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"Melvyn Bragg and guests discuss the reign of terror during the French Revolution. On Monday September 10th 1792 The Times of London carried a story covering events in revolutionary France: "The streets of Paris, strewed with the carcases of the mangled victims, are become so familiar to the sight, that they are passed by and trod on without any particular notice. The mob think no more of killing a fellow-creature, who is not even an object of suspicion, than wanton boys would of killing a cat or a dog". These were the infamous September Massacres when Parisian mobs killed thousands of suspected royalists and set the scene for the events to come, when Madame La Guillotine took centre stage and The Terror ruled in France. But how did the French Revolution descend into such extremes of violence? Who or what drove The Terror? And was it really an aberration of the revolutionary cause or the moment when it truly expressed itself? With Mike Broers, Lecturer in Modern History at the University of Oxford and Fellow of Lady Margaret Hall; Rebecca Spang, Lecturer in Modern History at University College London; Tim Blanning, Professor of Modern European History at the University of Cambridge."

"The goal of the Artful Thinking program is to help students develop thinking dispositions that support thoughtful learning - in the arts, and across school subjects. The program is one of several programs at Project Zero linked by the theme "Visible Thinking." Artful Thinking has 6 interrelated components: The Artful thinking Palette (6 thinking dispositions at the heart of the program); thinking routines, works of art, curricular connections, visible thinking, and teacher study groups. Artful Thinking is a program that was developed by Harvard Project Zero in collaboration with the Traverse City, Michigan Area Public Schools (TCAPS). The program was one component of a larger TCAPS grant from the US Department of Education that aimed at developing a model approach for integrating art into regular classroom instruction. The purpose of the Artful Thinking Program is to help teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning. The Artful Thinking program is designed to be used by the regular classroom teacher. While it originally targeted grades K-12, the Artful Thinking approach is also currently used in post-secondary education and in museums. The program focuses on experiencing and appreciating art, rather than making art. It has two broad goals: (1) To help teachers create rich connections between works of art and curricular topics; and (2) to help teachers use art as a force for developing students' thinking dispositions."

.Latest News.Sri Lanka: Massacre of Aid Workers Goes Unpunished Six Years On, Government Fails to Prosecute Responsible Military, Police Aug 2, 2012 Press release Belarus: One Year on, Still Waiting for Justice Comply With UN Resolution, Free Rights Activist Aug 2, 2012 Press release Chinese Addiction Study and Human Rights Study Conducted on Detainees in Compulsory Drug Centers Aug 2, 2012 Commentary Justice in Senegal Aug 2, 2012 Commentary Angola: Stop Stifling Free Speech Halt Abuses and Undertake Key Reforms Before Elections Aug 1, 2012 Press release UAE: US, UK Should Criticize Dissident Arrests 50 Detainees Include Prominent Defense Lawyers Aug 1, 2012 Press release Africa: Clinton Should Urge Leaders to Address Abuse For 6-Nation Visit, Government Secrecy, Excessive Use of Force Should Top Agenda Aug 1, 2012 Press release Jordan: Government Clamps Down on Civil Society Decision to Block a Group's Funding Sends Chilling Message Aug 1, 2012 Press release More news » . .Available in: Français日本語PrintShare Facebook LinkedIn Email Reddit StumbleUpon Technorati Twitter Google +.Q & A on Laws of War Issues in Libya March 25, 2011 The following Questions and Answers (Q & A) address aspects of international humanitarian law (the laws of war) governing the armed conflict between the government of Libya and the international coalition, and between Libya and Libyan opposition armed groups. The purpose is to provide legal guidance on the fighting, including to the parties to the conflict and those with the capacity to influence them. This Q & A does not address the justifications or the legitimacy of resorting to war by any party

The Peace Research Institute In The Middle East (PRIME) is an organization comprised of Israelis and Palestinians who have developed high school materials on the Middle East that are used in both communities. As a Newsweek article explains, each page is divided into three: the Palestinian and Israeli narratives and a third section left blank for the pupil to fill in. "The idea is not to legitimize or accept the other's narrative but to recognize it.."

The Peace Research Institute In The Middle East (PRIME) is an organization comprised of Israelis and Palestinians who have developed high school materials on the Middle East that are used in both communities. As a Newsweek article explains, each page is divided into three: the Palestinian and Israeli narratives and a third section left blank for the pupil to fill in. "The idea is not to legitimize or accept the other's narrative but to recognize it.."

"May 17, 2014 will mark the 60th anniversary of the monumental Supreme Court case Brown v. Board of Education, which declared the status quo of "separate but equal" to be unconstitutional. Although this meant public schools were now required to be integrated, the battleground for equality in education was just beginning. Use the resources below to provide students with the historical context of Brown v. Board of Education in the civil rights movement, to inform them of the important roles students played in integrating the schools and engage them in conversation about the unfinished work of the civil rights movement."

