41. Undergraduate Programs Students preparing for Certification to teach history or Social Studies must select At least one of these courses must be in European or world history, http://www.siue.edu/HISTORY/undergraduateprograms.html

Welcome Undergraduate Programs Graduate Programs Certification to Teach History ... Contact Department of Historical Studies Undergraduate Programs General Education Requirements Bachelor of Arts or Bachelor of Science History Degree Requirements Transfer Courses ... Secondary Teaching Certification General Education Requirements Students applying for a major in any history program must have completed the General Education requirements for writing skills (English 101 and 102 or equivalent) and all high school course deficiencies. Students should arrange an interview with the undergraduate adviser in history as soon as possible after applying for a major. Bachelor of Arts or Bachelor of Science History The Department of Historical Studies has two options within its Bachelor's degree program. One, the Bachelor of Arts degree, is often the first step in preparation for a career as a professional historian. It is also excellent preparation for the study of law or for many other kinds of professional training. The other, the Bachelor of Science degree, may be preferred by students contemplating careers in the business world, government service, journalism and editing. Students pursuing either a B.A. or a B.S. degree may seek work in the field of Public History, that is, as workers in museums, archives, national parks and monuments or other venues where the services of a person trained in historical analysis are required. To prepare students for this sort of work, the Department offers HIST 490, an elective supervised internship with an historical agency for up to 6 hours of credit.

42. Ancient Times--Ancient History/World History Lesson Plan (grades K-5)--Discovery Ancient civilizations left illustrated or written records that teach us about them. of various cultures of the world at various times in their history. http://school.discovery.com/lessonplans/programs/ancienttimes/

postionList = "compscreen,hedthick,admedia,tower,nuiad,interstitial"; OAS_RICH("interstitial"); OAS_RICH("admedia"); Grades K-5 Grades 6-8 Grades 9-12 Astronomy/Space ... Health History Ancient History U.S. History World History Life Science Animals Ecology Human Body The Microscopic World ... Weather K-5 > Ancient History Grade level: K-2 Subject: Ancient History Duration: Two class periods Objectives Materials Procedures Adaptations ... Credit Objectives Ancient Egypt Buy this video View a clip Use our free online Teaching Tools to create custom worksheets, puzzles and quizzes on this topic! Students will understand the following: Ancient civilizations left illustrated or written records that teach us about them. In some ways, our lives today are similar to the lives people lived thousands of years ago, but in most ways, our lives are very different. Materials For this lesson, you will need: Access to the Internet Paints and brushes, crayons, or markers in various colors Long roll of brown paper or newsprint Tape or other means of attaching paper to wall Procedures Ask students to tell you what these illustrations can tell us about life in ancient times. Guide them to notice that the wall paintings tell us at least the following:

43. Linking September 11 And Its Aftermath To Curricula Using the challenging essays in the SSRC collection to teach about these issues Understand longterm changes and recurring patterns in world history. http://www.ssrc.org/sept11/essays/teaching_resource/tr_curriculum_standards.htm

the teaching resource Home Teaching Guides Globalization New World Order? ... Other Websites Linking September 11 and its Aftermath to Curricula Performance Standards View/print text only Engaging high school students in the analysis of the events that began on September 11th will contribute to the broader effort to educate citizens so that they will be committed to active engagement in the democratic process. It also provides them with the tools to examine critically the controversial issues of our day. Using the challenging essays in the SSRC collection to teach about these issues can fulfill the performance standards and competencies that have been set for history and social studies (especially at the Advanced Placement level). Some of the skills this teaching resource aims to develop are: reading comprehension extrapolation (articulated in oral or written form) of main points from written sources critical analysis (articulated in written or oral form) of primary and secondary sources for internal consistency and logic (and where appropriate accuracy) comparisons (for similarities and differences) of alternative perspectives, and changes over time

44. History, Democracy, And Citizenship | The Debate Over History's Role In Teaching This debate about using history to teach citizenship, democracy, These include teaching American history in its own right (rather than as part of world http://www.oah.org/reports/tradhist.html

