21. What Should We Teach Our Kids About World History? organization in which collegelevel professors and pre-collegiate teachers collaborate in producing new knowledge about world history and how best to teach it. http://hnn.us/articles/3641.html

donations archives newsletter contact ... FAQ''s June 12, 2004 Text Size: A A A Departments Breaking News Features HNN Blogs Hot Topics ... Log In 2-23-04: Historians/History What Should We Teach Our Kids About World History? By Department of History, Georgia State University HNN FUND RAISING DRIVE If you like the service HNN provides, please consider making a donation. In February the Department of History at Georgia State University approved a series of resolutions objecting to the Georgia Performance Standards (GPS) proposed for public schools. Below is the Department's critique of world history standards. The Issue of Expertise This GPS 10th grade World History stipulation leaves out 7/8 of the time span of history since the beginning of written records. And many world historians no longer limit their subject only to societies with writing. The Issue of Scale AP and non-AP World History Classes Civilizations, Comparisons, Interactions, and Thematic Approaches Multiple Perspectives History without Women Sixth graders will encounter the name of one woman (Helen of Troy), and there is one for seventh graders (Queen Elizabeth I). Tenth graders, it appears, will go from 1500 to the present around the world without encountering the name of a single woman. Imaginative students may wonder about biological, economic, social, cultural, and political production and reproduction in worlds without women.

22. Classroom Lesson Plans: Helping Teachers Teach History Teaching and Learning in the Digital Age Reconceptualizing the Introductory Survey to use digitized primary sources in survey courses in world history and the http://hnn.us/articles/875.html

donations archives newsletter contact ... FAQ''s June 12, 2004 Text Size: A A A Departments Breaking News Features HNN Blogs Hot Topics ... Log In Teacher's Lounge Archives Classroom Lesson Plans: Helping Teachers Teach History Below are links to sites specifically designed to help teachers use the Internet in designing courses in history. Please feel free to send us other links we should post. Just drop an email to the editor. Note: Descriptions of the sites are taken from the sites themselves. THE SYLLABUS FINDER The Syllabus Finder : This site, run by George Mason University's Center for History and New Media, features an automated search tool that locates relevant syllabi on any topic. The Syllabus Finder scans the largest database of history syllabiover 11,000 and growing dailyin combination with a powerful Google-based search of thousands of others on the web. You can compare courses at different universities, see how widely assigned a specific book is, or use it to plan your own course. (Authors: You can use it to find out how widely assigned your own book is.) FOR K-12 TEACHERS The New York Times Learning Network: This site is geared towards students in grades 3-12, their teachers and parents. Teachers can access daily lesson plans for grades 6-12, as well as quizzes built around NYT articles. Previous lessons are available in the archive and in thematic lesson plan units. Teachers can also use News Snapshot, aimed for grades 3-5, to explore current events through New York Times photos and related questions. The site also provides them with the latest education news from the newspaper.

23. Create And Teach World History worldhistorySite.com. Create and teach world history. Who cares about this subject? (4) teaching history why world history courses may not appeal to students. http://www.worldhistorysite.com/createandteach.html

GATEWAY description headline events diagram ... to home page WorldHistorySite.com Create and Teach World History Who cares about this subject? That's the problem for world historians in our age. According to Five Epochs of Civilization , we are now in the middle of the fourth epoch, which is the age of entertainment. A culture focused on entertainment has little appetite for theories concerning world history. Journalists working for newspapers, radio or television find them too boring or, at least, uninteresting to our contemporaries who pursue fast-paced lives It is not enough, then, to devise a grand scheme of history which we think interesting. This should be brought to a larger group of people. Either world history can be disseminated though education or through the media of mass communications. In 2002, the author of Five Epochs of Civilization was involved in a project to create a new charter high school in St. Paul, Minnesota (to be named after UN Secretary-General Kofi Annan who went to college in St. Paul) but his group was unable to obtain funding. Those who want to develop a structure of world history might visit the following pages.

