weekly e-mail newsletter February 2004: Vol. 191, No. 02 Cover Story Research School Law Your Turn ... Also online from this issue Christopher Columbus: the man who discovered the New World, or the perpetrator of genocide? Thomas Jefferson: a Founding Father and author of the Declaration of Independence, or a slaveholder whose notion of liberty didn't extend beyond white male landowners? John F. Kennedy: a visionary political leader who inspired a generation to idealism and social action, or a serial philanderer whose recklessness endangered the country? Most people can see there's truth in both statements about these historic icons. We understand that Columbus, Jefferson, and Kennedy were human complex, contradictory, and flawed like rest of us. But what if the only thing you learned about Columbus in school was that his arrival was disastrous for the natives of North and Central America? What if all you knew about Jefferson was that he apparently fathered children by one of his slaves, yet did not free them after his death? What if you heard only how the United States failed to live up to its ideals as a democracy? How would your view of the world and the role of the United States be shaped?

71. Teach The Children Well-Other Topics Hanukkah Traditions HanuKat Happy Birthday America Happy Easter Day Hershey Trickor Treats The history of Labor Day Holiday Crafts and activities Holiday Fun http://www.teachthechildrenwell.com/other.html

To view a category, click on the shell to the left Home Animals The Arts Early Learning Language Arts Math and Science Social Studies Other Topics Links for Parents and Teachers To locate a particular topic, click on the shell to the left 100th Day of School Career Exploration Circus Clubs and Organizations Gingerbread Holidays Just for Fun Magazines Monsters News Online Safety People Reach Out Send Greetings to Friends Sports Vehicles and Transportation Web Design 100th Day of School 100 Jelly Beans 100 Picture Books Everyone Should Know 100th Day 100th Day Ideas ... Let's Count to 100 Career Exploration Animal Career Resources Animal Careers BLS Career Information Career Information ... When I Grow Up... Circus Alfy's Alphabet Circus Barnum Museum Big Apple Circus The Big Top ... Make a Clown Face Clubs and Organizations 4-H Boys and Girls Clubs of America Boy Scouts of America Camp Fire U.S.A. ... Girl Scouts of the USA Gingerbread Build a Gingerbread House Connect the Dots Felt Ornaments Dough Ornaments and Gingerbread Playdough ... Squigly's Picture Match Holidays 1492: An Ongoing Voyage An American Thanksgiving All About Earth Day Animated Halloween ... North Pole: Myth and Magic!

72. Links To The Past: Cultural Groups NAGPRA grants program that supports repatriation activities. Native american HistoryLesson Plans These lesson plans with Historic Places teach about different http://www.cr.nps.gov/cultural.htm

NPS Quick Menu A Cultural Resource Subject Archeology Cultural Groups Cultural Landscapes Databases History History of the NPS Mapping Maritime Military History National Historic Landmarks Nat'l Register of Historic Places Publications Technical Assistance Training Travel Explore America's Past Tools for Learning What's New History in the Parks Past Features What We Care About Site Map Search Email Credits Links to the Past Home National Park Service Home Cultural Groups The values, beliefs and achievements of numerous cultural groups have helped to shape America . . . and continue to shape our parks today. General African Americans Asian Americans Hispanic Americans ... Cultural Resources Diversity Program Begun by the National Park Service in 1998, this project provides a solution to one of the most persistent problems in the historic preservation field: the paucity of minorities in the professional and activist ranks. Without an increase in those numbers, the historic preservation field will become marginalized and not be accorded the level of public support it deserves in the next century. Places and Cultures The Cultural Resources Diversity Program's website contains a section that provides a listing of historic sites and resources within and outside of the National Park Service that address diverse communities.

73. Teaching With Historic Places--Using Historic Places these locations to the broad themes of american history. kit provide documents, questions,and activities that engage and themes with the history all around http://www.cr.nps.gov/nr/twhp/wwwlps/lessnuse/

Using Historic Places to Teach Teaching with Historic Places in a Virginia classroom. How to Use the Lesson Plans Descriptions of the Lesson Plans Teaching with Historic Places bibliography Historic places have powerful and provocative stories to tell. As witnesses to the past, they recall real events that shaped history and actual people who faced those situations and issues. Places make connections across time that give them a special ability to create an empathetic understanding of what happened and why. As historian David McCullough explains, experiencing places "helps in making contact with those who were there before in other days. It's a way to find them as fellow human beings, as necessary as the digging you do in libraries." ( Brave Companions , New York: Prentice Hall Press, 1992, p. x.) It is not necessary, though, to visit a place to feel its connections and to learn its history. Through a variety of materials and activities, the Teaching with Historic Places program (TwHP) enables teachers and students to learn from places without leaving the classroom. Students can develop their own interpretation of places by examining and questioning readings, documents, maps, photographs, and by engaging in activities that help them connect these locations to the broad themes of American history. Whether visited in real life or on a "classroom field trip" provided by a lesson plan, places add substance to the themes and events covered in textbooks. Why, for example, did children and world leaders alike flock to the doors of the modest cottage Eleanor Roosevelt chose to live in after her husband Franklin's death? TwHP lesson plans in this kit provide documents, questions, and activities that engage students in actively pursuing answers to questions like these.

