21. North Carolina Maritime Museum - Blackbeard The Pirate Blackbeard was the most notorious pirate in the history of seafaring. teach rejected a pardon, decided to make the Concorde his flagship, increased her http://www.ah.dcr.state.nc.us/sections/maritime/Blackbeard/default.htm

QAR PROJECT SUNNY NC: THE CRYSTAL COAST "Such a day, rum all out: — Our company somewhat sober: — A damned confusion amongst us! — Rogues a-plotting: — Great talk of separation — so I looked sharp for a prize: — Such a day found one with a great deal of liquor on board, so kept the company hot, damned hot; then all things went well again." —One of several memoranda, said to be in Blackbeard's own hand, found aboard the sloop Adventure , after the pirate was slain at Ocracoke Inlet in 1718. SOURCE: Captain Charles Johnson, A General History of the Robberies and Murders of the Most Notorious Pirates . London, 1724. Blackbeard the Pirate . . . and the Presumed Wreck of Queen Anne's Revenge D uring The Golden Age of Piracy (1689-1718), numerous rogues pursued their lawless and murderous trade throughout the New World. Restrictive laws passed by the British Parliament had made smuggling acceptable and even desirable in North Carolina and the other American colonies. Preying upon lightly armed merchant ships, the pirates seized their contents and sometimes killed those who resisted. Because of its shallow sounds and inlets, North Carolina's Outer Banks became a haven for many of these outlaws in the seventeenth and eighteenth centuries. Blackbeard was the most notorious pirate in the history of seafaring. With a beard that almost covered his face, he would strike terror into the hearts of his victims, according to some early accounts, by weaving wicks laced with gunpowder into his hair, and lighting them during battle. A big man, he added to his menacing appearance by wearing a crimson coat, two swords at his waist, and bandoleers stuffed with numerous pistols and knives across his chest.

22. Welcome To The PA State Archives Web Site history Day and what the Pennsylvania state Archives can do to help you.encourage young people to explore history; teach students to understand http://www.phmc.state.pa.us/bah/dam/overview.htm?secid=31

23. HSLDA | Vermont Legislation 2005-House Bill 371: Requiring Homeschools To Teach HSLDA believes that it is important to teach children about state history andgovernment, but homeschoolers should not be required to submit those results http://www.hslda.org/Legislation/State/vt/2005/VTHB371/default.asp

HSLDA's E-lert Service: Home Schooling by State State Laws A summary of the legal options for homeschooling in every state Organizations Homeschool organizations in your neighborhood or across the world Cases Legal contacts and cases that HSLDA is involved with Legislation Federal and state legislation relating to homeschooling Headlines News and updates on legal contacts and other issues that affect homeschoolers Member Resources State forms and other resources along with an online form to contact your staff NEW! Homeschooling Thru High School Program— Special Offer on SAT Power Prep for only $9.95 Vermont HOME LAWS ORGANIZATIONS CASES ... HEADLINES August 2, 2005 House Bill 371 and House Bill 305: Requiring homeschools to teach and test Vermont history and government Sponsor: Representative Kilmartin Summary: These bills would require all schools, homeschools included, to teach Vermont history and government in grades 7 or 8 and 11 or 12. In addition, all students taking these courses would be tested using a statewide standardized test and the results would be sent to the Department of Education and compiled. These near identical bills have both been sponsored by Representative Kilmartin. Either bill would have the same impact on homeschoolers.

24. Social Studies - Frequently Asked Questions Are schools required to teach state history? Yes, the same state law which requirestwo years of instruction in US history also includes New jersey history. http://www.state.nj.us/njded/aps/cccs/ss/faq.htm

SOCIAL STUDIES Frequently Asked Questions Are schools required to teach African-American History? Yes, the state law which specifies two years of US history (NJSA 18A:35-1,2) in the high schools also includes the teaching of African American History. Has the state provided guidance to schools for the teaching of African-American history? Yes, there is a state curriculum guide as follows Gunther, L. and Larry Greene. 1997. The New Jersy African American History Curriculum Guide, Grades 9 to 12. New Jersey Historical Commission, Department of State. (available from the Commission for $20.) Are schools required to teach state history? Yes, the same state law which requires two years of instruction in US history also includes New jersey history. Are schools required to teach civics?

