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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. Teachers may choose to introduce students to an entire Big Era in a few class periods by focusing on the sweeping changes of the era. Or, they may devote a greater number of class days to an era, using several teaching units in all three categories of scale to examine the era in finer detail. All teaching units follow standard specifications for organization and design. The table below provides links to teaching units on the site or under development.

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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. 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. 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.

The Great War . Educational Resources . Lesson Plan 1 Download/Print this Lesson (pdf) | Adobe Reader required Historically, it has been noted that WWI erupted after the assassination of Archduke Franz Ferdinand (heir apparent to the Austro-Hungarian throne) in Sarajevo on June 28, 1914. However, historians continue to debate other underlying causes, including changing political and economic situations in major European nations, the Industrial Revolution, and social turmoil. 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

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

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?

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 Course description: Welcome to 10th Grade World History. 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

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.

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