74. Ebony: How To Teach Your Child Black History - Brief Article president of the Association for the Study of Afroamerican Life and Black historyobservance has spawned several board games and activity kits for http://www.findarticles.com/cf_dls/m1077/4_56/69653981/p1/article.jhtml

@import url(/css/us/style.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); Advanced Search Home Help IN all publications this publication Automotive Business Computing Entertainment Health News Reference Sports YOU ARE HERE Articles Ebony Feb, 2001 Content provided in partnership with Print friendly Tell a friend Find subscription deals How To Teach Your Child Black History - Brief Article Ebony Feb, 2001 NOTE to parents: Your child shouldn't see a stoplight, flip a light switch, eat a peanut butter sandwich, or put on cotton pajamas without discussing Black inventors. He shouldn't watch a baseball game, track meet, golf tournament or a tennis match without discussing legendary Black athletes. Your child shouldn't pass a bus stop, lunch counter, water fountain or public bathroom without discussing the Civil Rights Movement. And your child definitely shouldn't leave the library or record store without knowing about famous Black icons in publishing and entertainment. The lessons of Black history are all around usand there is no better way to instill pride and confidence in your child than to teach him Black history early and often. "It's important to start teaching Black history to your children at the very beginning of their lives," advises Darlene Clark Hine, a Michigan State University professor of history and the president-elect of the Organization of American Historians. "Begin to tell them stories of people in our past who overcame whatever obstacles that were put in their way. This is a very good foundation for young childrenfor them to know that they are important and that Black people can do great things."

75. History At Western Washington University serving on committees and other activities such as Research Areas 19th Century US,Environmental history. 1995) Associate Professor, Latin american Studies; BH http://www.ac.wwu.edu/~history/historymain.html

DEPARTMENT OF HISTORY Chris Friday, Chair Western Washington University Bellingham WA 98225-9061, BH 364; Tele: (360)650-3429; Fax: (360)650-7789; chris.friday@wwu.edu DEPARTMENT: Home Page ADVISING PAGES: History Western PROGRAMS: History B.A. History M.A. LINKS: Center for Pacific Northwest Studies Center for East Asian Studies Center for Canadian American Studies Latin American Studies ... Women Studies Program SCHOLARSHIP INFO: Undergraduate Graduate Department Personnel: Faculty Visiting Assistant Professor and Diversity Fellow Lecturers Affiliate/Adjunct Faculty ... Administrative Staff Faculty The department's tenured and tenure-track faculty, taken as a whole, examine much of human history and the globe. Most are actively engaged as scholars often presenting papers at conferences and authoring articles and books. They teach most of the courses for majors as well as GUR courses, and act as advisors for majors. These faculty members also provide service to the department, college, university, and profession by serving on committees and other activities such as offering special lectures for the larger Bellingham community. Susan E. Costanzo

76. Teaching American History: Work In Early America Quick List of some of Martha s activities W. Elliot Brownlee and Mary M Brownlee,eds., Women in the american Economy A Dcoumentary history, 16751929 (1976 http://www.humanities.uci.edu/history/chssp/block/

Teaching American History: Work in Early America Nov. 6, 2003 Web Address for this outline: http://www.humanities.uci.edu/history/chssp/block Sharon Block ( sblock@uci.edu Goals To acquire information about daily life and work in early America To compare labor done by various groups (racial, ethnic, gender) To relate work to social roles and cultural beliefs Colonial groups addressed Native Americans (men, women, children) African Americans (men, women) European Americans(Northern, Southern, men, women, children) Women (African, Native American, European) Martha Ballard: a New England white woman's work Reference: Laurel Thatcher Ulrich, "Martha Ballard and Her Girls: Women's Work in Eighteenth-Century Maine," Work and Labor in Early America , ed. Stephen Innes (Chapel Hill, 1988) 70-105. Website: www.dohistory.org Some Themes in the Diary: Textile Production Quick List of some of Martha's activities: Mentions "knit" 311 times Mentions "sew" 95 times Mentions "flax" 168 times Mentions "spin" 199 times Mentions "garden" 555 times Mentions "soap" 121 times Mentions "cut wood" 28 times Mentions "candles" 66 times Mentions "cook" 31 times Mentions "wash" 982 times Printout of a week in the Diary, April 18-24, 1786 (See Handout)

77. American Museum Of Natural History | R E S O U R C E S -for- L E A R N I N G the rain forests of South America, ice cream Educator s Guide Activity Cladogramsdetails Activity for grades the same way people trace their history with a http://www.amnh.org/education/resources/halls/biodiversity/teach.php

