41. NOVA Online | Teachers | Social Studies Ideas From Teachers | PBS his environment world history 1500 AD to Present. B29 to students Lost Roman Treasure I teach a unit on ancient Greece. In conjunction http://www.pbs.org/wgbh/nova/teachers/resources/subj_11_04.html

Back to Teachers Home Social Studies Ideas from Teachers U.S. History Pre-1800 to Present World History Prehistory to 1500 A.D. World History 1500 A.D. to Present Social Studies B-29 Frozen in Time I use NOVA's "B-29 Frozen In Time" program in my Small Engines class... Decoding Nazi Secrets I have been experimenting with the Fibonacci Sequence and introducing the concepts of codes and patterns to students... Escape! Because Accidents Happen Fire We just finished NOVA's "Car Crash" program in physics. We invited an insurance agent-adjuster to class... Ice Mummies Frozen in Heaven Have the students create "Wanted" or "Missing Person" posters of the Iceman... Lost at Sea The Search for Longitude NOVA's "Lost at Sea: The Search for Longitude" program provides an exciting view of navigation at sea and how that skill shaped world exploration... Lost King of the Maya All of our 7th grade teachers participated in an integrated unit on the Maya. I created a worksheet which represented a "pure" base 20 system... Lost Roman Treasure I teach a unit on ancient Greece. In conjunction with NOVA's "Lost Roman Treasure" program, I have my students create mosaics...

42. Certification Requirements To Teach History, Department Of History, Southern Ill Students who intend to teach at the secondary level may choose either All students seeking certification must take two semesters of world history and Social http://www.siue.edu/HISTORY/certification.html

Welcome Undergraduate Programs Graduate Programs Certification to Teach History ... Contact Department of Historical Studies Requirements for Certification to Teach History Students who intend to teach at the secondary level may choose either the Bachelor of Arts or the Bachelor of Science degree with a major in Historical Studies. All students seeking certification must take two semesters of World History and Social Science/Pedagogy, which is taught in the Department of History, as one of their upper-level courses taken for the major. The major constitutes the teaching field of concentration. Students pursuing this degree also must complete the Strong Minor in Social Sciences as outlined below: ANTH 111 Introduction to Anthropology... 3hours SOC 111 Introduction to Sociology... 3 hours ECON 111 Macroeconomics... 3 hours ECON 112 Microeconomics... 3 hours GEOG 201 World Religions... 3 hours GEOG 205 Human Geography... 3 hours GEOG 210 Physical Geography... 3 hours POLS 111 Introduction to Political Science... 3 hours POLS 112 American Government and Politics... 3 hours

43. Article: Why Study Ancient History? not world history We should study Ancient history not American history (at least not first)! Why should we study ancient history? Why should we teach it to http://www.greenleafpress.com/articles/a_ancien.htm

Menu Home Online Catalog Upcoming Titles Greenleaf News ... Contact Us Greenleaf Press Homepage Browse our Catalog Homeschool Resources Bible Resources Ancient Egypt Ancient Greece Latin Resources Ancient Rome The Middle Ages Colonial America 19th Century History 20th Century History Asia Historical Surveys Geography Resources Phonics English Literature Jim Weiss Story Tapes Klutz Realworld Guides Art Resources Music Resources Science Why should we study ancient history? We should study HISTORY - not social studies We should study Western History - not World History We should study Ancient History - not American History (at least not first)! Why should we study ancient history? Why should we teach it to our children? Shouldn't they start with things that are more familiar and closer to home and then work outward? Isn't it more important to know US history than it is to know about things that happened thousands of years ago in some other part of the world? If you've read our columns in Practical Homeschooling, you know that we advocate a delayed introduction to modern and US history. This is radically different from the scope and sequence of almost all current history (oops social studies!) programs. Almost all current publishers' programs begin with an introduction to a student's local community and a study of "community helpers" where the children are taught such insights as "the fireman is our friend." While we certainly think that a field trip to the local fire station makes a great outing, we're not convinced that it takes a year-long study in order for students to learn these things.