25. Emporia State University - Teachers College The Teachers College at Emporia state University is accredited by the NationalCouncil Emporia state University has enjoyed a long history of preparing http://www.emporia.edu/teach/

Teachers College About ESU Academics Admissions Athletics ... International Students ESU Quicklinks Select a link: Blackboard Course Offerings Career Services - Hire-a-Hornet Lifelong Learning Scholarships STING Student Access Transcript Requests Calendar of Events Email Giving to ESU WAW Library Faculty/Staff Directory Office/Department Directory Site Map Teachers College Links Office of the Dean Academic Programs Centers and Programs Kansas Master Teacher ... Teachers College Welcome to The Teachers College Student learning reflects historical and contemporary knowledge, research, theory, experience, and practice that meet the academic, personal, and social needs of their clientele. Professional programs are carefully designed to reflect the current knowledge base, including existing and envisioned practices in constituent institutions and clearly delineated models.Curricular coherence is strengthened through faculty study and dialogue on purpose, course content, and intended student-learning outcomes. Last Updated July 6, 2005 Questions or Comments about this page email Sarah Stump at stumpsar@emporia.edu

26. That'll Teach 'Em - Home : Channel 4 The Channel 4 series That ll teach Em tackled this thorny issue by of a1950s state grammar boarding school and the academic rigour of Olevels. http://www.channel4.com/history/microsites/T/teachem/

TV Listings Text Only Site A-Z FourDocs ... Text only version Every year pupils appear to sail through their GCSEs, fuelling yet another heated debate about falling education standards. The Channel 4 series That'll Teach 'Em tackled this thorny issue by putting 30 16-year-olds through the tough regime of a re-creation of a 1950s state grammar boarding school and the academic rigour of O-levels. The 3Rs website , which accompanied the series, introduces viewers to the students and teachers and the new/old world that they inhabited. It shows some of the ways that education today is very different from education in the 1950s. It also addresses the education debate with articles asking why people have always criticised education and what is worthy of praise in it today. Three months after the experiment ended, Channel 4 revisited the participants for the one-off programme That Taught 'Em That'll Teach 'Em 2 starts on Tuesday 17 August at 9pm, find out more about the new series What the pupils think Find out what most of the students think about their experiences at the King's School.

27. Teachers Corner The MJHS sponsors Mississippi history Day, a statelevel competition which is The state history Day competition gives students the chance to explore a http://www.usm.edu/msoralhistory/teach/NHDjrsociety_page.htm

The Mississippi Junior Historical Society The Mississippi Junior Historical Society is a statewide organization for students in grades who share an interest in history. Organizing a chapter in your school will enable you to involve your students in history through exciting projects that bring history alive. The local chapters are usually sponsored by a history or social studies teacher, but any teacher or administrator with an interest in history may sponsor a chapter. Each chapter makes its own rules and sets it own agenda for the year. There are no state dues. The MJHS sponsors Mississippi History Day , a state-level competition which is part of the National History Day program. Clubs from all over the state are invited to attend as well as any interested student without a club affiliation. The state History Day competition gives students the chance to explore a historical topic related to an annual theme and to present their research findings in a variety of ways: essays, exhibits, performances, and documentaries

28. What Does History Teach? -I What Does history teach? (Part I) I have mentioned the state of those countrieswhich most resemble our own and leave to the natural sense of the reader http://www.the-federalist-society.org/Documents/Anti-Federalist/AntiFed-18-20_I.

Antifederalist No. 18-20 What Does History Teach? (Part I) "AN OLD WHIG," taken from The Massachusetts Gazette, November 27, 1787, as reprinted from the [Philadelphia] Independent Gazetteer. Before we establish a government, whose acts will be the supreme law of the land, and whose power will extend to almost every case without exception, we ought carefully to guard ourselves by a bill of rights, against the invasion of those liberties which it is essential for us to retain, which it is of no real use for government to deprive us of; but which, in the course of human events, have been too often insulted with all the wantonness of an idle barbarity. AN OLD WHIG "A NEWPORT MAN," wrote this which which appeared in The Newport Mercury, March 17, 1788. Again, our country is compared to a ship of which we are all passengers, and, from thence 'tis gravely concluded that no officer can ever betray or abuse his trust. But that men will sacrifice the public to their private interest, is a saying too well known to need repeating. And the instances of designed shipwrecks, and ships run away with by a combination of masters, supercargoes, and part owners, is so great that nothing can equal them but those instances in which pretended patriots and politicians have raised themselves and families to power and greatness, by destroying that freedom and those laws they were chosen to defend. A NEWPORT MAN School of Law The Federalist Society HOME Guest Book Survey Calendar ... Chapter Information This page developed by

