WorldCat Identities

National Center for History in the Schools, Los Angeles, Ca

Overview
Works: 68 works in 68 publications in 1 language and 69 library holdings
Genres: History  Bibliography  Juvenile works 
Classifications: E175.8, 973.07
Publication Timeline
.
Most widely held works by National Center for History in the Schools, Los Angeles, Ca
Selected teaching materials for United States & world history : an annotated bibliography by Linda Symcox( Book )

1 edition published in 1991 in English and held by 2 WorldCat member libraries worldwide

This annotated bibliography describes 55 titles of teaching materials that have been selected in order to provide history teachers with a list of high quality resources to supplement their textbooks. The materials are organized into the following categories: America: All Periods; Eighteenth Century America and the Revolution; The Constitutional Period; Nineteenth Century America; Twentieth Century America; World History; Women's History; and National Center for History in the Schools Teaching Units. Each entry includes the title, author or publisher, date, type of materials, length, grade level, source, and description. (DB)
Avenging angel? John Brown, the Harpers Ferry raid and the "irrepressible" conflict : a unit of study for grades 9-12 by John Pyne( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

This unit deals with the struggle between proslavery and antislavery proponents which exacerbated sectional discord and culminated in secession of the southern states and the Civil War. The lessons would most appropriately be taught as a prelude to the Civil War and as a culmination of units on the heightened sectional conflict resulting from passage of the Fugitive Slave Law (1850), the Kansas-Nebraska Act (1854), "Bleeding Kansas" (1855-56), and the Dred Scott decision (1857). The lessons provide a variety of perspectives on John Brown's Harpers Ferry Raid and the ensuing historical interpretation of his character and purpose. The unit objectives are to: (1) analyze John Brown's motives and beliefs for the decision to invade Harpers Ferry and seize the federal arsenal; (2) explore how John Brown's raid at Harpers Ferry exacerbated sectional tensions and contributed to the coming of the Civil War; (3) analyze John Brown's statements following his capture at Harpers Ferry and evaluate their historical accuracy by comparing his account to the historical record; (4) interpret textual, photographic, and graphic images in their historical context; and (5) evaluate how the paintings and illustrations of John Brown have influenced the interpretation of his actions and determine whether they portray him as a martyr or devil. Teaching materials that apply to National Standards for History are provided. (Contains a 14-item annotated bibliography.) (Bt)
The beginning of civilization in Sumer : the advent of written communication : a unit of study for grades 5-8 by Joan Parrish-Major( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

This document is a unit for introducing students to the achievements and historical significance of the Sumerian civilization, located in Mesopotamia, "the land between the rivers," in present day Iraq, and reaching back in time to approximately 3500 bc. Divided into 5 sections, the unit's first three sections concentrate on historical readiness activities and concepts, geographical historical awareness, and an overview of recognized "firsts" in Sumerian civilizations. The last 2 sections focus on the most significant achievement of the Sumerians, the development and use of a written language, and provide an in-depth exploration of this ancient writing system and the life of an average scribe. The unit aims to help students develop an awareness of and an appreciation for the uniquely human achievement of written communication, and provides students with a concept of historical firsts, guiding the students to understand the interrelationship between geography, human adaptation, human lifestyles, and historical change. In the first lesson, students create and discuss personal and familial time lines, exploring the concepts of continuity, change, and historical firsts. In the second lesson students examine maps of the present day Middle East and then identify the general area of the ancient Fertile Crescent and the specific area known as ancient Sumer. Activities in the third lesson generate discussion of the importance and unique nature of written communication. In the fourth lesson, students examine a moment in time as they read primary source documents on the life of a scribe and then role play. In the fifth and last section, students examine the evolution of the ancient writing system of cuneiform. (Author/DK)
Images of the Orient, nineteenth-century European travelers to Muslim lands : a unit of study for grades 9-12 by Susan L Douglass( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This teaching unit represents a specific "dramatic moment" in history that can allow students to delve into the deeper meanings of selected landmark events and explore their wider context in the great historical narrative. Studying a crucial turning point in history helps students realize that history is an ongoing, open-ended process, and that the decisions made today create the conditions of tomorrow's history. This unit focuses on travelers who visited Muslim regions of Asia and Africa during the 19th century. Each lesson in the unit covers a different type of traveler's experience, including explorers, pilgrims, tourists, archaeologists, artists, colonial officials and their families, journalists, photographers, and literary figures, whose expressions range from travel narratives to scientific writings, letters, dispatches, poems, paintings, maps, and photographs. By using this approach, the student becomes aware that choices are made by real human beings and that these decisions are the result of specific factors. Within the unit are teacher background materials and lesson plans with student resources. The unit is designed as a supplement to the customary course materials. The various lessons are written for different grade levels, and they can usually be adapted to a slightly higher or lower level. Lesson plans include a variety of ideas and approaches for the teacher that can be lengthened or shortened. Student resources accompany the lesson plans and contain primary source documents, handouts, student background materials, and a 23-item annotated bibliography. (Bt)
Slavery in the 19th century : a unit of study for grades 5-8 by J. D Pearson( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