44. Breaking Away From The Textbook: Creative Ways To Teach World History, Vol. 1: P Breaking Away from the Textbook Creative Ways to teach world history, Vol. Breaking Away from the Textbook Creative Ways to teach world history, Vol. http://www.edu-books.com/Breaking_Away_from_the_Textbook_Creative_Ways_to_Teach_

Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 1: Prehistory to 1600 Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 1: Prehistory to 1600 by Authors: Ron H. Pahl Released: February, 2002 ISBN: 0810837595 Paperback Sales Rank: List price: Our price: Book > Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 1: Prehistory to 1600 > Customer Reviews: Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 1: Prehistory to 1600 > Related Products Short Role-playing Simulations for World History Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 2 World History Simulations Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 3 ... edu books

45. Breaking Away From The Textbook: Creative Ways To Teach World History, Vol. 3 Breaking Away from the Textbook Creative Ways to teach world history, Vol. 3. Breaking Away from the Textbook Creative Ways to teach world history, Vol. http://www.edu-books.com/Breaking_Away_from_the_Textbook_Creative_Ways_to_Teach_

Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 3 Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 3 by Authors: Ron H. Pahl Released: July, 2003 ISBN: 0810846241 Paperback Sales Rank: List price: Our price: Book > Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 3 > Customer Reviews: Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 3 > Related Products Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 2 Breaking Away from the Textbook: Creative Ways to Teach World History, Vol. 1: Prehistory to 1600 Short Role-playing Simulations for World History A Passion for the Past : Creative Teaching of U.S. History ... edu books

46. Intro. Modern World History Exam Questions A few weeks ago, I posted the final examination to an introductory modern world history course that I coteach with Lora Wildenthal (lwilden@pitzer.edu) here http://www.h-net.org/~world/teaching/teach-exam.html

[an error occurred while processing this directive] Intro. Modern World History Exam Questions Date: Fri, 26 May 1995 16:54:22 -0500 FROM: Dan Segal, Pitzer College dsegal@bernard.pitzer.edu A few weeks ago, I posted the final examination to an introductory modern world history course that I co-teach with Lora Wildenthal ( lwilden@pitzer.edu ) here at Pitzer. Around the same time, I was also writing examination questions for history honors candidates at Swarthmore College, which relies on outside examiners for its honors programs. The following questions were written for the examination in a field titled "Europeans and Others Since 1750"; the Swarthmore students had studied this field with Pieter Judson ( pjudson1@cc.swarthmore.edu ). As before, I think these examination questions encapsulate what I regard as important themes, issues, and problems in modern world history. The students had three hours to provide written answers for any three of the following six questions. The field you have prepared is entitled "Europeans and Others Since 1750." What important transformations have occurred in the relationship between "Europeans" and "Others" during the time period you have covered? What continuities have there been? What periodization scheme, if any, would be useful for organizing the history of "Europeans and Others" since 1750? What reason(s) are there (if any) for treating the time around 1750 as a historical baseline, or contingent beginning, for the study of "Europeans and Others"?

47. World History Final Exam end of the semester our notions of what we want to teach students are an interesting way to get at different notions of formulating world history courses, and http://www.h-net.org/~world/teaching/teach-histfinal.html

[an error occurred while processing this directive] World History Final Exam Date:Thu, 11 May 1995 09:54:14 -0500 From: Daniel Segal and Lora Wildenthal, Pitzer College dsegal@bernard.pitzer.edu lwilden@bernard.pitzer.edu A number of us have shared syllabi through H-WORLD, but as we approach the end of the semester our notions of what we want to teach students are being encapsulated in a different genre: "the final." This genre is perhaps an interesting way to get at different notions of formulating world history courses, and examples of the genre are perhaps an intersting resource to share. In any event, here is the final exam we gave to our students this morning for a one semster modern world history course ("The World Since 1492"). The students received a study guide some two weeks ago with a larger set of questions; the final is drawn from their study guide. THE WORLD SINCE 1492 Final Examination I. Map Question Using the attached map, identify the letter corresponding to the following geographic sites (1 point each): Hiroshima Tikopia Cuba Martinique Malacca Moluccas Islands Kuwait Namibia Timbuktu New Guinea II. Key Terms

48. Bowdoin College World History Summer Institute 2002 This institute will prepare participants to develop and teach an Advanced Placement course in world history and to prepare students for the Advanced Placement http://www.bowdoin.edu/~ndenzey/APWH/

Welcome to the home page for Bowdoin College's Summer Institute in World History. This institute will prepare participants to develop and teach an Advanced Placement course in World History and to prepare students for the Advanced Placement World History exam. The course will emphasize: the conceptual basis of global world history as a research field, the major content areas included in the Advanced Placement course, and practical strategies for teaching AP, including setting standards for evaluating student performance. The course content chronologically covers eras from early river valley societies to the present, with emphasis on the period 1000 C.E. to the present. The Bowdoin College Summer Institute in World History is designed for teachers interested in teaching world history intensively and in depth through a college-level course for high school students.