29. Educators' Bulletin Board to learn about the state s history before the 200506 school year begins. The seminar will provide educators with resources to teach students about http://www.weac.org/Resource/bulletin.htm

Educators' Bulletin Board Notices, Events, Opportunities Educators' Bulletin Board Classroom resources IDEAS Resource pages on educational issues ... ONLINE SERVICES Follow the First Lady; Learn about Wisconsin Free stuff for your students and your classroom Scholarship opportunities for the college-bound If you have information you would like posted on this Bulletin Board, please e-mail it to Editor Bill Hurley . Please note posting dates and deadline dates for items on this bulletin board. We archive older notices rather than removing them, so some may refer to events or deadlines that have passed. September 2005 Postings Borders bookstores offer educator savings October 14-18 Students can create books for needy kids Teacher-to-Teacher Training Corps Racine Art Reach program ... Sturgeon Bay High School needs Spanish books August 2005 Postings WECA training opportunities Council for America's First Freedom calls for judges FREE teaching resources UW-Stout offers online reading certification courses ... Archives September 2005 Postings Borders bookstores offer educator savings October 14-18 Borders will honor local educators for their commitment to spreading knowledge and encouraging life-long learning, during, Educator Appreciation Weekend, Friday-Tuesday, October 14-18, along with a special reception for educators on Friday, October 14 from 4 to 8 p.m. During this special weekend, Borders will offer educators a 25% discount on books, music,and gift items and a 20% discount on DVDs. This discount will apply to both personal and professional purchases. For additional information, go to

30. NARA - Rocky Mountain Region, Denver And Albuquerque - For Educators And Student teach workshops for educators at our facility or in schools or other settings In addition to judging in both city and state history Day competitions, http://www.archives.gov/rocky-mountain/education/

var sectionSearchOn = true; @import url("/includes/css/main-import.css"); @import url("/rocky-mountain/!css-section.css"); Skip Navigation NARA Archives.gov Home Subject Index ... FAQs Search Search All NARA Web Pages Search Current Section Only Advanced Search Form Rocky Mountain Region, Denver and Albuquerque Home Rocky Mountain Region ... Bookmark Page For Educators and Students Materials For.... Teachers Students National History Day How to Contact Us By Telephone Fax: denver.archives@nara.gov Mailing Address: National Archives Rocky Mountain Region P.O. Box 25307 Denver, Colorado 80225 How to Use the Archives Directions The Rocky Mountain Region facility is a wonderful resource for teachers and students. For Teachers We hold a large amount of primary records that can be easily tied into school curriculum. The records cover a wide scope of topics including, but not limited to: homesteading, mining, and railroads Indian affairs dam construction and other reclamation projects national parks and forests Civilian Conservation Corps projects proceedings of territorial courts We also hold over 60,000 rolls of microfilmed records. The bulk of the collection is the Federal population census schedules from 1790-1930 for all States. These holdings are complimented by:

31. Teaching World History & Geography - An Overview The confused state of history teaching. This website begins by asking a question, Doyou know the best way to teach history? teachers, of course, don t http://www.studentsfriend.com/onhist/overwhat.html

navigation Home Purpose The Student's Friend Teacher's aids ... Store page summary The starting point of teaching is the meaningful understandings that students need in order to live effectively in the world. The body of knowledge described here supports such meaningful learning. Considerable agreement exists about the body of knowledge to be taught in world history classrooms. It consists of: -Chronological narrative -Conceptual frameworks -Thinking strategies Nonetheless, confusion reigns in the field of history education. Sam Wineburg writes: "... students experience a haphazard diversity, a hodgepodge of different views..." Teachers we have a responsibility to bring coherence to schooling. History and geography are the core of the social studies curriculum. World history and geography are inseparable. 2004 Michael G. Maxwell What to teach: a body of knowledge: overview chronological narrative conceptual frameworks thinking strategies What to teach: an overview Meaning as the basis of teaching As educators we tend to focus on what to teach rather than on what students need to learn. This is a crucial distinction. If the purpose of schooling is to prepare young people for life, then clearly our curricula must be driven by the meaningful understandings students need in order to live effectively in the world, not by pre-conceived notions about content or strategies. We believe teachers should fundamentally shift their thinking and work back from the needs of students to the assessments, lessons and materials that will effectively convey meaningful learning to students.

