61. National Standards For United States History -- Grades 5-12 and events in the history of their community, state, nation, and In short, studiesin history necessarily include geographic, economic (2) Teachers of grades K http://www.sscnet.ucla.edu/nchs/standards/dev-k-4g.html

National Standards for History: Part One Chapter One National Standards for History Developing Standards in History for Students in Grades K-4 Back to NCHS Home Bring History Alive! Catalog Contact Information ... Main Standards Page Three Policy Issues Ensuring Equity for All Students The purposes of the national standards developed in this document are threefold: (1) to establish high expectations for what all students should know and be able to do; (2) to clarify what constitutes successful achievement; and (3) most significantly, to promote equity in the learning opportunities and resources to be provided all students in the nation’s schools. Standards in and of themselves cannot ensure remediation of the pervasive inequalities in the educational opportunities currently available to students. The roots of these problems are deep and widely manifested in gross inequities in school financing, in resource allocations, and in practices of discriminatory “lower tracks” and “dumbed down” curricula that continue to deny large sectors of the nation’s children equal educational opportunity. What the national commitment to high achievement standards for all students can do is to serve as an engine of change: (1) defining for all students the goals essential to success in a rapidly changing global economy and in a society undergoing wrenching social, technological, and economic change; and (2) establishing the moral obligation to provide equity in the educational resources required to help all students attain these goals.

62. National Standards For United States History -- Grades 5-12 presidents of such largemembership organizations directly responsible for thecontent and teaching of history as the Council of Chief state School Officers http://www.sscnet.ucla.edu/nchs/standards/preface.html

National Standards for History Preface The National Standards for History address one of the major goals for national education reform developed within the past decade. First envisioned by President George Bush and the nation’s governors in their historic summit meeting in Charlottesville, Virginia in 1989, this reform agenda took shape in the National Education Goals jointly adopted by the National Governors’ Association and President Bush a year later. These Goals were subsequently incorporated into legislation by the Congress and signed into law by President Bill Clinton in the GOALS 2000, Educate America Act of March 1994. Broadly supported by the American people, their state governors, their legislators in the United States Congress, and two successive presidential administrations, these National Education Goals have represented a genuine bipartisan approach to education reform. The vision behind this reform agenda was initially expressed by the Bush Administration with the 1990 launching of the National Education Goals: “ A new standard for an educated citizenry is required, one suitable for the next century. Our people must be as knowledgeable, as well-trained, as competent, and as inventive as those in any other nation. . . . America can meet this challenge if our society is dedicated to a renaissance in education.” Central to this reform agenda was Goal 3, affirming that “by the year 2000, American students will leave grades four, eight, and twelve having demonstrated competency in challenging subject matter including English, mathematics, science, history, and geography; and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy.”

63. Education For Democracy Press Release, Albert Shanker Institute Use those recommendations to revise course requirements, curriculum, textbooks,and teaching. • Improve state standards in history and civics by http://www.shankerinstitute.org/Downloads/EfD-release.html

EMBARGOED UNTIL September 9, 2003 DEMOCRACY: TEACH IT Statement endorsed by over 100 prominent Americans, cites shortcomings in education for democracy; calls for strengthened content, in history and civics WASHINGTON, DC, September 9, 2003 What does it mean to be an American? As a new school year begins, and on the eve of the second anniversary of 9/11 what are America’s students learning about our democratic values and institutions, our struggles to overcome inequality, our remarkable capacity for self-correction Can they explain the basic distinctions between a country premised on individual liberty, representative government and free expression and systems that silence and oppress their people and despise the democratic ideal? Sandra Feldman, president of the American Federation of Teachers, urged broad support and dissemination for the statement, Education for Democracy, released today by the Albert Shanker Institute, a nonpartisan public policy organization established by the AFT. “We are arguing for an education that tells our students the truth about the democratic struggle – warts and all. We want knowledgeable students who will end up committed to a system that acknowledges weaknesses and tries to fix them, while valuing democracy and wanting to extend it,” she said.