49. Mark’s ESL World | ESL Jobs Teaching English As A Second Language And Othe teach in Paris China Japan Mexico or just about any place you want. Find information about such topics as Learn about world history, schools directories, chat http://www.marksesl.com/cgi-bin/ESLJobs/JobList.pl?esl=training&teachers=esl

50. Teaching And Learning World Civilizations Reflective Essay On historians. To this end, I teach them five world history methods (Big Picture, Diffusion, Syncretism, Comparison and Common Phenomena). http://www.theaha.org/tl/LessonPlans/ca/Smith/web/reflectiveessay.htm

Reflective Essay on the AHA Project by David R. Smith My emphasis for the AHA project has been on the teaching and primary source aspects of the proposal, rather than on the digitizing process. From a teaching innovation perspective, I have continued to employ my Doing World History approach which emphasizes teaching the students to become world historians. To this end, I teach them five world history methods (Big Picture, Diffusion, Syncretism, Comparison and Common Phenomena). As homework the students write journal entries applying the methods to the reading assignments. In class, they use their essays to create charts and maps in groups. I could elaborate on this at length, but my article on this topic has already been published and it is available on my Cal Poly website. For the AHA project, Fall quarter I had two taping sessions of my HST 101(ancient world history) class to demonstrate the methods in classroom application, one of a regular class and one of the final exam. With respect to primary sources, I made one substantial change to my HST 101 course. Ordinarily I use two longish works for that course, one from Greece and one from India. The Odyssey and the Ramayana were my choices for this term. I decided to add Confucius'

51. MIT World » : You Teach History At MIT? but to educate. br br Herein lies the theme of Pauline Maier on teaching history at MIT. She enjoys the fact that at toda Alumni Association MIT world is a http://mitworld.mit.edu/video/164/

HOME ABOUT VIDEO INDEX SPONSORS ... HELP Search the MIT World Video Archive. Search Now! All Categories All Hosts HOST Alumni Association SERIES: Alumni Association Family Weekend You Teach History at MIT? Pauline Maier October 18, 2003 10:00 AM LOCATION Kresge Video Time Index You Teach History at MIT? Play Now Email to a Friend SPEAKER: Pauline Maier William R. Kenan, Jr. Professor of American History ABOUT THE LECTURE: ABOUT THE SPEAKER: Pauline Maier is a leading scholar of early American history. She received her Ph.D. from Harvard University in 1968. Her book publications include From Resistance to Revolution: Colonial Radicals and the Development of American Opposition to Britain, 1765-1776 The Old Revolutionaries: Political Lives in the Age of Samuel Adams (1980), and The American People: A History (1986), a textbook for junior-high-school students. In 1997 Maier wrote American Scripture: Making the Declaration of Independence. it was on the New York Times Book Review editors "Choice" list of the best 11 books of 1997 was and a finalist in General Nonfiction for the National Book Critics' Circle Award.

52. MIT World » : Play: You Teach History At MIT? Fact and Fiction Rudolf Jaenisch MIT Host Whitehead Institute for Biomedical Research Tentative date on MIT world May 26, 2004. You teach history at MIT? http://mitworld.mit.edu/play/162/

var javascriptVersion1_1 = false; javascriptVersion1_1 = true; HOME ABOUT VIDEO INDEX SPONSORS ... HELP Search the MIT World Video Archive. Search Now! All Categories All Hosts Receive email updates as new videos are added. Subscribe to our RSS feed. The Origin of Mass and the Feebleness of Gravity Frank Wilczek MIT Host: Physics Department Tentative date on MIT World June 16, 2004 You Teach History at MIT? Video Run Time: Technical Notes on Video: Video length is 56:37 Harriet Ritvo, Arthur J. Conner Professor of History and Head, History Faculty, introduces Maier. Maier begins at 3:14. Please Choose your Connection Speed: Broadband: Modem: Audio Only: Save this preference: The videos in MIT World require Real Player .There are instructions for downloading Real Player in our help section MIT World Home About MIT World Video Index ... Register to receive email updates

