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World History for Us All: Teaching Units

World History for Us All: Teaching Units
Home > This model curriculum groups instructional units into three categories. The criterion for these categories is the scale in time, geographical space, and subject matter of the topics to be explored. This system has been designed to guide teachers and students in study of the past on a variety of scales, from broad, global changes to developments that occurred within regions, civilizations, or nations. All teaching units follow standard specifications for organization and design. The table below provides links to teaching units on the site or under development. Related:  Social Studiesbpazder

World History Across the Eras — National Center for History in the Schools Not all of the events in world history that students should address can be bracketed within one of the nine eras presented in this chapter. The complexities of today’s world are in part a consequence of changes that have been in the making for centuries, even millennia. Important historical continuities can be discerned that link one period with another. This final standard invites teachers and students to give attention to long-term changes and recurring patterns of the past. Long-term changes and recurring patterns in world history.

SCORE History/Social Science: Virtual Projects & Field Trips Browse through dozens of special online projects... SCORE H/SS Virtual Web Museums Projects specially designed by SCORE H/SS as models of virtual museums for young students and English learners. View all... Virtual Interactive Projects Projects that allow students to connect to and work with others across the classroom or across the world. View all... Virtual Interactive Field Trips The Field Trips section allows both student and educator the opportunity to travel to areas of the world that would otherwise be out of reach. (None at this time.) Arm Chair Adventures If a walk down the streets of history is your assignment, you will find many opportunities to access information rich in text and photography. View all... Fee-based Projects and Field Trips Fee-based sites are selected for their potential to teach the California Curriculum with a rich social studies component.

EconEdLink [Note to teacher: The reading ability of your students will determine how you use the flash file. Older students will be able to open the file and read it it independently. For younger students, project the flash file using an LCD projector or television monitor and read the text to students. Regardless of how the information is presented, be sure to emphasize the ABCs of savings by pointing out A is for Aim, B is for Bank, and C is for Coins and Currency. Aim Set a Goal. Things that don't cost much money and take only a few weeks or months to save for are called short-term goals. Things that cost more money and take longer to save for are long-term goals. Remind yourself of your goal by putting a picture of it in a place where you will see it everyday. Have your students choose the "Short-Term or Long-Term?" [Note to teacher: Long-term and short-term are relative terms. Bank Create a Savings Place. Access the above information via a flash file here. Coins and Currency What is saving?

Instagrams Of The Syrian Revolution Chapter 22: A Pedagogy for Teaching Social Studies - LLSS 315 Educating Linguistically Diverse Students Chapter 22: Pedagogy to Teach Social Studies from a Global Perspective for English Language Learners American social studies are based on the concept of extending students social environments moving from self, to family, to community, to neighborhood, to nation and to the world. The global perspective strives to cultivate a perspective which emphasizes the inter-connections among cultures, species, and the planet. This emphasizes: · The human experience in an increasingly globalized community · Humankind as an integral part of the world environment · Linkages between current social, political, and ecological realities and alternative futures · The importance of citizen participation in world affairs Abstract social studies concepts (ie citizenship, justice, freedom, democracy, and globalization) are difficult to grasp for all children. Key Elements of good social studies instruction: · Repetition · Slow deliberate speech · Reinforcement · Visualization · Application of new terminology · Gestures

7 Responsibilities You Have As An American - John Hawkins You hear a lot about "rights" in America. You have a right to an attorney. You have a right to remain silent. You have a right to free speech, a right to "keep and bear arms," a right to "due process," and a right to have "equal protection under the law." Cruel and unusual punishment? Unreasonable search and seizure? We hear about individual rights, civil rights, human rights, and constitutional rights. All that's well and good, but know what you don't hear a lot about anymore? Responsibilities. Responsibilities are the flip side of rights. With that in mind, here are a few basic responsibilities that you, I, and all of us have as Americans. 1) It's your responsibility to pay your own way. 2) It's your responsibility to take care of your children. 3) It's your responsibility to look out for future generations of Americans. 4) You have a responsibility to be an informed voter. 5) You have a responsibility to support and defend the Constitution. 9/11 was a good example of that.