32. SPACE.com -- Teach Evolution: Leave No Child Behind Teaching the age and history of our planet takes us back about 4.6 billion years; Human evolution is included in only 8% of the state science standards, http://www.space.com/searchforlife/seti_devore_evolution_050210.html

advertisement Over 2.5 hours of the dramas of the universe for your home theater. Preview the Featured Clip Teach Evolution: Leave No Child Behind By Edna Devore Director of Education and Public Outreach, SETI Institute posted: 10 February 2005 06:31 am ET As I write this column, I’m flying from San Francisco to New York City for three days of meetings at the American Museum of Natural History on bringing the latest scientific data to the public via museums and planetariums. I look forward to working with my colleagues. I’m also eager to gaze again at their stunning collection of fossils and to travel to distant locations in our universe at the Rose Center and the Hayden Planetarium, the museum’s digital planetarium. Both the fossil dinosaurs and the immersive planetarium environment present concrete evidence that evolution is pervasive throughout the natural world. The universe evolved from the Big Bang to systems of galaxies, stars, and planets; these, including Earth, continue to evolve. Astronomers are teasing out the role of dark matter and dark energy. Life on Earth goes back at least 3.5 billion years as evidenced by fossilized stromatolites from Australia. Over that vast span of time, there’s evidence that life evolved from small single celled-organisms to the incredible diversity we see today. Scientific research continues to discover additional evidence that supports evolution as the fundamental description for how the physical universe and life developed in the past and will continue to change in the future.

33. Boston College Graduate History Alliance Because so many jobs now require the teaching of world history, teach andtest courses as Boston College that will be stateof-the-art, will incorporate http://www.bc.edu/bc_org/svp/st_org/gha/GHA_PFF_Program.html

Boston College G raduate H istory A lliance The Boston College Department Of History PFF Program The Boston College department of history was one of four history departments in the country to receive a two-year "preparing future faculty" (or PFF) grant from the American Historical Association to enhance our Ph.D. program. As with the curriculum of so many history departments, we felt that the individual parts of our program were not integrated closely enough to provide students with the systematic, holistic training that they will need to succeed as future faculty members. And like all departments, we knew that we could do more to broaden student research experience and professional development. We also knew that we could improve graduate students training in the teaching of their own lecture courses. Our PFF grant gives us the funding to do all of these things. We believe that these changes will make you more competitive on the job market and make your transition from graduate students to assistant professors an easier one. A. Teaching:

34. Volunteer State Community College | Public Relations Office Volunteer state Community College is located in Gallatin, Tennessee. Teachers walked the path of Tennessee history to bring the classroom to life during http://www.volstate.edu/PublicRelations/news/Teach/

Home Bookstore WebCT RODP ... ESOL A Step In The Right Direction. Prospective Students Pride Online Current Students Office Of The President Teachers take on Tennessee History Teachers from Wilson, Sumner and several other counties participated in a series of lectures and programs on the Volunteer State campus. Then they took their lessons on the road, traveling to many historical sites in Tennessee. One group went to Rhea County where they learned about the economic reasons behind why the Scopes Monkey Trial happened in Tennessee. At the Oakridge National Laboratory the discussion focused on the Great Depression and World War Two. The six day program was organized by Volunteer State Associate Professor of History, Carole Bucy. The program was a joint effort by Volunteer State, the Wilson County Board of Education, Tennessee State University and the Tennessee Historical Society. Teachers were allowed to earn graduate credit for the workshop through TSU. TEACH stands for Tennessee Educators Active Colloquia for History. It was created in 2003 as a way to build skills and knowledge for social studies and history teachers in middle Tennessee. VSCC QuickLinks Catalog Student E-Mail Staff E-Mail Academics Admissions Financial Aid Records Student Handbook Student Services Jobs (HR) Livingston Center Off Campus Operations College Policies College Statistics Career Placement Continuing Education Contributions Disability Services Public Relations Public Safety www VolState.edu

