East Asia in World History: A Resource for Teachers - 0 views
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The climate of East Asia is both similar to and different from that of Europe and the United States
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Rice, the primary cereal crop grown in East Asia,
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Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam
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This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students. The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History. Description by Merlot
Twitter for geography teachers and students - 0 views
Geography Twitter Users : WeFollow - 0 views
Geography Twitter People - 0 views
Geography Twitter List - 0 views
Geography Twitter Users : WeFollow - 0 views
Outline of American Geography - America.gov - 0 views
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Themes and Regions The Physical Environment Foundations of Human Activity Megalopolis The Manufacturing Core The Bypassed East Appalachia and the Ozarks The Deep South The Southern Coastlands The Agricultural Core: The Deep North The Great Plains and Prairies The Empty Interior Southwest Border Area California The North Pacific Coast The Northlands Hawaii
A Booklover's Map of Literary Geography circa 1933 | Brain Pickings - 0 views
"Guns, Germs and Steel": Jared Diamond on Geography as Power - 0 views
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The physical locations where different cultures have taken root, he claims, have directly affected the ability of those societies to develop key institutions, like agriculture and animal domestication, or to acquire important traits, like immunity to disease.
For Geography Teachers - 0 views
Geography Teaching Today :: Landing Page - 0 views
Critical Thinking Development: A Stage Theory - 0 views
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We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
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recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
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begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
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