24. Modern World History world often not covered in the university s curriculum; ? Those who currently teach or hope to teach world history on the secondary level; and ? Those who http://bss.sfsu.edu/history/modern_world_history.htm

Department of History, San Francisco State University Search History Department Web 1600 Holloway Avenue, San Francisco, CA 94132 In room SCI 276 (p) 415.338.1604 (f) 415.338.7539 (e) history@sfsu.edu Navigate Home Faculty Contact Course Schedules San Francisco State University ... College of Behavioral and Social Sciences Modern World History: A New Option for M.A. Students in History World History is a relatively new field of interest for scholars, teachers, and students. In part this field was inspired by an interest in comparative social and cultural history as exemplified by Fernand Braudel and the analiste A wide variety of our students are attracted to this field of studyone of these may be YOU: The Program The fifteen units of coursework consists of the following classes: History 701, The Historiography of World History History 850, Topics in World History since 1500 [Upon advisement students may satisfy this requirement by completing a graduate seminar in a Latin America, East Asian, or other appropriate history seminar.] A minimum of three upper division courses selected, upon consultation with graduate program advisers, from European, African, East Asian, Latin American, or American History. These courses

25. History Of The Programs In The Department Of History After world War II, San Francisco State College moved from appointments to the tenuretrack, the history department did the faculty in 1950 to teach courses on http://bss.sfsu.edu/history/histhist.htm

Department of History, San Francisco State University Search History Department Web 1600 Holloway Avenue, San Francisco, CA 94132 In room SCI 276 (p) 415.338.1604 (f) 415.338.7539 (e) history@sfsu.edu Navigate Home Faculty Contact Course Schedules San Francisco State University ... College of Behavioral and Social Sciences Brief History From its founding in 1899 until the 1920s, San Francisco State Normal School (later San Francisco State Teachers College) did not teach history as a subject in itself but simply as part of a civics curriculum for teaching candidates. Only in 1923 did San Francisco State form a division of Social Sciences and offer ten independent history courses. These courses included general history, the history of Europe, the sociological history of the United States, the history of California, and the history of the Pacific Orient. In the 1930s, History became a separate division within Social Science but still operated as an adjunct to the Bachelor's program in Education, the only degree program offered by San Francisco State at the time. Theodore Treutlein, who received his Ph.D. in 1934 under the guidance of Herbert Bolton at U.C. Berkeley, became the founding member of the San Francisco State history department when he arrived in 1935 to teach courses on the history of the Americas. George Gibson, former vice-principal of Emeryville High School who earned his Ph.D. from U.C. Berkeley in 1939, joined him in 1936 to teach European history. Gerald White, a specialist in U.S. business history who also received his Ph.D. from Berkeley, arrived in 1940.

26. World History For Teachers - Spring 04 be covered. Rather, the focus of the class will be the content of world history, not methods of teaching it. Objectives 1) Students http://www.utdallas.edu/teach/ams4379_s501_04.htm

The University of Texas at Dallas Teacher Development Center Notices Contacts Certification Areas - Grades EC to 4 - Grades 4 to 8 - Grades 8 to 12 - Principal Certification Certification Tests - TExES Test Dates - TExES Practice Tests - TExES Review Sessions - Contact SBEC ... - Teaching Internship On-line Courses -Educational Technology - Chess On-line A.P. Summer Institute July 26 - 30, 2004 Information Registration Form Download free Acrobat Reader Course Syllabi - Spring 2004 - Summer 2004 World History for Teachers Spring 2004 Instructor: Scott Cotton Office: Teacher Development Center Office Hours: TBA and by appointment Phone: Email: scott.cotton@risd.org Course Description: This course is designed to provide students with a broad-based introduction to world history. The course is holistic in scope and global in focus, covering everything from the early river-valley civilizations to present-day issues. All regions and themes will be explored and particular attention will be paid to constructing a comparative framework within which students can analyze change and continuity. While this course is ostensibly designed for prospective teachers, teaching methods, curriculum development, and other pedagogical concerns will not be covered. Rather, the focus of the class will be the content of world history, not methods of teaching it.

