1. World History Connected | The E-Journal Of Learning And Teaching | Home WHC 2.2 World history poses extraordinary demands upon those who teach it, Modern Warfare An Overview for world history teachers by Wendy Lynch and http://worldhistoryconnected.press.uiuc.edu/

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 H-Africa ... 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 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.

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12. The Learning Page--Getting Started: Directory Of Internet Resources These tools should be useful to any world history teachers. HWorld - A discussion group on teaching and researching world history. http://memory.loc.gov/learn/start/inres/world/teach.html

The Library of Congress Abzu - Searchable bibliography of web resources on the ancient Near East. Maintained by Charles E. Jones, University of Chicago. http://www.etana.org/abzu/ AP World History http://www.collegeboard.com/ap/students/worldhistory/ Best of History Web Sites - Extensive links to history web sites, rated by history teacher Thomas Daccord. http://www.besthistorysites.net/ Council on Islamic Education: Resources for Teachers - The Council on Islamic Education provides essays and background teachers of world history should consider as they decide how they will deal with religion in their teaching. http://www.cie.org/teachers.asp Early Modern History http://www.earlymodernweb.org.uk/ External Gateway to Classics Resources on the Web - Cambridge University provides links in six categories: literature, philosophy and science, history, art history and architecture, linguistics, and general classics resources. http://www.classics.cam.ac.uk/everyone/links/links.html Global History - An archive of lesson plans from The New York Times. Example topics: refugees, Afghan history, Sino-Russian relations, intelligence agencies around the world, plagues and pestilence.

13. Issues In Global Education - Contending Definitions Of World History Teaching world history with a global perspective remains one of the most difficult challenges facing social studies. Undergraduate preparation in world http://www.globaled.org/issues/151/c.html

A Global Approach to World History by Andrew F. Smith Fifteen years ago, few high school students elected to take world history courses. Since then many states and school districts have instituted requirements for world history. Teaching world history with a global perspective remains one of the most difficult challenges facing social studies. Undergraduate preparation in world history for future social studies teachers is weak or nonexistent in many colleges and universities. Whatever their background, every teacher must continue their own education as the world keeps changing and so does our understanding of world history. Consequently, many teachers find themselves assigned to teach world history courses without adequate preparation. Even with extensive knowledge and substantive understanding, teaching all of the major contributions of all the world’s civilizations is simply impossible. Hence, content must be included and excluded, but the best selection criteria for making this decision remains elusive. The American Forum for Global Education is delighted to focus this issue on the teaching of world history. This issue includes a conceptualization of world history by Ross Dunn, professor, San Diego State University, and an excellent list of resources prepared by Fred Czarra, international education consultant, Council for Chief State School Officers, and Heidi Rupp, president, the World History Association and Linda Brown, Int’l Baccalaureate Coordinator at the Milford Mill Academy in Baltimore County, Maryland. We hope this issue will spark a constructive dialogue among global educators and those who teach world history.

14. SPICE - Useful Links For Teaching About Asia See especially the National Standards for World History (1996 Edition) and List of world history teaching Units. National Clearinghouse for USJapan Studies http://spice.stanford.edu/docs/workshops/links.php

USEFUL LINKS FOR TEACHING ABOUT ASIA ABC-CLIO : The online presence of this publisher of educational and reference products. ABC-CLIO focuses on history and social studies resources for the scholar,student, teacher, and librarian in universities and secondary schools. Explore their resources section for middle and secondary schools, as well as their series of Global Studies Handbooks on Asia. American Forum for Global Education : The American Forum is a non-profit organization promoting the education of American youth for responsible citizenship. The website features a searchable database of teaching materials, as well as information on a number of travel and study programs to Asia and elsewhere in the world. Asia for Educators : A resource site for teachers developed by Columbia University's East Asian Curriculum Project (EACP), a national initiative devoted to supporting education on Asia at the secondary and elementary levels. Focusing primarily on China and Japan, the site features teaching units, lesson plans, primary-source readings, resource lists, bibliographies, and more. AskAsia : The Asia Society's online clearinghouse for K-12 Asian and Asian American studies.

15. World History Teaching Standards Teach. world history teaching Standards. Previous message Literature in the classroom; Next message North on Challenges and Rewards of Teaching http://www.eh.net/pipermail/eh.teach/1994-November/000801.html

EH.Net Mailing List Archive: EH.Teach World History Teaching Standards Previous message: Literature in the classroom Next message: North on Challenges and Rewards of Teaching Messages this month, by: date thread subject author EH.Teach archives: General overview To subscribe: EH.Teach overview page To search: Only in EH.Teach MITCH at UMBC2.UMBC.EDU ( MITCH at UMBC2.UMBC.EDU Sat Nov 12 19:14:08 EST 1994 csociety at cs.muohio.edu ECONHIST.TEACH at cs.muohio.edu. For more information, send the message "info ECONHIST.TEACH" to lists at cs.muohio.edu.