35. Home Of The Division Of Research At Binghamton University Though many curricular models exist to teach US history, they require modification to a recent PhD in American history from Michigan state University, http://research.binghamton.edu/discovere/dec2004/TopStories/history.htm

Volume 4, No. 3: December 15, 2004 Home Continuation of history grant a benefit for public school programs Continuation of history grant a benefit for public school programs Three years ago, Thomas Dublin, professor of history, and Kathryn Kish Sklar, distinguished professor of history, began an ambitious project to improve the way American history is taught in area schools. With the help of a grant from the U.S. Department of Education, and working with the Broome-Tioga Board of Cooperative Educational Services, they developed a series of related training and professional development initiatives for teachers in the 15 school districts in Broome and Tioga counties. This year, the co-directors of the Center for Teaching of American History have been awarded a follow-up grant of $983,000 from the U.S. Department of Education to expand their efforts to 44 rural public school districts in the state's Catskills and Finger Lakes regions, serving approximately 43,000 students in the Tompkins-Seneca-Tioga, Delaware-Chenango-Madison-Otsego and Otsego-Northern Catskills BOCES districts.

36. Texas State Historical Association - About Us - History Its mission is to foster the appreciation, understanding, and teaching of therich and unique history of Texas and by example and through programs and http://www.tsha.utexas.edu/about/welcome/history.html

About Us History Welcome to TSHA History Board of Directors Presidents ... Awards and Fellowships In June of 1897, the Association inaugurated publication of the Quarterly of the Texas State Historical Association , and fifteen years later the title was changed to the Southwestern Historical Quarterly, British Diplomatic Correspondence concerning the Republic of Texas, 1838-1846 TSHA Publications The Southwestern Historical Quarterly Launched in 1897, the Quarterly is the oldest continuously published scholarly journal in Texas, presenting the latest research in Texas history to a vast audience of history lovers and scholars. On the average the Quarterly publishes sixteen articles per year, each of considerable historical significance and broad-based appeal. Primary sources, as well as edited and annotated historical documents, also appear on a regular basis. Special issues throughout the years have focused on distinguished themes, such as the history of the University of Texas at Austin, the sesquicentennial of Texas, the state Capitol, J. Frank Dobie and Walter Prescott Webb, and the Alamo. Articles in the Quarterly have won numerous individual awards, including the Ray Allen Billington Prize from the Western History Association. Subscriptions can be attained for the

37. Teaching With Original Historical Sources In Mathematics Our graduate course on The Role of history in Teaching Mathematics. With assistance from New Mexico state University s honors program, dean, http://emmy.nmsu.edu/~history/

TEACHING WITH ORIGINAL HISTORICAL SOURCES IN MATHEMATICS REINHARD LAUBENBACHER Department of Mathematics Virginia Polytechnic and State University Blacksburg, VA 24061-0123 USA 540-231-7506; 540-231-2606 (FAX) reinhard@math.vt.edu DAVID PENGELLEY Dept. of Mathematical Sciences New Mexico State University Las Cruces, NM 88003 USA 505-646-3901; 505-646-1064 (FAX) davidp@nmsu.edu Bienvenidos! Here we offer our experiences and materials from using original historical sources in teaching mathematics. These pages are still under construction, so check back as we add more things. (Some of the links are to .pdf or .dvi or .ps files. If other formats are needed, let us know.) We welcome your comments and suggestions for improvements. We also wish to provide information about others who are teaching with original sources, so we welcome suggestions for other links to include here. Below we provide information on: Our own odyssey on teaching with original sources. Our first book Mathematical Expeditions: Chronicles by the Explorers Our second book : A Capstone Book of Original Sources Our graduate course on The Role of History in Teaching Mathematics.