27. Coca-Cola Television Advertisements: Hilltop I d like to teach the world to sing in as a First United Chorus of the world. He envisioned be one of the most challenging projects in the agency s history. http://memory.loc.gov/ammem/ccmphtml/colaadv.html

The "Hilltop" Ad: The Story of a Commercial An Inspiration in a Fog Writing the Song Trial and Error Shooting an Ad on a Hillside ... A Commercial Success Hilltop An Inspiration in a Fog In 1969, The Coca-Cola Company and its advertising agency, McCann-Erickson, ended their popular "Things Go Better With Coke" campaign, replacing it with a campaign that centered on the slogan "It's the Real Thing." Beginning with a hit song, the new campaign featured what proved to be one of the most popular ads ever created. The song "I'd Like to Buy The World a Coke" had its origins on January 18, 1971, in a fog. Bill Backer, the creative director on the Coca-Cola account for McCann-Erickson, was traveling to London to join two other songwriters, Billy Davis and Roger Cook, to write and arrange several radio commercials for The Coca-Cola Company that would be recorded by the popular singing group the New Seekers. As the plane approached Great Britain, heavy fog at London's Heathrow Airport forced it to land instead at Shannon Airport, Ireland. The irate passengers were obliged to share rooms at the one hotel available in Shannon or to sleep at the airport. Tensions and tempers ran high. The next morning, as the passengers gathered in the airport coffee shop awaiting clearance to fly, Backer noticed that several who had been among the most irate were now laughing and sharing stories over bottles of Coke. As Backer himself recalled in his book

28. For Students - SAT II Learning Center Periodically, teachers are surveyed about what they teach in their world history courses and how much time they spend on specific topics. http://www.collegeboard.com/student/testing/sat/lc_two/histworld/histworld.html

@import "/prod_css/shared/import.css"; HELP STORE SEARCH: Site Colleges Home College Board Tests SAT: SAT II Learning Center Test Specific Prep World History The World History Subject Test measures your understanding of key developments in global history and your use of basic historical techniques. Basic techniques include the application and weighing of evidence and the ability to interpret and generalize. Anticipated Skills Familiarity with terminology, cause-and-effect relationships, geography, and other data necessary for understanding major historical developments A grasp of concepts essential to historical analysis An ability to use historical knowledge in interpreting data in maps, graphs, charts, or cartoons Recommended Prep Overall, prepare with a variety of reading approaches and academic courses, including courses in world history that focus on world cultures or area studies. More specifically, review the sample questions here. Then take the real practice test included in Real SAT II: Subject Tests . Review your world history textbook, too, paying careful attention to any areas you're weak in, as well as to "periodization," the trends within major periods. Timelines are useful tools for doing this. What's the best textbook?

29. Social Studies identify which society in the BCE world would have engine specs., speed capability, tires, etc.); history of Series I was fortunate enough to teach one young http://www.pacificnet.net/~mandel/SocialStudies.html

S OCIAL STUDIES SUMMER ITINERARY GRADES: 6-10 You have just found out that your best friend from elementary school is coming to visit you in the summer. Besides spending time just visiting with you, your friend would like to see at least 5 major attractions in the area. MATERIALS: computer and either a word-processing program access to the Internet METHOD: Using the Internet to find information and pictures on your attractions, you will be organizing your plans by creating a 3 panel Travel Brochure on Microsoft Publisher. Your brochure should include: A cover with a title, your name and a graphic 5 Attractions (from the state you live in) A picture of each attraction. The location of each attraction. The times that each attraction is open. Any costs involved in each attraction. One interesting fact about each attraction. Submitted by, N. RUNDELL SHILOH MIDDLE SCHOOL PARMA, OH runcomp@hotmail.com

30. Using Historical Statistics To Teach About World War II. ERIC Digest. in favor of teaching with statistics is that standards for teaching and learning history emphasize skills in using historical statistics about world War II and http://www.ericdigests.org/2002-1/ww2.html

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Information Literacy Blog Using Historical Statistics To Teach about World War II. ERIC Digest. by Siler, Carl R. World War II was a turning point in global history, an event that had a large and lasting impact on many people and places across broad areas of the earth. Compared to other wars, World War II involved the largest armed forces, the longest battle lines, the most destructive weapons, the most casualties, the most destruction of cities and other human assets, and the highest monetary expenditures. Thus, World War II deserves a prominent place in the middle school and high school social studies curriculum. Using historical statistics is an often neglected but potentially fruitful way to teach about the causes, conditions, and consequences of World War II. This Digest presents a rationale for using historical statistics to teach about World War II, discusses instructional methods for doing so, and recommends World Wide Web resources to facilitate teaching and learning with statistics about World War II. WHY TEACH WITH STATISTICS ABOUT WORLD WAR II.