Educator's Guide The Making Of From the Hall Related Resources Index Educator's Guide to the Exhibition This educator's guide provides K-12 teachers with information about the key concepts of the Hall. Visitors can orient themselves using a map of the Hall, complete with detailed description of labels. Background information is linked to three areas of the curriculum: habitats, human effects on the environment, and evolution. Activities for pre-, during, and post-visit focus on these same curricular requirements. The guide suggests connections to other parts of the Museum. Hall of Biodiversity Educator's Guide [details] Curriculum Materials for grades Kindergarden through 12 The museum's Hall of Biodiversity is bustling with life. Make the most of your visit by preparing beforehand with this practical and printable guide. Webpage PDF [plugins: Adobe Acrobat; filesize: 13641364kb] [pages: 6] Hall of Biodiversity Educator's Guide: Treasure Hunt [details] Activity for all ages The museum's Hall of Biodiversity diorama is teeming with animal and plant life. Can you find the moustached monkeys, the paper cucumber, and the dung beetle? What about the other 28 specimens? PDF [plugins: Adobe Acrobat; filesize: 1766kb]

78. CET -- RESOURCES: Asian American History Web Sites And Resources a notfor-profit organization that promotes and preserves Chinese american and Chinesehistory and culture through community outreach activities. http://www.cetel.org/res.html

Resources The resources here were selected as some of the best starting points to help you further explore Asian American history and culture online in books , and through other media programs . Many of the resources listed here also have extensive links or listings of other resources. We welcome your suggestions for other good starting points. ASIAN AMERICAN HISTORY WEB SITES OTHER ASIAN AMERICAN MEDIA PROGRAMS MEDIA SUPPORT ORGANIZATIONS BOOKS ON ASIAN AMERICAN HISTORY ASIAN AMERICAN HISTORY WEB SITES Curricula Resources General Asian American History General Asian American Resources ... Periodicals CURRICULA RESOURCES AskAsia Asia Society's AskAsia site is an on-line source for K-12 Asian and Asian American studies. The site provides access to classroom-tested resources and activities, relevant links and a virtual community of educators. The Asian American Curriculum Project AACP is a not-for-profit source for books on Asian American heritage and contemporary experience Golden Legacy Curriculum Angel Island Immigration Station Curriculum The Angel Island Immigration Station curriculum, designed for grades 3 - 5, is also from KQED. Also see Loni Ding's Island of Secret Memories video.

79. American Historical Association of African american thought and activity in US Historians, and the Society of americanArchivists as a Shall Gladly teach Preparing history Graduate Students http://www.historians.org/pubs/teaching.htm

Publications on Teaching Concerns from the AHA In addition to the publications listed below, see the section on Teaching Concerns for additional material of interest to teachers. Teaching Mexican American History Neil Foley and John R. Chávez Foley and Chávez reexamine the impact of Mexican and Latino culture within the dichotomy of American-western historiography, and discuss ways in which this impact might be taught in the classroom. 2002. 54 pages ISBN 0-87229-126-X $7 members $9 nonmembers Community College Historians in the United States: A Status Report from the Organization of American Historians' Committee on Community Colleges Nadine Ishitani Hata Produced in collaboration with the OAH and with the assistance of the Community College Humanities Association, this collection of essays covers a wide range of issues of interest to the historical community. Individual essays cover, for example, various OAH-AHA initiatives relating to community colleges, historical scholarship and the community college historian, and perspectives on the job market. The report includes a bibliography and a roster of community college historians. Nadine Ishitani Hata is vice president of academic affairs and professor of history at El Camino College and chair of the Organization of American Historians' Committee on Community Colleges.

80. Read This: Using History To Teach Mathematics: An International Perspective as basic as particular classroom activities to concepts as Publication Data UsingHistory to teach Mathematics An Mathematical Association of America, 2000. http://www.maa.org/reviews/usinghist.html

Read This! The MAA Online book review column Using History to Teach Mathematics: An International Perspective edited by Victor Katz Reviewed by Ed Sandifer Don't be turned off by the title. Victor Katz has gathered a diverse and fascinating selection of 26 essays on the history of mathematics and on ways to use it to teach mathematics, just like it says in the title. The title, though, does not capture the enthusiasm of the various authors, the depth and breadth of their topics, or their conviction that understanding and using history can enrich and improve the ways we teach mathematics. Katz has divided the essays into five groups, proceeding from the more pedagogical in Part I to the more historical in Part 5. The first four parts consist of three to five essays each, and the fifth part consists of eleven. The three essays in "Part I: General Ideas on the Use of History in Teaching" lay a foundation and motivation for the incorporation of history. Siu Man-Keung opens the work with some ways to include history without sacrificing mathematical content. Frank Swetz follows with an account of mathematical education from Mesopotamia through China to the Italian Renaissance. Wann-Sheng Horng contributes "Euclid versus Liu Hui: A Pedagogical Reflection" to "Part II: Historical Ideas and their Relationship to Pedagogy." He gives a provocative comparison between the structural approach to mathematics that the Greeks used to the more operational approach of the Chinese, with special emphasis on Euclid's and Liu Hui's descriptions of the so-called Euclidean algorithm.

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