64. OHS - Resources - Education Services - National History Day In Ohio Teacher Awards. The history Day travel awards for teachers will be announced atthe May 8 state history Day Awards Ceremony. Thanks to all who applied! To Top. http://www.ohiohistory.org/resource/edserv/ohd/

Our History Vision 2000 Board of Trustees Press Releases ... SPONSORS Program Information What is History Day? State History Day 2004 Request Information Teacher Materials and Teacher Awards ... Looking Back at 2003 What is History Day? History Day is an exciting co-curricular program that encourages young people to explore a historical subject related to an annual theme. Students make history come alive as their research leads to imaginative exhibits, original performances, media documentaries and papers in junior and senior divisions of seven different categories. History Day demonstrates that students learn history when they do history. History Day is a highly regarded national academic challenge; more than 550,000 students participated nationwide in 2000. The program's goal is to promote the study of history by engaging students and teachers in the excitement of historical inquiry and creative presentation. History Day fairs reinforce classroom teaching by rewarding students of all abilities for their scholarship, individual initiative and cooperative learning. Students in grades 6-12 participate in History Day fairs at the district, state and national levels. Historians, educators and professionals in related fields evaluate students' work at each stage. Award-winning entries at the statewide Ohio History Day held in the spring are eligible to participate in the National History Day event held in June in Washington, D.C.

65. History They Didn't Teach Our CLASS In School Printable pdf version of this article pdf version history THEY DIDN T teach OURCLASS revolution, and the fourth President of the United States of America http://www.geocities.com/stewjackmail/Tripod-1.html

This article may be freely reproduced and/or reprinted with appropriate credits to the author. Internet sources for Records of Constitutional Convention and the Federalist Papers are provided at the bottom of this page. Printable pdf version of this article: pdf version HISTORY THEY DIDN'T TEACH OUR CLASS IN SCHOOL James Madison (1751-1836), was one of the founding fathers of the American revolution, and the fourth President of the United States of America. He was also the prime mover and supreme intellectual at the Constitutional Convention. After signing the Constitution, he worked with John Jay and Alexander Hamilton in writing the Federalist Papers - explaining the Constitution, and supporting ratification. The Federalist Paper number 10 consists almost entirely of Madison's views of economic interests and government. In that paper, Madison was primarily worried about political "factions" and their negative influence on popular government. He then goes on to explain what he believes to be the major cause of faction. "But the most common and durable source of factions has been the unequal distribution of property.

66. H-Net Discussion Networks In. . HSurvey, teaching United States history Survey Courses. H-Swahili,Swahili language and culture. H-teach, teaching College history. http://www.h-net.msu.edu/lists/

home news about search ... contact us Search H-Net Logs Enter keyword(s) Advanced Logs Search H-Pennsylvania H-OEH H-SA-Higher-Education ... H-1960s H-Net's e-mail lists function as electronic networks, linking professors, teachers and students in an egalitarian exchange of ideas and materials. Every aspect of academic liferesearch, teaching, controversies new and oldis open for discussion; decorum is maintained by H-Net's dedicated editors. To see what subscribers are saying, visit the Discussion Logs Center . To find out more about a particular list, follow the links below: List Name Description APSA-CIVED Civic Education for the Next Century EDTECH Educational Technology H-1960s History and Legacy of the 1960s H-AfrArts African Expressive Culture H-AfResearch Primary Sources in African Studies H-Africa African History and Culture H-AfrLitCine Teaching and Study of African Literature and Cinema H-Afro-Am African-American Studies H-AfrPol Current African Politics H-AfrTeach Teaching African History and Studies H-AHC Association for History and Computing H-Albion British and Irish History H-AmIndian American Indian History and Culture H-AmRel American Religious History H-Amstdy American Studies H-Announce H-Net Academic Announcements H-Antisemitism Antisemitism H-ANZAU History of Aotearoa / New Zealand and Australia H-Appalachia Appalachian History and Studies H-ArtHist Art History H-Asia Asian Studies and History H-Atlantic Atlantic History H-Bahai Culture and History of the Baha'i Faith H-Buddhism Buddhist Scholars Information Network H-Business History of Business and Commerce

67. Center For Liberal Arts - University Of Virginia visible, to acquaint them with the state of scholarship. We want teachers to understandthe interpretative as well as the factual nature of history, to work http://www.virginia.edu/cla/resources/history.html

ART AND MUSIC CLASSICS ENGLISH FRENCH ... SPANISH History Co-Project Directors: William G. Thomas, III, Virginia Center for Digital History Edward L. Ayers, Sophia Rosenfeld, Department of History The courses and workshops offered by the History Project take a common approach, one marked by frank acknowledgment of the challenges secondary teachers face, by a deep engagement with scholarship, and by an open environment where teachers can work through solutions with one another and with professors. Our goal is to present teachers with the latest thinking on an important issue undiluted, with the conflict left in and the blank places visible, to acquaint them with the state of scholarship. We want teachers to understand the interpretative as well as the factual nature of history, to work more with supplementary texts and primary materials, and to see themselves and their students as participants in the process of creating, of doing history, not simply as the recipients of an immutable body of information. 2001 Programs and Fellowships for Virginia School Teachers Online Resources for History Teachers World History American History Virginia State History Geography ... The Valley of the Shadow: Living the Civil War in Virginia and Pennsylvania,

