21. Summer Institute Energizes Professors’ Teaching Of Islam’s Role In W Summer institute energizes professors’ teaching of Islam’s role in world who teach in a range of disciplines—from art history to political science—an http://chronicle.uchicago.edu/050714/summerinstitute.shtml

July 14, 2005 Vol. 24 No. 19 current issue archive / search contact By Jennifer Carnig News Office The faculty attend class five days a week and study side-by-side with Donner, institute co-director and Ball State South East Asian studies professor Kenneth Hall, and six guest instructors who lecture on the emergence of Islamic societies in regions of the non-Western world. Now in its third incarnation, both Donner and Hall said they keep participating in the institute because of the intellectually rigorous discussions that occur every day in class. In a recent Monday morning class, participants debated about everything from the role of women in Islam and the qualifications for leaders in the early Islamic community to pedagogical issues and how to determine the value of a historic source. F. Rachel Magdalene, a religion professor at Augustana College in Rock Island, Ill., said lively discussion is typical of the group, and she credits the time spent in an intellectual community bound together by a shared interest in Islam with energizing her as a scholar. Specifically, the project examines how multi-faceted networks of communication developed in the Islamic world, and how these were critical to changes taking place in existing but transitional and newly emerging cultures.

22. NewsHour Extra Teacher Resources world history and International News Here you will find NewsHour Extra stories written for Learning to be Fit New PE classes teach healthy living http://www.pbs.org/newshour/extra/students/world/

Featured Lesson Plan The Gulf Coast Region Click here for more current events lesson plans matched to national standards. World History and International News Here you will find NewsHour Extra stories written for students and interactive reports based on stories from the NewsHour with Jim Lehrer, the nightly news broadcast on PBS. EXTRA STORIES: Holocaust Criminal-Hunter Dies: Holocaust survivor Simon Wiesenthal, 96, spent his life tracking down Nazi war criminals and seeking justice for genocide. 09.21.05 Israeli Jewish Settlers Leave Gaza: The Israeli government completed a historic forced evacuation of Gaza's Jewish settlements amid settlers' emotional pleas and protests. 08.22.05 African Nation Faces Deadly Food Shortage: International relief agencies are rushing to deliver food to the nearly one million starving children in the West African nation of Niger. 08.01.05 Who Was Behind the London Attacks?:

23. Reviews Of Women's History Curriculum - Women In World History Curriculum Nor are materials to teach the history of women in the United States. Shaping a Better world A teaching Guide on Global Issues/Gender Issues http://www.womeninworldhistory.com/currReviews.html

womeninworldhistory.com CATEGORIES Today's Heroes Biographies Lessons Essays Reviews Curriculum Books Historical Mysteries About Us ... Search this Site 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.

24. World History Blog: Using Historical Statistics To Teach About World War II. Statistics can be used to teach history in many ways. This essay looks at how to teach world War 2 using them. From the site http://world-history-blog.blogspot.com/2004/01/using-historical-statistics-to-te

@import url("http://www.blogger.com/css/blog_controls.css"); @import url("http://www.blogger.com/dyn-css/authorization.css?blogID=7306557"); @import url(http://www.blogger.com/css/navbar/main.css); @import url(http://www.blogger.com/css/navbar/1.css); Notify Blogger about objectionable content. What does this mean? BlogThis! World History Blog Blog that features different aspects of world history. I can't cover it all but sites dealing with any historical issue or topic are possible future posts. Also includes sites which discuss teaching history. Some descriptions for sites are taken from the Open Directory Project. Tuesday, January 20, 2004 Using Historical Statistics To Teach about World War II. Using Historical Statistics To Teach about World War II. Statistics can be used to teach history in many ways. This essay looks at how to teach World War 2 using them. From the site: 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.

25. World History Blog: Using Primary Sources On The Internet To Teach And Learn His Blog that features different aspects of world history. I can t cover it all but sites dealing with any Primary sources are a good way to teach history. http://world-history-blog.blogspot.com/2004/03/using-primary-sources-on-internet

@import url("http://www.blogger.com/css/blog_controls.css"); @import url("http://www.blogger.com/dyn-css/authorization.css?blogID=7306557"); @import url(http://www.blogger.com/css/navbar/main.css); @import url(http://www.blogger.com/css/navbar/1.css); Notify Blogger about objectionable content. What does this mean? BlogThis! World History Blog Blog that features different aspects of world history. I can't cover it all but sites dealing with any historical issue or topic are possible future posts. Also includes sites which discuss teaching history. Some descriptions for sites are taken from the Open Directory Project. Thursday, March 04, 2004 Using Primary Sources on the Internet To Teach and Learn History. Using Primary Sources on the Internet To Teach and Learn History. Primary sources are a good way to teach history. This paper gives some ideas for how to use the Internet to do this. From the site: The Internet enables teachers to enhance the teaching and learning of history through quick and extensive access to primary sources. This Digest discusses: (1) types and uses of primary sources, (2) using the Internet to obtain primary sources, and (3) exemplary World Wide Web sites providing primary sources. TYPES AND USES OF PRIMARY SOURCES.