53. Social Studies Songs: Using Music To Teach Social Studies The Picnic Of The world * John Forster. The Songs About Canada s history, Prime Ministers, and Geography Teaching American history With Favorite Folk Songs. 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

54. Capital Normal University for Chinese Ancient history, Chinese Modern history, world history, Special history, Theory of history, Historical Documents, history Course and Teaching Theory http://www.cnu.edu.cn/english/organization/teach/history.asp

Brief Introduction Leaders at each stage Present Leaders University annals ... Affiliated Middle School Department of History The major of history is established in the Department of History, which is further divided into normal and non-normal majors. The mission of the normal major is to cultivate history teachers for Beijing's secondary schools while the non-normal major, which is approved by Ministry of Education and serves as the State Scientific Research Base for Cultivation of History Talents, aims at cultivating talents engaged in history research and teaching through the implementation of a successive training program covering graduate, postgraduate and Ph. D.

55. National Standards For United States History -- Grades 5-12 and dedicated classroom teachers and historians who have been in the forefront of efforts to teach and write a more balanced and inclusive world history. 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.”

56. Diane Ravitch: Now Is The Time To Teach Democracy of the greatest generation, which saved the world from fascism we should know is the importance of teaching our children These are ideas with a long history. http://www.hooverdigest.org/021/ravitch.html

EDUCATION: Now Is the Time to Teach Democracy Diane Ravitch Diane Ravitch O "Multiculturalism, as it is taught in the United States, is dangerous for a democratic, multiethnic society because it encourages people to think of themselves not as individuals, but primarily in terms of their membership in groups." "If we value a free society, we must know about its origins and its evolution. If we value our rights and freedoms, we must understand how we got them and what it would mean to live in a society that did not have them." This essay originally appeared in Editorial Projects in Education 21, no. 7 (October 17, 2001). edited by Terry M. Moe, which is now available from the Hoover Press. To order, call 800-935-2882. HOOVER HOME ABOUT HOOVER RESEARCH PUBLICATIONS ... SUBSCRIBE

57. HISTORY WILL TEACH US NOTHING Lyrics - STING A simple act of faith In reason over might To blow up his children will only prove him right history will teach us nothing Sooner or later the world first day http://www.elyrics.net/go/s/Sting Lyrics/History Will Teach Us Nothing Lyrics/

Sting - History Will Teach Us Nothing Lyrics Make Us Your Start Page Add Us to Your Favorites Tell About Us to a Friend Your No.1 Lyrics Provider on the Net! lyrics from bands Browse A B C D ... Z Only Artist Only Song Text in Song Home Song Lyrics S Sting History Will Teach Us Nothing Lyrics Sting History Will Teach Us Nothing Lyrics Last Read : 1 hr, 7 min, 9 sec ago. Buy a Sting Music CD Printer Friendly Version Latest News On Sting Buy Sting posters ... Free Sting Lyrics eLyrics.net lyrics # : 6e75a6fc07caaa04191c4cbe89e9433c If we seek solace in the prisons of the distant past Security in human systems we're told will always always last Emotions are the sail and blind faith is the mast Without a breath of real freedom we're getting nowhere fast If God is dead and an actor plays his part His words of fear will find their way to a place in your heart Without the voice of reason every faith is its own curse Without freedom from the past things can only get worse Sooner or later just like the world first day Sooner or later we learn to throw the past away Sooner or later just like the world first day Sooner or later we learn to throw the past away Sooner or later we learn to throw the past away History will teach us nothing History will teach us nothing Our written history is a catalogue of crime The sordid and the powerful, the architects of time

58. Teachers Page Bio. / Anatomy, C9. Tate, Darla, US AZ / Constitution / Free Enterprise / world history, B1. Ziegler, Jacob, English 10 11, B18. A Few of the Teachers http://www.holbrook.k12.az.us/hhs/gnovell/TeacherPages/teach.html