38. Lesson Plans Can be used in US history and government classes for teaching about the Sponsored by Michigan state University, the site provides K12 teachers, http://www.csun.edu/~hcedu013/plans.html

Lesson Plans Teaching Strategies Lesson Plans Academy Social Studies Curriculum Exchange Elementary School (K-5). 50 lesson plans for primary grade students. Academy Social Studies Curriculum Exchange Intermediate School (6-8). 80 lesson plans appropriate for grades 6-8. Academy Social Studies Curriculum Exchange High School (9-12). 95 lesson plans suitable for the high school level. Academy Miscellaneous Curriculum Exchange Elementary School (K-5). 36 miscellaneous lesson plans for students in grades k-5. Academy Miscellaneous Curriculum Exchange Intermediate School (6-8). 25 miscellaneous lesson plans for the middle school. Academy Miscellaneous Curriculum Exchange High School (9-12). 14 miscellaneous lesson plans for the 9-12 grades. Afghanistan:Land in Crisis. Afghanistan: Land in Crisis, presented by National Geograpic.Com., features news, background, online activities, teachers' guides, lesson plans, a regularly updated interactive map, photos, and a message board. Africa. Based on a PBS broadcast, the site includes: Africa for Kids where Fimi, a youngster from Nigeria serves as the guide to a variety of fun activities for elementary level students; Photoscope where older students can look at contemporary Africa in five photo essays; and Africa Challenge where students can show how much they know by playing a game. Also featured is Teacher Tools with four units on Africa.

39. Foreign Language Lesson Plans And Resources For Teachers The lesson plans were created by participants from Illinois state University . Presents a glimpse of French history and civilization with pictures and http://www.csun.edu/~hcedu013/eslsp.html

Lesson Plans and Activities Resources Museums and Exhibits Lesson Plans and Activities Bonjour. The site, for students and teachers of French, offers a host of activities and resources. Casa de Joanna: Spanish Activities and Casa de Joanna: French Activities On-and off-line activities for middle and high school Spanish and French classes. Also included are lesson plans and printable worksheets. C.B. Putnam's Home Page Foreign Language Teaching on the Internet: Resources with Teaching Activities. Teaching activities and materials for French, German, Italian and Spanish classes. Cooperative Learning in Modern Languages. Pete Jones, Head of Modern Languages at the Pine Ridge Secondary School in Ontario (Canada), presents lessons useful for creating a student-centered language class. Print them out. Some will give you instant lesson plans for your next day's class. Several of the activities are available for languages other than French. Decouvrons le Canada. Pete Jones and his team of teachers has brought together close to 900 links to Canada, all in French. The site also features scavenger hunts for students based on ite various Web pages. Lesson plans and online activities for elementary, middle and high school levels. Additional resources are also included.

40. ERIC Digest Blog state Certification Requirements for history Teachers. ERIC Digest. This ERICDigest is by Sarah Drake Brown. From the ERIC Digest http://eric-digest.blogspot.com/2005/05/state-certification-requirements-for.htm

@import url("http://www.blogger.com/css/blog_controls.css"); @import url("http://www.blogger.com/dyn-css/authorization.css?blogID=6514128"); @import url(http://www.blogger.com/css/navbar/main.css); @import url(http://www.blogger.com/css/navbar/1.css); BlogThis! ERIC Digest Blog This blog features the different education ERIC Digests created by the ERIC Clearinghouse system. These clearinghouses are now gone but this blog will highlight the various ERIC Digests. These digests were well done and they deserve the continued attention of parents and educators. Wednesday, May 11, 2005 State Certification Requirements for History Teachers. ERIC Digest . This ERIC Digest is by Sarah Drake Brown. From the ERIC Digest: In concert with a rising interest in history education, there is concern about the quality of education and certification of history teachers. Many researchers, theorists, and specialists have weighed in on the issue of teacher preparation and certification. To what extent are history teachers prepared and certified to teach the discipline? This Digest discusses (1) general findings about out-of-field teaching, (2) findings about state teacher certification requirements, (3) findings about content standards for teacher preparation and licensure, and (4) recommendations for improving preparation and certification requirements for history teachers. OUT-OF-FIELD TEACHING IN HISTORY AND SOCIAL SCIENCES According to the U.S. Department of Education's National Center for Education Statistics School and Staffing Survey, in 1999-2000 71% of middle school history teachers lacked a college major in history or certification in history; 11.5% lacked a college major, a college minor, or certification in history. At the high school level, 62.5% lacked a college major or certification in history and 8.4% lacked a college major, college minor, or certification. The results for social science teachers were not quite as dismal, but they were notable nonetheless. Most striking is that the percentage of middle and high school teachers who had neither a college history major nor certification increased since 1987-1988. The high school increase was slight-62.1% to 62.5%. But at the middle school level, out-of-field teachers increased from 67.5% to 71% (Gewertz 2002).

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