This resource book provides essays on relevant topics, conceptual overviews, courses of study, successful lessons and other ideas by individuals widely recognized for their expertise in teaching world history. Lessons illustrate cross-cultural exchange, global themes, and comparative analyses to teach the skills of thinking historically. The book…

Through dramatic play, children are free to use their imaginations to explore where their abilities can take them, and to experience feelings of control, power, and mastery. By building on their natural play experiences, students can begin to understand the true meaning of heroism and how they might start to develop heroic characteristics in…

These curriculum materials are intended to supplement school resources for elementary school teachers as they deliver instruction. They focus on developing an understanding about the nation's factual and philosophical heritage to promote freedom, unity, progress, and responsibility among students and citizens. The resource points out that the…

These curriculum materials are intended to supplement classroom resources for teaching middle school students about the roots of the nation's heritage and the responsibilities of U.S. citizenship. The materials are divided into 16 sections: (1) "Purpose"; (2) "Letter from Superintendent"; (3) "Forward: Miracle of America"; (4) "Preface: From…

These curriculum materials are intended to supplement classroom resources for teaching high school students the roots of U.S. heritage and the responsibilities of American citizenship. The materials are divided into 14 sections: (1) "Purpose"; (2) "Letter from Superintendent"; (3) "Forward: Miracle of America"; (4) "Preface: From Oppression to…

Relates the creation of the "Tarheel Museum," created by fourth-grade students in a North Carolina school. Used the creation of a museum to engage students in studying about state history; to incorporate art, music, and physical education into social studies; and to engage special education students. (DSK)

Discusses resources that can be used in an Advanced Placement (AP) U.S. history course, including a series of textbooks, supplemental readings, projects, Document-Based Questions and essays from earlier AP examinations, Internet and multimedia resources, and students and their families. (CMK)

Offers suggestions for using the "1896" website at Vassar College that includes 90 political cartoons, party platforms, candidate biographies, and other background materials on the election of 1896. Provides five approaches to teaching about the election that move beyond the basic facts of the campaign in order to develop students'…

This annotated bibliography identifies fiction books, suitable for grades K-9, whose main theme is the social life and customs of immigrants to the United States. The collection represents 705 titles arranged alphabetically by ethnic group. Over 60 different nationalities and ethnic groups are covered, with the most entries for Mexican. Examples…

Concise, authoritative background information on U.S.-China relations is provided for journalists in this guide, one of a series dealing with topics of interest to the U.S. media. The guide begins with a chronology of U.S.-China relations from 1979 to 1982. The texts of documents on U.S.-China relations are then presented. These include the…

Designed to introduce students to some of the basic bibliographic tools in American history available in the Fogler Library at the University of Maine, this guide begins by listing examples of relevant Library of Congress Subject Headings and providing brief explanations of the call numbers and classification systems (Library of Congress and Dewey…

In the state of Tennessee, four courses are required for high school graduation: U.S. history, U.S. government; economics, and either world geography or world history. This document contains extensive information about the following courses: U.S. history; world history; world geography; economics; U.S. government; psychology; and sociology. For…

This document is a revision of the California History-Social Science Curriculum first published in 1988. The framework represents an effort to strengthen education in the history-social science curriculum while building on the best practices contained in the previous document. The book addresses the goals of knowledge and cultural understanding…

This document presents recommendations of the Social Studies Content Team appointed by the State Superintendent of Schools of Maryland to define core learning goals in government, U.S. History, and world History. The learning goals are to serve as the basis of high school assessment. To obtain a high school diploma in Maryland, students will have…

This document contains Chapter 117 of the Texas Education Code, 28.002, and is related to the Texas Essential Knowledge and Skills for Fine Arts, originally adopted in September of 1997. The provisions and expectations for each area of the fine arts (art, music, dance, theater) and each grade level are provided. The document is divided into…