31. Teach, Edward Blackbeard Pirates Piracy Maritime By Topic History Teach, Edward Maritime Piracy Pirates teach Edward Blackbeard Books. Adventure Workshop 4th6th Grade Mix 4 My First Amazing world Explorer/history Explorer Bundle DK http://history.designerz.com/maritime-piracy-pirates-teach--edward---blackbeard.

History Map.Designerz.com Weather Science.Designerz.com Education.Designerz.com ... History News Channels Visited Clear Featured Links Web Hosting Domain Names Create a Web Site Keyword Analyzer ... Sign up for our mailing list Keyword Title Author History By Topic Maritime Piracy ... History A comprehensive resource on Maritime Piracy Pirates Teach Edward Blackbeard Show History (Maritime Piracy Pirates Teach Edward Blackbeard) content on your web site Reach History (Maritime Piracy Pirates Teach Edward Blackbeard) Audience Save on Maritime Piracy Pirates Teach Edward Blackbeard books, magazines and software See which Maritime Piracy Pirates Teach Edward Blackbeard domain names are available Search Maritime Piracy Pirates Teach Edward Blackbeard on other search engines Press Releases, Stories and Articles on Maritime Piracy Pirates Teach Edward Blackbeard View all press releases Submit your press release View all articles Submit your article Featured Results (opens in a new window) Drake, Sir Francis A short biography of the English pirate/privateer. Rate Drake, Sir Francis

32. OPLIN OH! Teach / INFOhio Curriculum Areas History 8-World OH! teach / INFOhio Curriculum Areas history 8world history 01 - BBC history For Kids http//www.bbc.co.uk/history/forkids http://www.oplin.lib.oh.us/index.cfm?ID=19-2190-2990-2998

33. OPLIN OH! Teach / INFOhio Curriculum Areas History teach / INFOhio Curriculum Areas history index.cfm?ID=192190-2990-2996 7-American history ./index.cfm?ID=19-2190-2990-2997 8-world history ./index.cfm http://www.oplin.lib.oh.us/index.cfm?ID=19-2190-2990

34. China: People And Places--World History/Geography Lesson Plan (grades K-5)--Disc Grade level 35, Subject world history, Duration One class period. Instead of concentrating on place names, teach your primary students—or invite someone http://school.discovery.com/lessonplans/programs/chinapeopleandplaces/

Grades K-5 Grades 6-8 Grades 9-12 Astronomy/Space ... Health History Ancient History U.S. History World History Life Science Animals Ecology Human Body The Microscopic World ... Weather For our newsletter and special teacher promotions. K-5 > World History Grade level: 3-5 Subject: World History Duration: One class period Objectives Materials Procedures Adaptations ... Credit Find a video description, video clip, and discussion questions. China: People and Places Use our free online Teaching Tools to create custom worksheets, puzzles and quizzes on this topic! Students will understand the following: In the spoken Chinese language, tone as well as words communicates meaning. The Chinese languages use a writing system made up of symbols, called characters, rather than letters; each character has its own meaning. Chinese names are made up of several characters. A name in Chinese characters can be rewritten as a word with letters of the English alphabet. Then we can pronounce the Chinese name and figure out what it means. For this lesson, you will need: Examples of Chinese characters from a printed source such as a Chinese newspaper or from an online source such as zhongwen or china List of words used in place names (see Procedures for reproducible list) Discuss with students two of the major differences between the Chinese and English languages. If you have students or teachers of Chinese descent in your school, try to involve them in the following instruction and demonstration:

35. Reviews Of Women's History Curriculum - Women In World History Curriculum commonly taught world history topics. Media such as CDs, videos, posters, or content only books are NOT reviewed here. Nor are materials to teach the history http://www.womeninworldhistory.com/currReviews.html

womeninworldhistory.com CATEGORIES Biographies Lessons Essays Reviews Curriculum Books Historical Mysteries NEW! About Us Director's Page Web Links Curriculum Showcase ... Online Store Reviews of Women's History Curriculum These books and units provide women's history content plus lessons on ways to work with it. Most have been designed for use as supplements to commonly taught World History topics. Media such as CDs, videos, posters, or content only books are NOT reviewed here. Nor are materials to teach the history of women in the United States. Some of the material may be hard to find. We suggest either contacting the publisher directly or using the abebooks.com webite to locate a used copy to purchase. For a description of our World History curriculum units click here For our recommended list of Internet resources on women's history clink here For our recommended list of World History books clink here Overview of our Findings for World History Materials In general, little of the exciting new scholarship about women history in a global context has found its way into classroom usable materials. Lessons about women in non-western regions are particularly hard to find. Biographies, internet sites, videos, CDs, and literature anthologies are available in growing numbers, but few offer lessons or discussion questions which will help to constructively use the information in a classroom setting. Most materials also still rely on biographic information about the well known "great women," or on topics that can be found in texts written in earlier decades, such as women's status in ancient Greece, Egypt, or medieval Europe. There are, however, more good primary source materials which highlight the female perspective, and more units about "daily life" which often include substantive content about women.

36. Wisdom On Woe: How To Teach The Worst In World History About Core Knowledge ®. Wisdom on Woe How to teach the Worst in world history. by Mary Beth Klee. From Common Knowledge, Volume 8, Nos. http://www.coreknowledge.org/CKproto2/about/nwsltr/WisdomWoe.htm

About Core Knowledge Wisdom on Woe: How to Teach the Worst in World History by Mary Beth Klee From Common Knowledge , Volume 8, Nos. 1/2, Winter/Spring 1995 Mary Beth Klee holds degrees from Notre Dame (BA), Boston University (EdM), and Brandeis (PhD in the History of American Civilization). After teaching history at the college level for ten years, in 1991 she founded Crossroads Academy, a Core Knowledge school in New Hampshire, where she now teaches history to young children. Since 1991, I’ve been teaching history in our Core Knowledge program at Crossroads Academy. Those of you in Core Knowledge schools know that, in trying to present the broad sweep of American and World Civilization to elementary school children, we are doing something new and difficult. We have the chance to inspire children with stories of great deeds, of heroic effort to overcome seemingly insurmountable odds, of varied peoples and cultures. At the same time, we face a challenge, for the story of civilization is not all sweetness and light. There is also the dark side of human history: the undeniable record of evil, tragedy, and suffering. By the end of the sixth grade a child in a Core Knowledge program will have encountered some pretty disturbing stuff: Aztec human sacrifice, Roman gladiator contests, the raids of Attila the Hun, Viking looting and pillaging, Chinese forced labor, American slavery and Indian removal, France’s reign of terror, the carnage of the Civil War, and more.

37. Teach English In South Korea, World English Service Ltd. - History is an independent country with a history going back Japanese rule at the end of world War II Conditions of Employment Information about Teaching in Korea http://www.teachkoreanz.com/living/history.htm

Home About Us Sitemap Our Program ... Health Care History Housing Korean Phrases Language Martial Arts ... Living in Korea FAQs The History of Korea Han-gul (The Korean Alphabet) Traditional Clothing Religion Korea is an independent country with a history going back millennia. Because of the country's strategic location on the Asian continent, it has been invaded over and over by powerful neighbouring countries. Nevertheless, the Koreans have somehow always managed to maintain or regain their independence. Korea was under the Japanese colonial rule for 36 years. Korea was finally liberated from Japanese rule at the end of World War II - but only to become entangled in the fierce ideological conflict that led to the formation of two separate states in the north and the south, divided along the 38th parallel. In 1950, North Korea launched an all-out attack on the Republic of Korea, triggering the Korean War, which raged until 1953. The devastating conflict was ended by an armistice agreement that established the De-militarized Zone (DMZ) that now divides the Peninsula. Top of Page It was almost a decade after the end of the war before the Republic of Korea had recovered sufficiently to establish stability and start the momentum for its now remarkable recovery and development. During the sixties and seventies Korea succeeded in developing the economy and during the eighties the people's wish for democracy was achieved.