26. How Best To Teach 'Asian' Survey Courses? How best to teach Asian survey courses? world history Archives Gateway to world history Images from world history Hartford Web http://www.hartford-hwp.com/archives/50/086.html

Documents menu Subject: H-ASIA: How best to teach 'Asian' survey courses? How best to teach 'Asian' survey courses? A dialog on H-Asia List May-June 1998 Date: Fri, 15 May 1998 19:52:36 -0400 In response to Jan Goodwin's comment on survey courses, I would like to add some complications: Although Prof. Goodwin's strategy of starting with the specific and then leading the students to the global or comparative, etc. will likely work quite well for some, for others the specific course might well be the only history course they ever take. The strategy then does not work. Another complication is that so many students are hesitant to take a thematic or more focused course. Given that their H.S. courses will likely leave most of the world as a blank (my daughter is now graduating from a H.S. in Texas where world history is a required course and little outside of Europe is coveredand her teacher has taught her some interesting history), most themes or focused courses on China or S.E. Asia or Africa are meaningless and a bit off-putting to them (they never heard of land tenure or the Ming or a scholar-gentry, and they do not even know that Mao was a Chinese revolutionary, Confucius lived around 500 BC or Ho is a man's name, and so on). Most would not select a course with these terms or names in them. Where does this leave us? Until high schools better prepare our students (the students at my college are very goodmost in the top 10% of the high school class and a 1250 SAT averagebut they are still not well prepared in history) we will need to combine some basic introduction to our world along with pointing the way to theoretically sophisticated approaches, questions, themes, etc. It is a daunting task. My guess is that there is no one way to do this. Some combination of survey (we teach a world civilizations survey here) and thematic, area, and chronological courses will be needed.

27. The Policies Of World History Archives The purpose of the world history Archives site is to support those who would teach or learn about world history by offering over 11000 documents. http://www.hartford-hwp.com/archives/10/040.html

World History Archives home The policies of World History Archives By Haines Brown, 19 February 2005 If you have any questions or observations, please do write me at: brownh@hartford-hwp.com Philosophical presuppositions The purpose of the World History Archives site is to support those who would teach or learn about world history by offering over 11000 documents. The coherence of the site results from its implementing the social perspective of the modern working class. Suggestions that we can somehow jump out of our skin and adopt a metaphysical or imaginary lunar perspective on world history I find un-persuasive, and efforts in that direction seem either contradictory or ideological. Arguably, a social perspective is inevitable and, given that, the goal is to make our perspective as universal as possible rather than pretend we might somehow escape having any interests or holding any position. I here attempt to implement this universality in two ways: I adopt the perspective of the working class, arguably the only universal class, and I widen the scope of documents to include the whole world (for a universal capitalist perspective, see works associated with world systems theory ). However, the site does not impose these constraints rigidly, and it offers documents on a variety of subjects that might be of interest or use, or even amusement.

28. Create And Teach World History Create and teach world history. Those who want to develop a structure of world history might visit the following pages. http://www.worldhistorysite.com/createandteach.html

29. UNC-CH Department Of History - We Teach The World We teach the world. (February 18, 2002) A history of the Modern world (9th edition 2002), by RR Palmer, Joel Colton and Lloyd Kramer. http://www.unc.edu/depts/history/news/teachtheworld.html

News Related Sites Undergraduate Program Graduate Program ... History Home Departmental News We Teach the World (February 18, 2002) In the last year, UNC-CH faculty have published textbooks that cover the world: From Village to Empire: The Romans and Their History (forthcoming in 2002), by M.T. Boatwright, D. Gargola, and Richard Talbert Medieval Europe: A Short History (9th edition, 2002), by C. Warren Hollister and Judith M. Bennett Born in Blood and Fire: A Concise History of Latin America , by John Chasteen A History of the Modern World (9th edition 2002), by R.R. Palmer, Joel Colton and Lloyd Kramer The American Journey: A History of the United States (2nd edition, 2001), by David R. Goldfield, William L. Barney , et.al. The World Transformed: 1945 to the Present (forthcoming in 2002), by Michael Hunt These textbooks speak volumes (pun intended) about our collective commitment to effective teaching. For more on that commitment, check out our teaching website and our Project on Historical Education Suggestions to: history@unc.edu

