Workable Peace | CBI - Consensus Building Institute Workable Peace is an innovative secondary school curriculum, teaching, and learning project that integrates the study of intergroup conflict and the development of crucial civic and social skills into social studies and humanities classes. Workable Peace provides teachers with academically rigorous training on teaching history and intergroup conflict, and provides extensive curriculum materials and resources. Using a unique combination of content and skill activities, Workable Peace enables students to learn about conflict in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that they can use throughout their lives. A decade in development and classroom testing, Workable Peace was developed by the Consensus Building Institute (CBI) and the Program on Negotiation at Harvard Law School. The Workable Peace Curriculum Units consist of a series of seven curriculum guides for secondary schools and youth programs. Clients and Partners
The Old World and New World: Why Europeans Sailed to the Americas Video - Lesson and Example Reasons for Exploration The mid-to-late 15th century is known to history as the Age of Exploration, the time in which Europeans dared to venture beyond the coastal waters of Old World Europe to the new world of the Americas. It was an era when Spanish and Portuguese ships led the way but were soon followed by the French, the British, and the Dutch. Today, as we delve into this Age of Exploration, we'll discuss three reasons why Europe took to the seas. Spirit of Adventure Let's take a look at our first reason for exploration, the spirit of adventure. One Renaissance man willing to risk his life - well, not really his own life, mind you, but the lives of the guys he sent out - was Prince Henry of Portugal. Saving Souls This brings us to our next reason for exploration - the religious desire to save souls. Kino of Italy was a Catholic priest who also expressed the desire to save native souls. Desire for Wealth In all fairness to Columbus, he wasn't the only guy with his sights set on riches.
National Atlas home page The National Map is now offering a collection of small-scale datasets that can be downloaded for free. Although the 1997-2014 Edition of the National Atlas of the United States was retired in September 2014, The National Map recognizes the importance of continuing to make a collection of the small-scale datasets, originally developed for the National Atlas, available to users. Small-scale maps have an advantage over large-scale maps when there is a need to show a large area in a single view. The National Map collection of 197 small-scale datasets can be downloaded at small-scale data download page . Even though the 1997-2014 Edition of the National Atlas has retired, nationalmap.gov will continue to offer the Set of Dynamic Topographic Maps Illustrating Physical Features. The National Map Small-Scale website also link to Global Map, an international effort by national mapping organizations to produce consistent and accurate mapping data of the world at a scale of 1:1,000,000.
First Shots of War - American Memory Timeline- Classroom Presentation For some months, people in the colonies had been gathering arms and powder and had been training to fight the British, if necessary, at a moment's notice. The Continental Congress had approved of preparations for defensive fighting, in case the British made an aggressive move. But General Thomas Gage, commander of British troops in Boston, had been cautious. He thought his army too small to act without reinforcements. On the other hand, his officers disdained the colonists as fighters, thinking they would flee with any show of British force. Gage received orders to arrest Sam Adams and John Hancock, rumored to be near Lexington. When British regulars (known as redcoats because of their uniform jackets) arrived at Lexington the next morning, they found several dozen minutemen waiting for them on the town's common. Whatever the truth of who fired the first shot, the patriots were first to get their version of the events out to the American public.
The Columbian Exchange Intro The "Columbian Exchange"—a phrase coined by historian Alfred Crosby—describes the interchange of plants, animals, and diseases between the Old World and the Americas following Columbus's arrival in the Caribbean in 1492. For reasons beyond human control, rooted deep in the divergent evolutionary histories of the continents, the Columbian Exchange massively benefited the people of Europe and its colonies while bringing catastrophe to Native Americans. Why Should I Care? The Columbian Exchange: It's a relatively obscure concept, developed by a relatively obscure historian. The Columbian Exchange explains why Indian nations collapsed and European colonies thrived after Columbus's arrival in the New World in 1492. The Columbian Exchange explains why European nations quickly became the wealthiest and most powerful in the world. The Columbian Exchange explains why Africans were sold into slavery on the far side of the ocean to toil in fields of tobacco, sugar, and cotton.
Curriculum The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on issues from King Philip's War to the Montgomery Bus Boycott, and make historical claims backed by documentary evidence. I am so excited to find your website and your lessons. Karen Peyer, Teacher, Russell Middle School, Colorado Springs How do I use these lessons in my classroom? The 75 lessons in this curriculum can be taught in succession, but are designed to stand alone and supplement what teachers are already doing in the classroom. 1. 2. 3. Of course!
Using Historical Footage (Middle School) Central Question What is the film’s argument and how is it made? What was the relocation and internment like for Americans of Japanese descent? Abstract This example includes materials for helping middle school students understand the necessity of sourcing and asking questions of nonfiction film. “The Japanese Relocation” was produced by the Office of War Information in 1942 to explain and defend Japanese internment to the American public. Additional primary sources complicate and challenge the film’s portrayal of the event, and reiterate the necessity of sourcing historical accounts. Film Clip: Japanese Relocation. Partial Transcript [opening narration]: Historical Thinking Focus: Sourcing, Closely reading film Essay About This Topic On December 7, 1941, Japan bombed the Pearl Harbor military base in Hawaii, killing more than 2,000 U.S. military personnel. From March 1942 to 1946, the U.S. On December 18, 1944, in Korematsu v. About this Clip Student Ideas
UH - Digital History Welcome - The Flow of History