Group items tagged

"http://www.historycooperative.org/journals/ht/42.2/fallace.html From The History Teacher Vol. 42, Issue 2. Viewed February 1, 2010 2:50 EST Presented online in association with the History Cooperative. http://www.historycooperative.org Historiography and Teacher Education: Reflections on an Experimental Course Thomas D. Fallace University of Mary Washington, Fredericksburg, Virginia IN RECENT YEARS, professional historians have encouraged policy makers to increase content requirements in history in hopes of improving the overall teaching of history in American schools. Support for such proposals has come from many sources. The origins of this movement can be traced to the 1983 National Commission on Excellence in Education's Nation at Risk report, which declared that the ignorance of American youth was at a crisis level. E. D. Hirsch reiterated this concern in his best-selling Cultural Literacy, in which he also decried the lack of content knowledge of American students. Further studies, such as Diane Ravitch and Chester Finn's What Do Our 17-Year-Olds Know? and the Bradley Commission's Historical Literacy, argued that students were particularly deficient in historical knowledge. As a result, in the 1990s, many historians and policy makers endorsed a strengthening of history teacher requirements and the addition of expanded required historical content in the curriculum.1 1 In the 1980s and 1990s, new advances in cognitive and learning theory also supported increased disciplinary knowledge for teachers. In 1987, Lee Shulman's influential article, "Knowledge and Teaching: Foundations of a New Reform," introduced the concept of pedagogical content knowledge-"a special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding."2 Shulman argued that effective history teachers draw upon techniques and understandings unique to the discipline, not upon a generic set of instructional tools t

Rutgers Library site index for American and British resources religion, holocaust, medieval, nineteenth century, oral histories, urban history, war and diplomacy, Women's history, Intellectual history, law, crime and police history, afro-American history

Bedford/St. Martin's Make History has maps, images, documents and links but requires a login to use the site. US History Western History

Hanover Historical Texts Projects offers primary texts for use in history with documented citations and references for students. European, US 17th century, 18th century, 19th century, 20th century, Africa, Middle East, East Asia, South Asia and India, Americas outside US

Online text for research and historical texts

Using primary sources Writing History The Writing Process Plagiarism Style

History and humanities electronic forms of texts Ancient, Middle Ages, Early Modern and Modern Europe United States 17th-20th century Americas outside the US Africa, Middleast, East Asia, India, South Asia, Ancient Greece and Rome

Lectures by history prof on German Unification, WWI

Amy- this looks like a good resource for both of us.

"has a lesson plan in which iGCSE students depict the rise of Hitler as a Mr Men story" Could be used alongside the BBC article to compare and contrast sources as well. 

WWII Interwar Years The Cold War Germany 1919-1939 Russia 1917-1941 US 1919-1941

WWI, Interwar Years, WWII, Cold War Industrial Revolution, US: Native Americans, African Americans

Primary Documents: US History & Western Civilization Resources for Teachers

I use Diigo every day, it is invaluable to me. Over the years I have built up quite a collection. Here are all the items tagged "ibhistory"

Nazi Anti-Semitic policies Document Questions Advice, Use of Sources and Answers for Revision

Good website with access to lesson plans, historiography, and videos.

Good website with access to lesson plans, historiography, and videos.

Interpreting Primary sources Wilson's Speech Primary accounts, speechs, documents