"The CHSSP is proud to introduce our second Blueprint Unit: The Cold War, funded through the generous support of the Library of Congress, History Channel, and the Walter & Elise Haas Fund.  Drawing on new historical scholarship about the global context of the Cold War, the unit is framed around the investigation question: Why and how was the Cold War fought?"

"This book provides a plainspoken and thorough introduction to the web for historians-teachers and students, archivists and museum curators, professors as well as amateur enthusiasts-who wish to produce online historical work, or to build upon and improve the projects they have already started in this important new medium. It begins with an overview of the different genres of history websites, surveying a range of digital history work that has been created since the beginning of the web. The book then takes the reader step-by-step through planning a project, understanding the technologies involved and how to choose the appropriate ones, designing a site that is both easy-to-use and scholarly, digitizing materials in a way that makes them web-friendly while preserving their historical integrity, and how to reach and respond to an intended audience effectively"

Since 1981, Dr. Sidney Bolkosky, Professor of History at the University of Michigan-Dearborn, has interviewed Holocaust survivors. The University's Mardigian Library has been the repository of these interviews. It has been our privilege to provide a forum for those voices, "listening ears," as one survivor notes, and the facilities to record the testimonies. As a University of distinction, the campus has demonstrated its dignity and character because of the respect it has accorded the tapes and the people who made them.

Since 1981, Dr. Sidney Bolkosky, Professor of History at the University of Michigan-Dearborn, has interviewed Holocaust survivors. The University's Mardigian Library has been the repository of these interviews. It has been our privilege to provide a forum for those voices, "listening ears," as one survivor notes, and the facilities to record the testimonies. As a University of distinction, the campus has demonstrated its dignity and character because of the respect it has accorded the tapes and the people who made them.

"The ancient Greek story of the war between Greece and Troy is an epic of love, revenge, sorrow and bloodshed. Many people thought that it was just a myth and that the city of Troy itself never existed. But in 1870 a German archaeologist called Schliemann discovered the remains of a city (see picture) that may well have been Troy. If the city was real, some parts of the story may also have been real. But no labels or signs giving the name of the city were found, so we cannot be sure."

"The U.S. Holocaust Memorial Museum's oral history collection is one of the largest and most diverse resources for Holocaust testimonies in the world. The collection contains over 9,000 audio and video interviews. These testimonies enable students, researchers, and the general public to see and hear the first-hand accounts of those who experienced, witnessed, or perpetrated the events of the Holocaust."

"Making History, developed by the Institute of Historical Research, is dedicated to the history of the study and practice of history in Britain over the last hundred years and more, following the emergence of the professional discipline in the late 19th century."

"Ten historians from 10 countries give a brief history of the first world war through a global lens. Using original news reports, interactive maps and rarely-seen footage, including extraordinary scenes of troops crossing Mesopotamia on camels and Italian soldiers fighting high up in the Alps, the half-hour film explores the war and its effects from many different perspectives. You can watch the documentary in English, French, German, Italian, Spanish, Arabic or Hindi thanks to our partnership with the British Academy."

"The Life of Gustavus Vassa , by Olaudah Equiano was the first first-ever slave autobiography, using his slave name, written after he was freed and living living in England. The autobiography covers all of Equiano's life - his boyhood in the Gold Coast , his capture and transportation to the West Indies, and his success in business - a success which enabled him to buy his freedom. Chapter Two, given here, relates his capture and transportation in Africa. Chapter 5 relates the abuse of slaves in the West Indies."

This short film showing Havana in the 1930s was shot by André de la Varre, the long-time cameraman and cinematographer for American traveler, photographer and filmmaker Burton Holmes. In those days, Havana was a flourishing and fashionable city dubbed the "Paris of the Caribbean," attracting an ever increasing number of tourists. André de la Varre's film portrays Havana as the "exotic capital of appeal," which pretty much sums up its essence during those days.

thanks Simon a lovely little film.

"Historical Thinker is a group dedicated to promoting the teaching of historical logic and skills.  Chief among our goals is to provide resources that make writing sophisticated research papers in history easier.  We are working on the development of a comprehensive student workbook that details the process of writing a research paper from start to finish.  Students complete detailed  templates for each step in the process.  On the left, you will find downloadable samples of these templates along with teaching guides that will give you a sense of what the workbook will elaborate on.  "

"Think you're good at geography? Know your rich countries from your poor ones? Ready to do battle with our sometimes cryptic pictures? And most of all, can you stay cool as the clock ticks down? Then play the Global development game: identify the world's countries and territories, rank them according to GDP then fingers at the ready for the picture round"

In this unit, students explore a variety of resources-texts, images, sounds, photos, and other artifacts-to learn more about the Holocaust. Beginning with journal writings and a picture book to introduce the central issues, the unit focuses on student-centered inquiry. Students explore a range of print and non-print resources through extensive online inquiry activities. Progressing from individual work to a group learning project, the unit culminates in publishing the group's findings in topic-based newspapers.

"Eurocentric views of the conflict ignore the millions of people from across the globe who fought on the same side"