68. INSIDE Chico State: History's Laird Easton Named 2003 04 Outstanding Professor which his scholarship directly enhances his teaching the importance Graf Kesslerand the Aesthetic state in Wilhelmian 1906, in Central European history , Vol http://www.csuchico.edu/pub/inside/archive/04_02_05/01_prof.html

February 5, 2004 Volume 34 Number 7 A publication for the faculty, staff, administrators, and friends of California State University, Chico STORIES From the President's Desk Briefly Noted Exhibitions ... Archives Outstanding Professor Named Laird Easton Photo by Jeff Teeter Easton received the honor for his scholarly research and writing, which resulted in the highly acclaimed The Red Count: The Life and Times of Harry Kessler (University of California Press, 2002); his high-quality teaching; his dedicated mentoring of graduate students; and his many contributions to the intellectual and scholarly environment of the department and the university. "Laird's sense of collegiality, unwavering intellectual presence, and constant friendship have sustained my vision of being a scholar-teacher amid a community of scholar-teachers," said Larry Bryant, a colleague in the Department of History. Easton's The Red Count received national and international acclaim. The Washington Post Book World recommended the book in its "Summer Reading" issue, and it received reviews in Harpers Magazine, The New York Times Book Review, The New York Review of Books, and The (London) Times Literary Supplement, among others. The New York Review of Books chose it as a "Reader's Catalogue Selection," a list of the most important books in print in every category.

69. Landmarks Of American History Workshops foreign nationals who have been residing in the United States or its We Trod UsingAlabama s Civil Rights Landmarks to teach American history June 20 http://www.neh.gov/projects/landmarks.html

Landmarks of American History Workshops are offered by the National Endowment for the Humanities to provide the opportunity for K-12 educators to engage in intensive study and discussion of important topics in American history. These academies will give participants direct experiences in the interpretation of significant historical sites and the use of archival and other primary historical evidence. Landmarks Workshops present the best scholarship on a specific landmark or related cluster of landmarks, enabling participants to gain a sense of the importance of historical places, to make connections between what they learn in the Workshop and what they teach, and to develop enhanced teaching materials for their classrooms. Amount of Award Teachers selected to participate will receive a stipend of $500. Stipends are intended to help cover living expenses, books, and travel expenses to and from the Workshop location. Travel supplements for those traveling long distances will be available and allocated after participants are selected. Eligibility Classroom teachers in public, private, parochial, and charter schools, as well as home-schooling parents are eligible to participate. Other K-12 school personnel, including administrators, substitute teachers, classroom paraprofessionals, and librarians, are also eligible to participate, subject to available space.

70. Social Studies Songs: Using Music To Teach Social Studies The United States Dr. Jean. Songs About Canada s history, Prime Ministers, andGeography *. Canadian Teaching American history With Favorite Folk Songs. by http://www.songsforteaching.com/SocialStudies.html

@import url(http://www.homestead.com/~media/elements/Text/font_styles.css); Songs for Teaching Shop Online See our Multicultural Songs Using Music to Teach Social Studies Sound clips are available from these pages. Presidential Election 2004 Democratic Presidential Primary 2004 Songs A special collection of songs that can be individually downloaded. American Government The Bill of Rights Musical Media for Education Elephants and Donkeys Musical Media for Education I'm Just A Bill Schoolhouse Rock The Preamble Schoolhouse Rock American History and Patriotism America the Beautiful Katherine Lee Bates St. John's Children's Choir American Labor Musical Media for Education The Battle Hymn of the Republic Battle of New Orleans Jimmy Driftwood Causes of the Civil War Coming to America Neil Diamond Dust Bowl Blues Woody Guthrie Elbow Room Schoolhouse Rock The Erie Canal The Weavers Farm Song Musical Media for Education Fifty Nifty United States Ray Charles Gettysburg Address Musical Media for Education God Bless America Irving Berlin St. John's Children's Choir