History, Democracy, and Citizenship Table of Contents Introduction A Summary of the Debate: Proponents of "Traditional History" Counterarguments Some Points of Agreement Bibliography ... Endnotes Introduction This debate about using history to teach citizenship, democracy, and patriotism is also taking place across the nation in places where state social studies and history standards for the schools are being reconsidered. Minnesota, for example, is in the middle of a contentious process of revising its state social studies standards. Commentators around the country, including parents, teachers, journalists, curriculum specialists, state officials, and politicians, are casting a new eye at how American history is treated in the schools in their states. A Laura Puaca April 1, 2004 Why history matters Education for Democracy least Sheldon Stern, writing for the Thomas B. Fordham Institute, also notes that secondary students are no longer expected to write research and term papers in U.S. history and that many students come to college with no experience writing papers. And what they do know is skewed In their introduction to Where Did Social Studies Go Wrong?

45. Using Literature To Teach History: | Literature | OAH Magazine Of History “Teaching world history with ‘Things Fall Apart,’” by Martha J. Feldmann. Teaching history A Journal of Methods 20 (Fall 1995) 7277. http://www.oah.org/pubs/magazine/literature/kelly.html

Using Literature to Teach History: An ERIC/ChESS Sample David Kelly The Educational Resources Information Center (ERIC) information network is the largest database for educational literature in the world. One of the greatest strengths of this database is the interdisciplinary nature of its documents. These documents cover fields as diverse as science, rhetoric, and journalism, as well as the social studies. edrs@inet.ed.gov dkelly@indiana.edu General Discussion Social Studies Journal 26 (Spring 1997): 26-35. Creany maintains that historical fiction provides children with the opportunity to vicariously live the events of the past, learn about their heritage, and develop a sense of the sweep of history. She recommends several books covering different historical periods and includes related instructional activities. Social Studies and the Young Learner 5 (January-February 1993): 19-22. The use of historical novels in the elementary curriculum is becoming increasingly popular. To support this trend, the authors provide a four-step process that guides instruction using novels. They include recommendations for novel selection, teacher preparation, and enrichment activities. United States History Teaching American History through the Novel Native Americans in Fiction: A Guide to 765 Books for Librarians and Teachers , K-9, by Vicki Anderson. McFarland and Company, Inc., Publishers, Box 611, Jefferson, NC, 1994. This listing provides bibliographic information on 765 fiction books intended for grades K-9 and focusing on the social life and customs of Native Americans and their contributions to U.S. society. It presents materials alphabetically by nation, and includes a list of Native American nations and their locations, and a list of the books arranged by grade level.

46. Resources For Teaching About East & Southeast Asia: An Annotated List East Asia in world history A Resource for Teachers, Columbia University s resource site for teachers of world history, world geography, and world cultures http://newton.uor.edu/Departments&Programs/AsianStudiesDept/general-teach.html

See also the pages on teaching resources for China Japan Korea All Asia Maps Resources Compiled by University of Washington University Libraries American Academy of Religion (AAR) Syllabi Project The American Forum for Global Education A private, non-for-profit organization dedicated to the development of educational programs & materials "focused on giving young Americans a global perspective as an accepted part of their educational background" Asian Studies Development Program's database of Asian Studies instructional materials, indexed by categories from accounting to women's studies Asia EdNet An Australian government-funded project helping teachers "to network with each other & share ideas & resources" on teaching about Asia & to develop "a professional development strategy" Asia for Educators Asia Maps A collection of map images Searchable by country, city - region, or keyword

47. Using Literature To Teach Japan | Internet Guide | National Clearinghouse For U. into world history courses, (2) to compare cultures while teaching about (3) to use literature to teach the history of a significant period in http://www.indiana.edu/~japan/iguides/lit-guide.htm

