Internet History Sourcebooks Project Internet History Sourcebooks Project Paul Halsall, Editor Last Modified: Dec 11 | linked pages may have been updated more recently The Internet History Sourcebooks Project is a collection of public domain and copy-permitted historical texts presented cleanly (without advertising or excessive layout) for educational use. 1. This project is both very large and fairly old in Internet terms. At the time it was instigated (1996), it was not clear that web sites [and the documents made available there] would often turn out to be transient. 2. 3. Feedback and Help While I encourage notes, comments and feedback in general, I am unable to reply to all of them. For guidance on homework, research, how people lived/ate/dressed in the past, see the various Help! I am unable to help locate details about your family, or give translations of your name or nickname into Chinese (a very common request)! I am always happy to hear from people who wish to submit copy permitted texts to the various sites below.
Revision notes The Historical Society US History Teachers Blog Chapter 12, 13 & 14 Summary Mongol Eurasia and Its Aftermath, 1200–1500 I. The Rise of the Mongols, 1200–1260 A. Nomadism in Central and Inner Asia 1. 2. 3. 4. 5. B. 1. 2. 3. 4. C. 1. 2. II. A. 1. 2. 3. B. 1. 2. 3. 4. C. 1. 2. 3. III. A. 1. 2. 3. 4. B. 1. 2. 3. 4. 5. IV. A. 1. 2. 3. 4. 5. 6. B. 1. 2. C. 1. 2. V. A. 1. 2. 3. 4. 5. 6. B. 1. 2. C. 1. 2. VI. A. 1. 2. 3. 4. B. 1. 2. 3. 4. C. 1. 2. Tropical Africa and Asia, 1200–1500 After studying this chapter students should: 1. 2. 3. 4. I. A. 1. 2. B. 1. 2. 3. 4. 5. C. 1. 2. II. A. 1. 2. 3. 4. B.
Boston 1775 UH - Digital History A Teaching Strategy: Teaching U.S. History Backwards Contributing Editor's Note: This is the first of a series of columns about specific teaching experiences and strategies. The contributing editor welcomes submissions of your strategies in your fields. I teach my American history survey course backwards. I don't mean, of course, that I stand for the entire semester facing the blackboard (as my fifth grade math teacher did), but that I start in the present and work my way backwards—at least part of the time. Most students in this class will never take another history class so this is it, this is my last chance to persuade them that history is worth their taking seriously. My Method Day 1: First thing, I ask the students to list 10 issues that most concern them. Day 2: From the interviews we come up with a collective list of "our" issues. Then, turning to the textbook, we start the process of identifying the most important people, events, ideas, and trends in the last 20 years. To emphasize another of my concerns, we then shift emphasis.
Internet History Sourcebooks Internet Ancient History Sourcebook: Full Texts See Main Page for a guide to all contents of all sections. Links to full texts of books available at this and other sites will be listed here. The texts are also integrated within the overall structure of the Sourcebook. This listing is to aid compilers of web guides to online books, etc. The books that tend to have been put online here, or those that have been linked, tend to be those entire books that are often assigned to students in college classes to be read along with the more usual excerpted texts. Human Origins Full texts here Full texts elsewhere Back to Index Mesopotamia Full texts here Code of Hammarabi c.1780 BCE Full texts elsewhere Epic of Gilgamesh, entire text [At Near Eastern Resources/piney.com] Somewhat hard to read in this format. Egypt Full texts here Full texts elsewhere The Memphite Theology [At Internet Archive, from Creighton] Ptah as creator god. Israel
Past is Present 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. 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. Information about the Constitutional Convention and ratification process excerpted from: Potter, L., Eder, L.K., (2009). Visit the National Archives online exhibit The Charters of Freedom for a transcript of the Constitution.
AP World History: 600 C.E.- 1450 C.E by Group Project on Prezi