71. Texas State Historical Association - Education - Teacher Programs quarterly TEXAS history CONTEST, teachers can encourage different aspects of Texashistory, using the Copyright © The Texas state Historical Association Last http://www.tsha.utexas.edu/education/teachers.html

Teacher Programs Awards History Awareness Workshop Institute of Texas Studies Junior Historians ... Resources The TSHA offers a number of programs to help elementary, secondary, and community college teachers keep abreast of the newest and best content, methods, and techniques of teaching history. The summer INSTITUTE OF TEXAS STUDIES is a one-week traveling seminar designed to immerse teachers in a different aspect of the Texas experience each year. The HISTORY AWARENESS WORKSHOP , held in a different city each summer, focuses on the collection, organization, and use of local resources and community experiences. Among the TSHA AWARDS of interest to educators are the Mary Jon and J. P. Bryan Leadership in Education Award, which honors outstanding history teachers, and the David C. DeBoe Memorial Award, which recognizes Junior Historian teachers or sponsors, Texas History Day teachers or sponsors, and Webb Society sponsors. In the JUNIOR HISTORIANS program, teachers guide students in grades six through twelve through yearlong research projects. TEXAS HISTORY DAY , part of the National History Day program, is an annual competition in which students demonstrate their knowledge of history through papers, performances, documentary presentations, or exhibits.

72. Texas State Historical Association - About Us - History is to foster the appreciation, understanding, and teaching of the rich and uniquehistory of Texas and of historical material affecting the state of Texas. http://www.tsha.utexas.edu/about/welcome/history.html

About Us History Welcome to TSHA History Board of Directors Presidents ... Awards and Fellowships Introduction Organized on March 2, 1897, the Texas State Historical Association is the oldest learned society in the state. Its mission is to foster the appreciation, understanding, and teaching of the rich and unique history of Texas and by example and through programs and activities encourage and promote research, preservation, and publication of historical material affecting the state of Texas. At the invitation of the president of the University of Texas, the Association established its headquarters on the campus soon after its inception in 1897, and it has remained there ever since. The University enhanced this relationship in 1940 when it established a research center in Texas history as a part of the College of Liberal Arts and named Professor Walter Prescott Webb , a member of the Department of History and the director of the Association, as the director of Research in Texas History (now the Center for Studies in Texas History) as well. The Association works in conjunction with the Center for Studies in Texas History in developing its programs and, for all practical purposes, the Association and the Center are synonymous. The Association is an educational organization, designated 501(c)(3) by the Internal Revenue Service.

73. Proposed Ga. Curriculum Short-shrifts America’s History I am most concerned with the United States history curriculum, understand,because I teach United States history to 11thgraders – or try to. http://www.citizenonline.net/citizen/archive/articleF50A5742FAF248B09261F37C963B

Printer Friendly Version Email this article to a friend Home Proposed Ga. curriculum short-shrifts America’s history Darrell Huckaby Now Georgia education is on the right track. We’re getting a new curriculum. It’s not official of course. In fact, it hasn’t been released for public consumption, yet. The State Board of Education is trying to get its ducks in a row before springing it on us. Truth be known, I haven’t studied the entire curriculum yet, myself. But I saw the basic outline. I don’t know how to type a frowny face in the newspaper, but if I did, I’d insert one right here. I am most concerned with the United States history curriculum, understand, because I teach United States history to 11th-graders – or try to. Every now and then you read a story in Reader’s Digest or USA Today making fun of how little high school and college students know about important facts in American history. Well, mark my words. Georgia students are getting ready to know a lot less. You see, we (educators and educatees) have been laboring under a curriculum called the QCC for the past umpteen years. QCC stands for Quality Core Curriculum. The State Board of Education, in its infinite wisdom, came up with hundreds of things every Georgia student should know – or have been exposed to – before graduating from high school. The major complaint about the QCC has been that it is “a mile wide and an inch deep,” which is a cute way of saying the state expects us to teach and learn a little bit about a whole lot, without much depth of knowledge on any subject.