16. Why Teach History? - World History & Geography This resource for high school teachers of world history and geography includes a concise alternative textbook, instructional materials and activities. http://www.studentsfriend.com/onhist/uses.html

navigation Home Purpose The Student's Friend Teacher's aids ... Store page summary Why study history? History is the story of the human world. History seems to be more popular than ever with the public. Progressive and postmodernist scholars have questioned the uses of history. Nonetheless, history remains a central feature of the school curriculum for these reasons: -History shows us what it means to be human. -History improves judgment. -History provides instructive examples. -History makes us better thinkers. -History supports common cultural understanding and dialogue. -History satisfies a need for identity. -History gives pleasure. -Studying the past is preparation for the future. 2004 Michael G. Maxwell Teaching history and geography: The goal of education Combining history and geography The nature of history Why teach history? What to teach How to teach Learning and thinking A note to new teachers "The student who reads history will unconsciously develop what is the highest value of history: judgment in worldly affairs. This is a permanent good, not because "history repeats" - we can never exactly match past and present situations - but because the "tendency of things" shows an amazing uniformity within any given civilization. As the great historian Burckhardt said of historical knowledge, it is not 'to make us more clever the next time, but wiser for all time.'" -Jacques Barzun

17. Teaching And Learning About Time Line World History Time Line world history Web Sites to help you with Social Studies teaching! http://www.teach-nology.com/teachers/subject_matter/social_studies/time_lines/wo

Curriculum Lesson Plans Organizers Rubrics ... CIA World Factbook - An excellent source of information on every country in the world. HyperHistory Online - "HyperHistory Online navigates through 3 000 years of World History with links to important persons of world historical importance; civilization timelines; events and facts; and historical maps." International Migration - International migration from B.C. to this day. TheHistoryNet Archives:World History - Collection of frequently updated articles, reviews, and photographs about historical events around the world. Western Civilization - Western Civilization chronology. World History - Timelines for each day in history and a universal history with timelines of countries, states and cities. Timelines include references and hypertext to other related timelines, often from source countries. World History Course - Complete course with notes, questions, and links, useful for homeschooling or tutoring at regular and advanced levels. Over 2500 links for over 40 different social studies categories. Participate in teaching discussions on our message board: Grades K-2 Grades 3-5 Middle Level High School ... Site Map Teach-nology - The Art and Science of Teaching with Technology is a registered trademark.

18. World History Lesson Plans Voting lessons for social studies teachers! Home Teacher Resource Lesson Plans Social Studies world history http://www.teach-nology.com/teachers/lesson_plans/history/world_history/

Curriculum Lesson Plans Organizers Rubrics ... A Broad Study of Brazil - To increase knowledge over diversity meanwhile practicing research, writing, art, and collaborating skills. Ancient Egypt - This lesson plan incorporates library skills with classroom activities to create hieroglyphic stories. Anne Frank in the World - A teacher workbook for a complete unit. Australia - As students use the Internet to become familiar with Australia, they will create a giant travel brochure. Causes of World War I - The student will use two or more encyclopedias to gather general information about World War I. Chess: A Game or Rules of Society? - This particular lesson is a one day activity that can be used almost any time during a Western European History Unit. At the conclusion of the lesson, each student will be able to identify the social classes of medieval Europe, and utilize the chess board and pieces to understand their relationship to each other. Christmas Around the World - Students are prompted to contrast and compare traditions/customs of how Christmas is celebrated around the world.

19. American Historical Association: Training Teachers To Teach History In K-12: Cal Teaching world history A Resource Book (Westview, 1997). Peter Stearns, Peter Seixas and Sam Wineburg (eds.), Knowing, Teaching and Learning history (NYU, http://www.historians.org/teaching/Methods/longbeach.htm

California State University at Long Beach by Tim Keirn and Wendy Hayes-Ebright The Single-Subject Secondary-Education program requires three courses directed by the History Department in collaboration with faculty from Geography, Economics and Political Science: SPRING 2003 Integrating Content and Pedagogy for Pre-Service Teachers C/LA 495: Social Science For Teachers Instructors: Tim Keirn, Department of History e-mail: timkeirn@csulb.edu timkeirn@csulb.edu Office Hours: Tuesday 3-4; Wednesday 10-11 and 1-2 EDSS 450S: Curriculum and Methods of Teaching Social Science Wendy Hayes-Ebright, Department of Teacher Education LA 2 Room 205 (985-4423 CSULB History Department phone; fax 562-985-5431) Office hours by appointment Long Beach Unified Schools, Gate Office 562-426-9538 (fax: 562-426-6318) E-mail: whayes@lbusd.k12.ca.us

20. John Ledyard’s Journal: Using Personal Narratives To Teach World History For teachers of world history, the question of how different peoples When I teach world history courses, however, I am also looking for ways to position http://chnm.gmu.edu/worldhistorysources/d/147/whm.html

John Ledyard’s Journal: Using Personal Narratives to Teach World History Thomas Ewing Virginia Tech Printer-Friendly Version For teachers of world history, the question of how different peoples encounter each other is a central concern because these experiences often reveal how interactions and perceptions shape broader patterns of historical change. John Ledyard’s journal account of his Pacific Ocean voyage in the late 1770s is an excellent example of how Europeans perceived the indigenous peoples of “other” worlds as they were encountered through journeys of exploration. Ledyard’s journal also offers a perspective that tends to remain peripheral to world history textbooks and curricula. Although Ledyard called himself a European, his emerging identity as an American produced appraisals of the Pacific coastline and concerns about indigenous peoples that differed from those of his English shipmates. At the same time, this journey into the northern Pacific Ocean brought Ledyard into contact with Russians exploring the far eastern reaches of their empire. The mutual fascination between these two sets of explorers revealed not only how “European” power was increasingly global, but also how previously dominant world powers, especially England, had to contend with emerging regional powers in the United States and Russia. Given this combination of significant themes and unique perspectives, Ledyard’s

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