Teachers Students General Information Headlines New Contents Lesson Plans For Students Poetry Organizations ... Resources See the accompanying Digest Also available in a printer-friendly version and in PDF format About the Clearinghouse Lesson Plans Lesson Plan Database Lesson plan sites U.S-Japan Database of educational materials Publications Teaching about Japan Information Packet Japan Digests Internet Guides ... Bibliographies NEW Books Shinbun Resources State Standards Award-Winning Children's Literature Other Educational Resource Centers Miscellaneous Educational Resources ... Traditional Home Internet Guide Using Literature to Teach Japan Links verified July 2005 Current as of July 2004 Intended to supplement our Japan Digest of the same name , this Internet Guide presents annotated links to lesson plans based on several works of literature mentioned in the Digest. It also offers links of interest to students, links to sites about haiku and tanka, and links to organizations. Lesson Plans The Tale of Genji [Audio/Video/Text] http://www.columbia.edu/itc/eacp/asiasite/topics/index.html?topic=Genji+subtopic=Intro

48. Japan Digest | Using Literature To Teach Japan She has served as a National Consortium for Teaching about Asia seminar leader. Many world history textbooks make reference to this dramatic period in http://www.indiana.edu/~japan/Digests/lit.html

Teachers Students General Information Headlines New Contents Medieval Period World War II Contemporary Times References and Resources Also available in pdf or in a printer-friendly version Patience Berkman, About the Clearinghouse Lesson Plans Lesson Plan Database Lesson plan sites U.S-Japan Database of educational materials Publications Teaching about Japan Information Packet Japan Digests Internet Guides ... Bibliographies NEW Books Shinbun Resources State Standards Award-Winning Children's Literature Other Educational Resource Centers Miscellaneous Educational Resources ... Traditional Home Japan Digest Using Literature to Teach Japan Patience Berkman September 2003 Japan Digest will focus on literature from Japan which represents historical eras emphasized in the National World History Standards, specifically the medieval period, the World War II era, and contemporary Japan. The works reviewed here are appropriate for middle and high school students and provide connections to a variety of disciplines. Medieval Period.

49. Finding A Roadmap To Teach Kids About Mideast - World News - MSNBC.com Finding a roadmap to teach kids about Mideast. Study examines history Differences over history textbooks continue to riddle nations the world over. http://www.msnbc.msn.com/id/7759863/

Skip navigation World News Intl Terrorism Conflict in Iraq ... Most Popular NBC NEWS MSNBC TV Today Show Nightly News Meet the Press ... World News Finding a roadmap to teach kids about Mideast Study examines history textbooks for Israelis, Palestinians Uriel Sinai / Getty Images file Palestinian school children of different ages share a single class at the regional school near the Jewish settlement of Maon in February in the West Bank village of At Tawina. document.write(""); Jill Wagner document.write(''); Reporter NBC News Winston Churchill said, "History is written by the victors." What, then, is written in the history books of two cultures still at odds? A recent study conducted by Dr. Ruth Firer, an Israeli professor at Hebrew University, and Dr. Sami Adwan, a Palestinian professor at Bethlehem University, examines Israeli and Palestinian textbooks to find out what each side says - and doesn't say - about the other. In the Middle East, where the Arab-Israeli conflict has taken thousands of lives in just the last few years, the content of textbooks has always been a lightning rod for controversy, especially since Mahmoud Abbas was elected leader of the Palestinian Authority in January.  Israeli Prime Minister Ariel Sharon recently declared, "Palestinian education and propaganda are more dangerous to Israel than Palestinian weapons." Sharon has demanded that Abbas take steps to "immediately" replace the "inflammatory" texts.Â

50. Intro. Modern World History Exam Questions to an introductory modern world history course that I coteach with Lora A recently published world history textbook (authored by a trio of 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"?