38. Time For Kids | Classroom | Reproducibles | Theme What Should We Do About Saddam Hussein teacher s Guide October 11, 2002 teach the 10 2, 2003 Read the chart to learn when some of the world’s communication http://www.timeforkids.com/TFK/class/reproducibles/theme/0,17836,World~History,0

Reproducibles by Theme Animals Black History Bullying Elections Environment Government Geography Health Holidays Middle East Space Sports Technology Women World History Reproducibles (Click on the reproducible title for PDF) Honor the 9/11 Anniversary: A Resource for Teachers September 13, 2002 See what TFK teachers are doing to commemorate the event and enhance their civics curriculum. Plus, reference an age-appropriate book list Afghanistan and U.S. Factsheet October 19, 2001 Compare and contrast the U.S. and Afghanistan with this chart Afghanistan and U.S. Questions October 19, 2001 Assess comprehension with these questions based on a chart about the U.S. and Afghanistan "What Should We Do About Saddam Hussein" Teacher's Guide October 11, 2002 Teach the 10/11/02 cover story: Iraq Conflict Resolution May 3, 2002 Answer a series of questions about conflict resolution to identify appropriate ways to deal with bullies So Many Ways to Communicate May 2, 2003 Read the chart to learn when some of the world’s communication inventions were created Iraq and Its Neighbors March 21, 2003

39. United States Labor And Industrial History Audio Archive US LABOR AND INDUSTRIAL history world WIDE WEB AUDIO ARCHIVE Fight for America s Future A teachIn with of WRPI (Troy), University at Albany history and Media http://www.albany.edu/history/LaborAudio/

U.S. LABOR AND INDUSTRIAL HISTORY WORLD WIDE WEB AUDIO ARCHIVE Department of History University at Albany, State University of New York The following recordings are drawn from numerous audio archives, though most come from or are processed at the University at Albany. They are organized by topic. All audio files are in RealAudio format; some are also available in MP3. You will need RealPlayer/RealOne software plug-ins to play the former (which will also play back MP3 files). You may obtain up-to-date versions of these plug-ins from Real.com. at: http://www.real.com NEW! "NATHAN SPERO: A LIFE IN THE UE" / ON-LINE AUDIO AND MSS. ARCHIVE Nathan Spero was the Research Director for the United Electrical Workers Union (UE) for thirty-nine years, from 1944 until 1983. Prior to his career with the UE, Spero worked as a statistician for the National Research Project on Productivity and Technological Change for the U.S. Department of Labor (from 1937 until 1943). During his career in the UE, in addition to his regular duties Spero served as the co-chair of the 13-union joint committee on pensions and insurance in negotiations with General Electric and Westinghouse from 1975 through 1981. He was also intimately involved with UE convention work and was responsible for pre-convention assembly and editing of all convention resolutions. Also during his years in the UE, Spero was a member of the Department of Labor's Commission on Incentives. From 1991 to 1992 Spero served as the President for the New School for Social Research's Institute for Retired Professionals. Through the 1990s and until very recently, he taught math and labor history at the Manhattan branch of Queens College in New York City.

40. Jmmh Feature article for The Journal for Multimedia history using the world Wide Web to teach Islamic civilization. The Journal for MultiMediahistory http://www.albany.edu/jmmh/vol1no1/teach-islamic.html

The J ournal for M ulti M edia H istory Volume 1 Number 1 ~ Fall 1998 Teaching Islamic Civilization with Information Technology Corinne Blake N ew types of information technology such as the Internet and CD-ROM can be used to enhance courses in colleges and universities. A large amount of primary material about Islam and Islamic civilizations, for example, is available to students through the Internet, including full texts of the Qur'an in various translations, several collections of Hadith (records of the Prophet Muhammad’s words and deeds), Shi`i and Sufi religious texts, and classics works of Islamic literature. Since this material is mostly translated, it is of limited interest to advanced graduate students, but it is appropriate for undergraduate courses on Islamic religion, history, and civilization as well as for survey courses in world history. Using material from the Internet provides students with access to primary sources and research material that is often unavailable at smaller institutions. It can also expose students to different points of view within the Muslim community. The challenge for already overextended professors is figuring out how to locate these materials and incorporate them into courses. After reviewing primary source material for teaching Islamic civilization that is available online, I'll discuss methods and issues related to incorporating Internet material into courses. A photograph of the Hala Masque

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 2     21-40 of 197    Back | 1  | 2  | 3  | 4  | 5  | 6  | 7  | 8  | 9  | 10  | Next 20