30. TEACH IN ASIA - Teach English In China - Teach, English, China Teach English, Te Also includes sites which discuss teaching history. world history Web Resources An Annotated Guide Provides an annotated guide to Web resources for http://www.teach-in-asia.net/index.php/Society/History/

Search: search the entire directory search this category only Teach in Hong Kong Teach in Korea Teach in Taiwan Teach in Thailand ... Timelines See also: Arts: Humanities Kids and Teens: School Time: Social Studies: History Reference: Archives: Arts Science: Anomalies and Alternative Science: Historical Anomalies and Revisionism ... Society: Genealogy This category in other languages: Arabic Azerbaijani Basque Belarusian ... Internet History Sourcebooks Project - An extensive set of collections of public domain and copy-permitted historical texts, maps, and articles on a wide variety of historical areas and subjects. Compiled by Prof. Paul Halsall at Fordham University. AbsoluteFacts.com - A selection of stories about historic people and events. Alice's Virtual Restaurant - A collection of links articles on various history subjects from ancient history to modern times. Electronic Cultural Atlas Initiative - Scholarly initiative to create a comprehensive interactive electronic historical world atlas combining mapping, imagery, and texts. Aims, technology, scope, themes, news, membership, conference. Free History - A search engine that indexes sites that deal with history.

31. Now Is The Time To Teach Democracy However, what they have in mind is not more world history but more I suggest that what our schools must do is to teach young people the virtues and http://www.brookings.edu/views/op-ed/ravitch/20011017.htm

Brookings Governance Studies Brown Center on Education Policy News Releases ... Site Map Now is the Time to Teach Democracy Education Week October 17, 2001 Diane Ravitch Nonresident Senior Fellow Governmental Studies mailhide2('feedback', 'brookings', 'edu', 'Now is the Time to Teach Democracy') Diane Ravitch On the morning of Sept. 11, 2001, I was sitting at my kitchen table, enjoying a second cup of coffee and reading the morning paper. A friend called to tell me that a plane had just crashed into the World Trade Center. I live about three blocks from the waterfront in Brooklyn, directly across the river from Lower Manhattan, so I ran to the harbor. Just as I arrived, the second plane crashed into the south tower of the World Trade Center. Along with about six others, I stood there wordless as we watched huge balls of flame and smoke erupting from the two buildings. On that bright blue, cloudless morning, the air in the harbor was filled as far as the eye could see with tiny bits of paper, like confetti in a ticker-tape parade, the paper blown off the desks of people who worked in the upper floors of the burning buildings. All that day, ashes and soot rained down on my neighborhood. Cars were coated with the air-borne ash, and a distinctive sickening smell, something akin to burning plastic, permeated the air.

32. English Club ~ Learn English | Teach English for learners and teachers of English, ESL world Country sites and forums for learners and teachers of English This Week in history http://www.englishclub.com/

English Club lessons games quizzes forums ... ESL Web Links Learn English Hot Links English Lessons Grammar Vocabulary Pronunciation Listening ... Writing Interactive ESL Help Desk ESL Games ESL Quizzes ESL Forums ... ESL Chat Room Special Interest Business English English for Work Young Learners ESL Exams ... Site Map best seller Pronunciation Power Improve your English with the world's #1 ESL pronunciation program. Buy now Learn more English Club WWW Welcome to English Club, a site to help you learn English or teach English as a second language. Access to all pages is free. You'll find everything from lessons for students to jobs for teachers, including interactive pages such as forums, games, quizzes, chat, help and penpals. Learning Centre Lessons and special interests to help you learn English ESL Clubhouse Forums, chat, games, quizzes for everyone learners and teachers Teachers Lounge Lesson plans, jobs, teacher discussion to help you

33. Links To Related Organizations American Historical Association Web Hteach (for college and university history teachers) world history Association (WHA) web www.woodrow.org/teachers/world-history http://www.csulb.edu/~histeach/Links

Links to Related Organizations American Historical Association web: www.historians.org H-High-S (for high school history teachers) web: h-net2.msu.edu/~highs H-Teach (for college and university history teachers) web: h-net2.msu.edu/~teach The History Cooperative web: www.historycooperative.org History Teaching Alliance web: hss.cmu.edu/nhen National Center for History in the Schools (NCHS) e-mail: gnash@ucla.edu National Council for History Education (NCHE) web: www.history.org/nche e-mail: nche19@mail.idt.net National Council for the Social Studies (NCSS) e-mail: ncss@ncss.org National History Day (NHD) web: www.thehistorynet.com/NationalHistoryDay e-mail: hstrydayaol.com Organization of American Historians (OAH) web: www.oah.org World History Association (WHA) web: www.woodrow.org/teachers/world-history Organizations wishing to add links to this section are invited to contact Connie George at (760) 767-5938 or conniegeorge@thehistoryteacher.org.