51. World History Final Exam A number of us have shared syllabi through Hworld, but as we approach the end of way to get at different notions of formulating world history courses, 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

52. Time For Kids | Classroom | Reproducibles | Theme world history. Reproducibles (Click on the reproducible title for PDF) teach the 10/11/02 cover story Iraq A world of Continents September 27, 2002 http://www.timeforkids.com/TFK/class/reproducibles/theme/0,17836,World~History,0

var theon=null; var onSection="reproducibles"; var onSubSection=""; Reproducibles by Theme Animals Black History Bullying Elections Environment Government Geography Health Holidays Middle East Space Sports Technology Women World History Reproducibles (Click on the reproducible title for PDF) Helping South Asia January 14, 2005 A critical-thinking reproducible on the problems faced in South Asia after the tsunami A Year to Remember December 17, 2004 Challenge students to build a time line of important events that happened throughout the year. The Year in News December 17, 2004 Look back on some of the important events and people of 2004 with this word search. A Year of News December 17, 2004 Look back on some of the important events and people of 2004 with this word search. The Life of Columbus October 1, 2004 Students cut out pictures representing concepts and paste them near facts about Christopher Columbus. On the Ship October 1, 2004 For this activity, students must determine which objects were potentially used by Christopher Columbus. People on the Move January 30, 2004

53. Grand Avenue School - Teacher Resources an innovative, exciting, secure place to teach and learn up more than half of the world s population, but they don t populate the history books. http://www2.milwaukee.k12.wi.us/grandavenue/teachers.html

54. The Middle East Center - Teaching Library A collection of presentations for K12 teachers on how to teach Islam in the classroom Lesson plans correlate to National Standards for world history. http://mec.sas.upenn.edu/resources/teachinglibrary.html

Books, Lesson Plans, CD-ROMs, Handouts, and Teacher Guides for Your Classroom (Call 215-898-6335 to borrow materials or consult with us on topics covered by the books, and we will photocopy sections for your lesson plans.) A Medieval Banquet in the Alhambra Palace, ed. Audrey Shabbas (Arab World and Islamic Resources and School Services, 1993). A fun and comprehensive unit for middle and high school students on Islamic Spain, highlighting the enduring cultural aspects of Islamic civilization when it ruled over Spain. Includes great handouts, lesson plans, and student projects on Arabic food, music, architecture, games, clothing, and other contributions of Islamic civilization to Europe in medieval times. Each chapter of the unit can stand alone for classroom use. An A-Z of the Middle East: A Reference CD-ROM, Dominique Vidal and Alain Gresh (Sindibad Multimedia, 1998).

55. TeachersMediaCompany Government. Modern Issues. Religion. US history. War. world history teach your class everything they need to know about energy, including sources of http://www.teachersvideo.com/

igmenu_HeaderMenu1UltraWebMenu1_Menu=["HeaderMenu1:UltraWebMenu1",1,1,"","HeaderMenu1UltraWebMenu1Hover MenuHoverClass","HeaderMenu1UltraWebMenu1TopSelected TopSelected","/ig_common/images/ig_menuTri.gif",false,"100","100","NotSet","#A9A9A9","5","100","100","","","HeaderMenu1UltraWebMenu1Disabled MenuDisabledClass","HeaderMenu1UltraWebMenu1Item MenuItemClass","/ig_common/images/ig_menu_scrollup.gif","/ig_common/images/ig_menu_scrollup_disabled.gif","/ig_common/images/ig_menu_scrolldown.gif","/ig_common/images/ig_menu_scrolldown_disabled.gif",false,true,"",""]; igmenu_HeaderMenu1UltraWebMenu1_Events = [["",0],["",0],["",1],["",0],["",0]]; Videos DVDs Books Posters Curriculum Clips Modules Pamphlets Charts Transparencies And Much More! Quick Find Search Free Catalog Home Help Product Store Online Previews Special Offers Customer Service About Us My TMC CART VIEW Product QTY Price Cart Total : $0.00 EDIT CART CHECK OUT Arts Art Appreciation Art Creativity Artists Dance Instruments Music Music History Musicals Business Advertising and Marketing Business Leaders Careers/Skills Economics/Finance Management Technology Electronic Accessories Electronic Learning Players Storage Family Life Skills Cooking Dating Fashion Home Parenting/Family Foreign Language Asian Language/Culture Europe/Culture French Language Italian Language South America/Culture Spanish Language Bullying/Harassment Character Education Self Esteem Social Issues Study Skills Violence Prevention Health Disease Prevention