Primary Sources with Document-based Questions • Macartney and the Emperor The Qing dynasty's restrictions on foreign trade increasingly frustrated Europeans, especially the British. In 1792 Great Britain sent a diplomat, Lord George Macartney (1737-1806), to present its demands to the Qianlong emperor (r. 1736-1796). This unit includes an introductory note to teachers with suggestions for teaching about Macartney's mission; a student reading discussing European contact and trade with China prior to and on the eve of Macartney's mission to China; and the primary-source reading Two Edicts from the Qianlong Emperor, which were the Qianlong emperor's responses to the Macartney mission. With discussion questions and suggested activities for students. • The Opium War and Foreign Encroachment In the fifty years after Macartney's visit (see "Macartney and the Emperor," above), Western powers pushed their demands on China further, leading to war and the gradual shift from tribute to treaty relations. | back to top |

World History Syllabus 10th Grade Syllabus for 10th Grade World History Teacher: Ms. Sujata Sangwan Room: 203 Voicemail: 612/692-1499 Email:sujata.sangwan@mpls.k12.mn.us Course description: Welcome to 10th Grade World History. Course Objectives: The primary objective is to prepare you to have skills for 11th grade. Our class in World History moves very quickly and covers a lot of material. By the end of this year, you will: ØDemonstrate and strengthen your ability to write formal essays/research papers. ØStrengthen your note-taking skills. ØCompare/contrast/synthesize and analyze information. ØExercise critical thinking and communication skills in formal and informal discussions. You need the following to have in class each day: Blue or Black ink pens and pencils. Colored pencils and markers Notebook for taking notes in class. Student Planner and ID What you should have for regular use in class: A dictionary and/or thesaurus A copy of APA Handbook for Writers of Research Papers ATTENDANCE: Prompt daily attendance is expected. Units:

Conflict Resolution and Peace Teachers can use these quotes from famous individuals to facilitate student reflection on the importance of conflict resolution. Objectives Students will read and interpret quotes to their peers Students will learn to paraphrase Students will grow more comfortable sharing with their peers Students will increase their listening, summarizing and paraphrasing skills Materials Teacher cuts quotes into individual strips of paper Step One When students enter the room, have these quotes cut into slips of paper and placed on individual desks. Step Two Have students stand and say, "In 30 seconds, when I say ‘go,' take five steps and share with a classmate what your quote is and then tell them what it means to you." Step Three To increase listening skills, a major component of culturally responsive conflict mediation, after one student shares their peace quote with another student, the second student then paraphrases back what they believe they have heard.

The History Project - University of California, Davis The Marchand Archive is an ever-expanding collection of document-based lesson plans (Documentary Source Problems) and more than 8,600 images (Image Archive). This site brings together the original Adventures in Roland Marchand's File Cabinet launched in 1999 and the Marchand Image Archive launched in 2001. With funding from the National Endowment for the Humanities, we have expanded the original Marchand image collection to include images from other UC Davis faculty including Andres Resendez, Alan Taylor, Cynthia Brantley, Joan Cadden, Louis Warren, and Karen Halttunen (now at USC). We have supplemented Roland's documentary source problems with lessons based on images in this expanded collection and developed by outstanding teachers associated with The History Project. The Marchand Archive contains two useful collections: the Image Collection and the Documentary Source Problems Collection. Read more about each below. About Roland Image Collection - View Collection - View Lessons

default Welcome to 10th Grade Global History Present Unit of Study:Enjoy Your Summer!!! Homework: 5/26-5/30Monday: Tuesday:Wednesday: Thursday: Friday: Enjoy Your Summer!!! Class Notes 2,500,000 BCE to 8,000 BCE Timeline : From Cave Paintings to the Internet 4339 entries. 93 themes. Last updated April 13, 2014. Circa 2,500,000 BCE – 500,000 BCE The First Industrial ComplexCirca 2,400,000 BCE – 1,400,000 BCE Homo habilisCirca 1,950,000 BCE – 1,780,000 BCE A New Hominid Species is Discovered with the Help of Satellite ImageryCirca 1,800,000 BCE The Oldest Hominin Fossils Found Outside of AfricaCirca 1,800,000 BCE – 141,000 BCE Pithecanthropus erectus, the First Known Specimen of Homo erectusCirca 1,800,000 BCEThe Earliest Completely Preserved Adult Hominid SkullCirca 1,650,000 BCE – 100,000 BCE Acheulean or Mode 2 IndustriesCirca 1,530,000 BCE – 1,510,000 BCE The Earliest Preserved Footprints of Our AncestorsCirca 1,500,000 BCE Early Humans Make Bone ToolsCirca 1,500,000 BCE – 790,000 BCE The Earliest HearthsCirca 1,500,000 BCE The Most Complete Early Human Skeleton Circa 1,400,000 BCE The Earliest Flint Tool Found in EuropeCirca 1,200,000 BCE The Earliest Human Remains from Western EuropeCirca 950,000 BCE – 780,000 BCE Evidence of Early Trade Routes?

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