34. Classroom Lesson Plans: Helping Teachers Teach History Teachers can access history resources and lesson plans arranged by grade and history teachers, including 1200 history Departments Around the world, http://hnn.us/articles/875.html

@import url("/css/style.css"); HNN History News Network Because the Past is the Present, and the Future too. Donations Archives ... FAQs Search HNN: Breaking News Departments HNN Articles Hot Topics Books Features ... Log In 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.

35. History News Network Re How to teach the ancient world ( 47689) world history, however, tends to explore social relations and political economy, using them to compare http://hnn.us/readcomment.php?id=47689

36. History Channel - Classroom In support of the world premiere of, Crusades The Crescent the Cross, teach your students about their hometown history and help them make a http://www.historychannel.com/classroom/classroom.html

Sponsor Space Week THE HISTORY CHANNEL, in partnership with Kennedy Space Center Visitor Complex, is gearing up for a week of programming highlighting the history of space exploration. As part of this exciting enterprise, THE HISTORY CHANNEL is sponsoring a contest challenging middle school students to explore the history of the space program. The grand prize for this contest is a trip for four to the Kennedy Space Center Visitor Complex with admission to the Astronaut Training Experience! For contest rules click here . To launch this contest, the first 100 teachers to download the "Save Our History: Apollo" study guide will receive a Sonic Inflatable Planet Kit with all 9 planets and the sun! The study guide is available by clicking here Celebrate Hispanic Heritage Month! $2000 in scholarship money. All high school students are welcome to participate, and Spanish language, history, and art students will find this project particularly appealing. By participating, your students will learn about local Hispanic culture, as well as practice their photography skills! Along with the photo contest we are offering over 45 hours of documentaries, online resources, and special complimentary viewing guides in English and Spanish. Suggestions for creating a local fiesta, involving your participating students and their families, will also be available. For contest rules and more information about this exciting celebration

37. National Standards For United States History -- Grades 5-12 of efforts to teach and write a more balanced and inclusive world history. The United States and world history Standards were revised in early 1996. http://nchs.ucla.edu/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.”

38. Diane Ravitch: Now Is The Time To Teach Democracy We must not teach children to tolerate fanaticism, be it political or religious. However, what they have in mind is not more world history but more 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 DIGEST HOME PAST ISSUES SEARCH ABOUT THE HOOVER DIGEST ... SUBSCRIBE

39. JAHC: Journal Of The Association For History And Computing Using Digital Primary Sources to teach world history and world Geography Practices, Promises, and Provisos. by Adam Friedman http://mcel.pacificu.edu/jahc/JAHCVIII1/articles/friedman.htm

home current issue past issues about JAHC ... submissions Using Digital Primary Sources to Teach World History and World Geography: Practices, Promises, and Provisos by Adam Friedman University of North Carolina at Charlotte Abstract Primary sources that are in electronic format are referred to as digital primary sources, and hold the potential to change the way in which secondary world history and world geography is taught and learned. This paper presents a review of the literature concerning current practices of primary source and technology use in the K-12 social studies classroom, as well as reflects experiences of how digital primary sources were used in a post-secondary United States history course. Both the promises that digital primary sources present, as well as their potential downside are discussed. A "primary source[s] give[s] the words of the witnesses or the first recorders of an event" and leaves interpretation up to the individual. [ ] Primary sources enable a person interested in investigating a historical event the opportunity to analyze the causes and effects of a past event based on the accounts of a person who was present at the time the event took place. The Library of Congress has divided primary sources into five categories: artifacts, documents, oral histories, sounds, and visuals. [ ] While each of these is distinct in their properties, they all fall under the umbrella of the definition of a primary source, as they are original in nature and can be interpreted differently by different people. Digital primary sources contain the same qualities as primary sources, but as Lee and Clarke (2003) put forth, are "stored as electronic collections in formats that facilitate their use on the World Wide Web". [

40. Certification Requirements To Teach History, Department Of History, Southern Ill of Requirements for Certification to teach history, Completion of two semesters of world history and the Strong Minor in Social Sciences....... 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

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