56. FOXNews.com - U.S. & World - Students Free To Thank Anybody, Except God We teach about Thanksgiving from a purely historical perspective, But the whole subject of religious toleration is a part of our history and needs to http://www.foxnews.com/story/0,2933,139304,00.html

var linksText = new Array("The Rutherfore Institute","Plimoth Plantation"); var linksLinks = new Array("http://www.rutherford.org/","http://www.plimoth.org/"); var linksTargets = new Array("n","n"); var linksWidth = new Array("",""); var linksHeight = new Array("",""); var linksScroll = new Array("",""); var openTab2 = "links"; OAS_AD('Top'); document.write(secTimeStamp); SEARCH writeFeature(0); writeFeature(1); writeFeature(2); RESPOND TO EDITOR E-MAIL STORY PRINTER FRIENDLY FOXFAN CENTRAL Students Free to Thank Anybody, Except God Monday, November 22, 2004 By Laurel Lundstrom LINKS writeScroll(openTab2,'2'); Thanksgiving search And that is how it should be, administrators say. Young students across the state read stories about the Pilgrims search ) and Native Americans, simulate Mayflower search ) voyages, hold mock feasts and learn about the famous meal that temporarily allied two very different groups. But what teachers don't mention when they describe the feast is that the Pilgrims not only thanked the Native Americans for their peaceful three-day indulgence, but repeatedly thanked God. "We teach about Thanksgiving from a purely historical perspective, not from a religious perspective," said Charles Ridgell, St. Mary's County Public Schools curriculum and instruction director.

57. Teach Chinese,Chinese History,world History At Any School In ... teach Chinese,Chinese history,world history at any school in any country. From wang Date 10 Aug 2005. Comments. Expieced Chinese teacher and history http://www.eslkidstuff.com/_disc5/00000a7c.htm

Jobs Wanted [Back to Jobs Wanted Board] teach Chinese,Chinese history,world history at any school in any country From: wang Date: 10 Aug 2005 Comments Expieced Chinese teacher and history teacher.e mail:tsyzwangyongjiao@126.com Last changed: August 10, 2005

58. MIT World » : You Teach History At MIT? You teach history at MIT? Pauline Maier There was a time when it took enormous effort to make MIT students comfortable with subjects that had not just one 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.

59. ESR - Educators For Social Responsibility The Middle East is a major part of the 20th century world history; teach students to appreciate the Arab world on of the great cultures when Europe http://www.esrnational.org/sp/we/end/counterantiarab.htm

Early Childhood Elementary Schools Middle Schools High Schools ... Job Opportunities Special Projects : Events : Countering Discrimination : Against Arabs Dealing with Crises Understanding War Countering Discrimination Analyzing 9/11 Anti-Arab Discrimination: What Teachers Can Do From the American-Arab Anti-Discrimination Committee The Basics Learn, read. There's no substitute for serious study. Lots of good resources are now available. And the Arab world is interesting. (Check the book catalog in the magazine, "Washington Report on the Middle East.") Reach out to the Arab American community. Invite Arab American parents and others to give presentations to classes; plan field trips to Arab American community institutions. Reach out to Arab American educators. Make contact with the local ADC chapter. Attend Arab American speakers, films, symposiums, community events. Develop a relationship. Really "getting it" is a slow process of cultural osmosis. There's no substitute for personal contact.

60. Capital Normal University The mission of the normal major is to cultivate history teachers for secondly, world history, which is expected to cultivate special talents that major http://www.cnu.edu.cn/english/organization/teach/history.asp

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