"The Teachers of Holbrook High" Holbrook High School Home Page! Contact a Teacher! Holbrook School District Home Page! Teacher Information... Teacher Course(s) Room # Aguilera, Stefana Academic Literacy Aragon, Anthony Bas. Comp. / B.M.T. / Marketing / Accounting Arthur, Virginia Pre-Algebra / Algebra Baldonado, Leslie Health / P.E. / Athletic Weights (girls) Johnson, Irving Triumph School Old Post Office Caffey, Faith English / Drama / Creative Writing Carlson, Erik English / AP Eng. / Yearbook Jones, Sarah Band Flack, Monty Foist, Nancy Bas. Math / Inclusion / Life Skills / Intro. Pre-Alg. Foree, Julie Griffith, Shelby Pre-Algebra, Algebra Hatch, Ramie Algebra / Advanced Alg. Hunt, Jeff Metelskaya, Uliana AIMs Math Lab Hurst, Rick Adv. Algebra / Geometry / Trig. / Calculus Hawk, Dwayne Beg. Art / Adv. Art / Ceramics Johnson, Marilyn Library Library Joshu, Michelle Larsen, Dale Autos / Welding / Mini Series Autos McNamee, Deana Leadership / Photography / Art Mendell, Jim

59. Finding The Answers Resources include teaching ideas, learning activities, photos, maps Memory (primary sources of history and culture video), Global Gateway to world culture and http://www.uni.edu/currtech/teach.html

Home Finding Answers Finding Fiction Making WebQuests ... School Library Media Finding the Answers Seven resources teachers need that go well beyond Google... and how a librarian can help. You know how to facilitate student questions, BUT... do you know where to find the answers? A link to a possible answer is still not an answer. Library services go beyond the walls of the library. Libraries can save you time when you are seeking information. Edited materials (books, periodicals, reference, documents) often offer the most accurate and efficient information. And you don't have to search to find the authority or date. Passing up the library may mean you pass up free online resources available 24/7 at your library. You could even end up paying for the same services from another source. The most important sources for students (and those that they often miss) are those the school may already pay for. Iowa provides access for all Iowa public and school libraries to high quality reference materials and journal indexes that you won't find on the free Internet. Still feeling overwhelmed? Here's an

60. OAH Magazine Of History | A Quarterly Magazine For Teachers Of History and history / 4 • Summer 2002 world War II Volume 15 Family history / 4 • Summer 2001 First Spring 1999 Using Literature to teach history / 2 • Winter http://www.oah.org/pubs/magazine/

OAH Magazine of History Subscribe to the Magazine online! ... Magazine Other Resources Magazine of History Index Inventory of Available Issues Magazine ... Atlantic World Past Issues Denotes complete issue available online ] Volume 18 Jim Crow Sunbelt Volume 17 Witchcraft Colonial Slavery Conservatism World War I Homefront Volume 16 Film and History World War II Homefront ::: Public History ::: The Great Depression ::: / Volume 15 Family History / First Ladies / Desegregation / Industrial Revolution Volume 14 The Spanish Frontier in North America The Korean War Early Republic / ... Migrations Volume 13 The Gilded Age The Progressive Era Using Literature to Teach History Judicial History Volume 12 Congressional History War of 1898 ::: Science and Technology The Stuff of Women's History ::: Volume 11 The Presidency / 4 Summer 1997 Oral History ::: Labor History ::: Business History Volume 10 Environmental History ::: Latinos in the U.S. ::: Tenth Anniversary ::: Volume 9 National History Standards The American West ::: Volume 8 Rethinking the Cold War ::: Civil War Volume 7 African American History ::: Geography History of Sport ::: Volume 6 Communication in History ::: Religion Drug Use in History History Education Reform Volume 5 Columbian Quincentary Urban History / Bill of Rights Volume 4 Immigration Reconstruction Volume 3 Double Issue: Women's History and History of the 70s The Frontier United States Constitution Volume 2 Nationalism and Northwest Ordinance American Indians History Teaching Supplement The New Republic ... The Cold War Volume 1 Progressive Era Teaching About Slavery Teaching About the Sixties Last modified:

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