74. Classlist 546 TOPICS IN UNITED STATES history SINCE 1919 (iii served on numerous graduate committeesin history, English, and COURSES I USED TO teach REGULARLY, BUT HAVEN http://www.personal.psu.edu/faculty/j/p/jpj1/classlist.html

75. Socialstudies.org | Teacher Standards - Volume 1 assess and help improve (1) the professional knowledge, capabilities, and dispositionsof individuals seeking initial state licensure to teach social studies http://www.ncss.org/standards/teachers/vol1/home.shtml

This search box only searches the socialstudies.org site. About NCSS Affiliated Councils Annual Conference Associated Groups ... NCSS Teaching Resources What is DataBank? NCSS DataBank is a repository of user-submitted resources and professional development opportunities, searchable by content or by standards theme. Type your search request above then press Enter, or click on one of the topics below to browse. Submit an item to the DataBank Calendar Calls for Participation Career Center ... NCSS Position Statements National Standards for Social Studies Teachers Prepared by National Council for the Social Studies Task Force on Social Studies Teacher Education Standards Charles B. Myers, co-chair Susan Adler, co-chair Allan Brandhorst, co-chair Alberta Macke Dougan Wayne Dumas Lewis Huffman Pat Rossman Donald O. Schneider Robert J. Stahl The National Standards for Social Studies Teachers were developed by a task force of National Council for the Social Studies and approved by the NCSS Board of Directors in April, 1997. The NCSS National Standards for Social Studies Teachers document, which is an official publication of National Council for the Social Studies, describes and explains the council's national standards for social studies teachers that were approved by the NCSS Board of Directors on April 27, 1997. The publication consists of two general sections: (1) an introduction, which contains information about the background and contexts in which the standards were developed, and a description of the audience to which the standards are addressed; and (2) the standards themselves. The standards are of two types (1) Subject Matter Standards, which outline in some detail the social studies content that social studies teachers should know and the skills and dispositions they should possess in order to teach social studies to students appropriately, and (2) Pedagogical Standards, which outline in very general ways the pedagogical knowledge, skills, and dispositions needed for general teacher effectiveness.

76. Learn More Teach More Project Members Biographies - NCSSM teaches Advanced Placement United States history, Advanced Placement European historyand some electives. She is also Project Director of Learn Moreteach More http://www.dlt.ncssm.edu/lmtm/NCSSMbios.htm

Project Members: Home Contacts North Carolina School of Science and Mathematics Duke University North Carolina Central University University of North Carolina - Chapel Hill East Carolina University North Carolina Museum of Art North Carolina Museum of History Learn NC North Carolina State University North Carolina School of Science and Mathematics Project Staff: Virginia S. Wilson Project Director Virginia Wilson is Head of Humanities at the N.C. School of Science and Mathematics where she teaches Advanced Placement United States History, Advanced Placement European History and some electives. She is also Project Director of Learn More-Teach More. Her A.B., M.A.T. and Ph.D. degrees are from Duke University. She was named National Social Studies Teacher of the Year in 2000 and holds Adolescent and Young Adult Social Studies National Board Certification. In addition, in the Duke Undergraduate Education Program as well as in their Master of Arts in Teaching Program, she is the instructor for the social studies methods courses. Martha Regalis Ancillary Materials Specialist Martha Regalis is an Instructor of History at the N.C. School of Science and Mathematics where she teaches an interdisciplinary team-taught European studies course and a Topics in United States History course. She formerly taught at the Illinois Mathematics and Science Academy. Dr. Regalis received her B.A. degree from Clemson University and her M.A. and Ph.D. degrees from Louisiana State University. She has continued her study at North Illinois University, and on NEH Summer Fellowships at Columbia University, Duke University, Emory University, and Virginia Commonwealth University. She has presented programs and papers at national and state conferences.

77. NC State: History - Section I - Faculty Handbook and summer sessions for public school teachers, both men the following Alice E. Reagan sNorth Carolina state University A Narrative history (Raleigh, 1987 http://www.ncsu.edu/provost/faculty_handbook/section1.htm

Main History and Mission History Mission The Administration of The University of North Carolina The Administration of North Carolina State University ... Site Map NC State University Office of the Provost Calendar Campus Map People Search - NC State SECTION I : History and Mission History Background A pioneering era in American public higher education commenced with the passage of the Morrill Land-Grant Act in 1862 by the Congress of the United States. A radical departure from previous traditions, this legislation opened the doors of higher education to children of the working classes, added applied science and practical technology to curricula previously dominated by classical and theoretical studies, and made use of federal resources to support public higher education in the various states. Under the terms of the Morrill Act, the federal government provided a grant to each state of 30,000 acres of public land for each of that state's senators and representatives. The states would sell the land and invest the proceeds. The income derived from these investments would be used, according to the law, to establish and endow "at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts in such manner as the Legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life."

