Prentice Hall Brief Reviews Course Content SuccessNet® Login Technical Support E-mail Technical Support for assistance. Brief Review in United States History and Government Welcome to the Brief Review in United States History and Government Web site. Constitutional Foundations for the United States Democratic Republic Multiple-Choice Practice Test Section 1: The Constitution: The Foundation of American Society Multiple-Choice Practice Test Section 2: The Constitution Tested: Nationalism and Sectionalism Document-Based Essay Question Industrialization of the United States Multiple-Choice Practice Test Document-Based Essay Question The Progressive Movement: Responses to the Challenges Brought About by Industrialization and Urbanization Multiple-Choice Practice Test Document-Based Essay Question At Home and Abroad: Prosperity and Depression, 1917–1940 Multiple-Choice Practice Test Document-Based Essay Question The United States in an Age of Global Crisis Multiple-Choice Practice Test Document-Based Essay Question
The Historical Society The Ohio Council of Teachers of Mathematics HIST104: Historical Methodology: The Art and Craft of the Historian This course will introduce you to historical research methods and familiarize you with the tools and techniques that historians use to study the past. You will learn about the process of modern historical inquiry and gain a better understanding of the diverse resources that historians use to conduct research. The course will be structured topically. The first four units will focus on research methodology and examine how and why historians conduct research on the past. Later units will examine how different historical resources can be used for historical research. √ Have access to a computer. √ Have continuous broadband Internet access. √ Have the ability/permission to install plug-ins or software (e.g., Adobe Reader or Flash). √ Have the ability to download and save files and documents to a computer. √ Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.). √ Be competent in the English language. √ Have read the Saylor Student Handbook.
Usborne Quicklinks: US English: History: Select a page: Quicklinks Choose a page number to see the recommended websites and downloadable pictures. Important! Read our three internet safety rules. Internet safety Children, make sure you follow these three simple rules when using the internet: Always ask an adult's permission before using the internet.Never give out personal information, such as your name, address, school or telephone number.If a website asks you to type in your name or email address, check with an adult first. For more tips, see Internet safety for children. Adults - we recommend that children are supervised while on the internet. For more on internet safety, see Internet advice for adults. Using a tablet? Websites with interactive content and video clips may not work on your tablet, but you can view them on a computer. About this book Internet-linked history encyclopediasEncyclopedia of World History Help with links Problem with a link? Websites do occasionally experience problems. Can't see any links? Missing link? PDF links Sound files
UH - Digital History Civilization and Culture Essential Questions What is culture? Why is it important to understand culture? Background Culture is the learned behavior of people, which includes their belief systems, and languages, their social relationships, their institutions and organizations, and their material goods - food, clothing, buildings, tools, and machines. Ancient Egyptian Hieroglyphics An anthropologist and a geographer discussing culture might use the same word, but not with the same meaning. Geographers are interested in the observable differences these things make in places. Instructional Strategies Gathering Information:Think-Pair-Share and Graphic Organizers Conversational descriptions, explanations, and examples are very useful to students when first learning a term. Culture is what you learn as you grow up. Have students think independently: What comes to mind when you hear the word culture? Students should complete the web organizer and then pair with another student to share responses. Application: ThinkPair-Square
FREE -- Federal Resources for Educational Excellence We the People | DocsTeach: Activities Objectives: This activity should be used to introduce the Constitution and the concept of self-government. It would also be appropriate during a unit on the Constitutional Convention and the ratification process. For grades 6-12. Instructions: Before beginning activity, review with students that when drafting the Constitution, the delegates established a Committee of Detail that was tasked with preparing a draft of a Constitution that reflected the resolutions that had been approved as of July 23,1787. The members of the committee included John Rutledge (SC), Nathaniel Gorham (MA), Oliver Ellsworth (CT), Edmund Randolph (VA) and James Wilson (PA). The original preamble, (document #1) contained the names of each state listed individually. What is the difference between the Preamble of the draft and the final version? Once the students have responded to the questions, hold a class discussion based on their answers. Imagine you are a delegate sent to the Constitutional Convention.
National Curriculum Standards for Social Studies: Chapter 2—The Themes of Social Studies Standards Main Page Executive Summary Preface Introduction Thematic Strands Social studies programs should include experiences that provide for the study of culture and cultural diversity. Human beings create, learn, share, and adapt to culture. Cultures are dynamic and change over time. Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. In schools, this theme typically appears in units and courses dealing with geography, history, sociology, and anthropology, as well as multicultural topics across the curriculum. Social studies programs should include experiences that provide for the study of the past and its legacy. Studying the past makes it possible for us to understand the human story across time. Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we learn about the past?
History-Social Science Instruction - History-Social Science Content standards and framework guidance to assist students master historical facts, historical themes, and the connections between the past and present. The California Department of Education (CDE) provides leadership, technical assistance, and support for state and local educational agencies (LEA), professional organizations, and collaborating partners to implement high-quality history and social science education programs, kindergarten through grade twelve. Content Standards The History-Social Science Content Standards for California Public Schools (PDF) describes what every kindergarten through grade twelve student should know and be able to do in history and social science. Framework The History-Social Science Framework (PDF; 2MB) is a guide to the development of curriculum and instruction for teachers to ensure that all students meet or exceed the content standards in history-social science. Instructional Materials Legislation and Policies
Department of Education | CSET SUBTEST I - READING, LANGUAGE, and LITERATURE Make sure to read relevant sections of the CSET Tips page as it contains invaluable strategies to help you do well on test day. From the CSET website, print and read the description of the test. Study the questions and choices from the practice test. The tests are based on content standards and frameworks: English Language Arts standards Reading/Language Arts frameworks & glossary: Phonemic Awareness Phonemic Awareness is a key concept to understand. National Institute for Literacy fifty-page booklet below gives a comprehensive introduction to teaching reading.Put Reading First: Kindergarten Through Grade 3 Spelling Developmental Spelling, Dr. U.S.