78. UGA African American Studies the Federalist and Jeffersonian periods of American history. her fame throughout theUnited States and in Wayland Seminary before returning to teach at Hampton http://www.uga.edu/~iaas/History.html

African Americans have played a vital role in the history and culture of their country since its founding. An important part of the curriculum at the Institute for African American Studies is devoted to creative research on the lives and work of prominent African Americans and to placing them within their cultural context. On this page you will find brief biographical sketches of several key figures in African American history. Benjamin Banneker Benjamin Banneker's Pennsylvania, Delaware, Maryland and Virginia Almanack and Epheremis, published during the years 1792-1797. He retired from tobacco farming to concentrate wholly upon his studies. He corresponded with Thomas Jefferson and urged Jefferson to work for the abolition of slavery. Sojourner Truth Sojourner Truth, a nationally known speaker on human rights for slaves and women, was born Isabella Baumfree, a slave in Hurley, New York, and spoke only Dutch during her childhood. Sold and resold, denied her choice in husband, and treated cruelly by her masters, Truth ran away in 1826, leaving all but one of her children behind. After her freedom was bought for $25, she moved to New York City in 1829 and became a member of the African Methodist Episcopal Zion Church. In 1853, she helped form a utopian community called "The Kingdom," at Sing Sing, New York, which was soon disbanded following the death and possible murder of its leader. Truth was implicated in the scandal but courageously fought the falsehoods aimed at her. After the death of her son, she took the name Sojourner Truth to signify her new role as traveler telling the truth about slavery. She set out on June 1, 1843, walking for miles in a northeasterly direction with 25 cents in her pocket, and rested only when she found lodging offered by either rich or poor. First she attended religious meetings, then began to hold meetings herself that would bring audience members to tears. As she logged mile after mile, her fame grew and her reputation preceded her. Truth's popularity was enhanced by her biography written by the abolitionist Olive Gilbert, with a preface written by William Lloyd Garrison. In 1864, she was invited to the White House, where President Abraham Lincoln personally received her. Later she served as a counselor for the National Freedman's Relief Association, retiring in 1875 to Battle Creek, Michigan.

79. World History Connected | The E-Journal Of Learning And Teaching | Home and understanding of world history students, college teaching resources, and reportson exemplary teaching. institutional home is Washington state University. http://www.worldhistoryconnected.org/

News About World History Connected For Authors Article Submissions Style Information Links Concepts and Institutions for World History: The Next Ten Years World History For Us All H-WORLD World History Center at Northeastern University ... World History Network Contact us Editors Editorial Board Members Technical help Join our mailing list Funding for World History Connected, Inc. has been provided by The College Board and private donations. Should you wish to contribute, please contact Heidi Roupp , Executive Director. An official publication of the World History Association Click here to become a member World history poses extraordinary demands upon those who teach it, challenging the talent of experienced instructors as well as to those new to the field. World History Connected is designed for everyone who wants to deepen the engagement and understanding of world history: students, college instructors, high school teachers, leaders of teacher education programs, social studies coordinators, research historians, and librarians.

80. Textbooks About History Written For Children's Use In Homeschool Or Classroom. history textbooks for use in homeschool or classroom. Books teach children about the Renaissance, American history and other subjects with the use of lively narrative. http://www.pemblewickpress.com/

Textbooks about history written for children's use in homeschool or classroom. Our books teach children about the Renaissance, American history and other subjects with the use of lively narrative. PEMBLEWICK PRESS Books About History for the Classroom and the Home School Pemblewick Press is committed to providing middle school students with challenging yet kid-friendly books about history. They have proven themselves to be ideal for the classroom as well as the home school (Grades 6-9) There is much more to the study of history than timelines, charts, maps, and lists of battles. These resources are important, but isn't history, in fact, a collection of stories about humanity? Our books focus upon this story element. After carefully setting the stage, they present a colorful cast of characters, who draw the student into their world and open his/her eyes to the challenges and complexities of a particular moment in time. Who was the first emperor of China? Why are dragons loved in the East and feared in the West? Where did the first Americans come from? How did the Incas keep track of business transactions? Who was Sitting Bull? What was Galileo's dilemma? When did Alexander realize that Aristotle was wrong? What is a Renaissance Man? The answers to questions like these can be found in the books in our series, which bring to life the early cultures of China, Greece, Mesopotamia, Egypt, and the Americas as well as the Renaissance in Europe. Our books are written by Suzanne Strauss Art, a veteran teacher and author of over a dozen books for middle school. Her works are extremely well researched and are filled with historical detail, yet written in such a lively style that they are hard to put down.

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