This unit is one of a series that presents specific moments in history from which students focus on the meanings of landmark events. The lessons included in this unit attempt to make slavery comprehensible to students, showing its oppressiveness and yet explaining how white Southern culture rationalized and sustained it. The unit also explains how blacks resisted the dehumanizing aspects of slavery and in the process created a distinct African American culture. Finally these lessons present the abolitionists, black and white, male and female, and develop appreciation for their courage, conviction, and understanding. Students should be exposed to people whose foresight and principles, while putting them at odds with the prevailing beliefs of their contemporaries, helped to shape the attitudes of future Americans. This unit should help students see the importance of being active and thoughtful members of society. White Southerners were ordinary people not very different from contemporary Americans. Students should be taught that unless people are educated to reflect actively on the values that shape society, they are likely to accept those values uncritically. With the aid of this unit, students should see racism as a disease that threatens all people's freedom while crippling the judgement of those infected. This unit contains six lesson plans: (1) the justification of slavery and its effect on whites; (2) slave labor; (3) African-American culture forged in bondage; (4) slave resistance; (5) abolition, the leaders and their ideas; and (6) abolition and women's rights. Contains 16 references. (Dk)
Keeping them apart : Plessy v. Ferguson and the black experience in post-Reconstruction America : a unit of study for grades 8-12 by Jim Ruderman( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. This unit focuses on the black experience in the critical years after Reconstruction. Using the landmark decision in Plessy V. Ferguson in 1896, the unit opens with an examination of conditions in black America during the post-Reconstruction years. Political opportunities or lack thereof; economic and class status; as well as social interaction will be illustrated through documentary material. In the Plessy case, the U.S. Supreme Court interpreted the Fourteenth Amendment guarantees of due process and equal protection to mean that "separate but equal" facilities could be provided on the basis of race. By examining the Supreme Court's reasoning in Plessy within the historical context of the period, the student will be able to evaluate the successes and the failures of Reconstruction. By examining the Court's decision itself, students can investigate the nature of judicial review through an example of constitutional interpretation that stands in sharp contrast to the judicial activist character of the Warren Court's decision in Brown V. Board of Education nearly 60 years later. This unit challenges students to see the relationship between law and society and how prejudice works. The unit objectives are: students will evaluate the conditions of blacks in the north and south between 1875 and 1900 using documentary and statistical evidence; the successes and failures of Reconstruction for freedmen will be analyzed; students will identify Plessy V. Ferguson as an organized resistance by black leaders to segregation laws in the south; the Supreme Court's reasoning in this decision will be analyzed and; the concept of judicial review and its importance in American Constitutional government will be identified and discussed. Contains three references. (Dk)
The origins of Greek civilization : from the Bronze Age to the Polis, ca. 2500-600 B.C. by Rhoda Himmell( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

This document consists of three units in which students study and compare the two civilizations of ancient Greece, that of the Greek kingdoms of the second millennium B.C. and the city states of historical Greece, and learn how historians use archaeological evidence to reconstruct the history of Mycenaean Greece. Suggestions are included for helping students appreciate one of the principal written sources for early Greek culture, the "Odyssey." The first unit "Bronze Age Civilization in the Aegean: Crete, Mycenae, and Troy ca. 2500-100 B.C." is a unit of study for grades 9-10. The purpose of this unit is to examine the origins, history, and culture of the earliest European civilizations at Crete and Mycenae with a focus on the archaeological evidence and examination of writing systems that link the two areas. Background for settlements on the island of Crete and on the Greek Peloponnese, key historic events, and a survey of the cultures of these areas are included. A discussion of both the mythological and archaeological sources for the Trojan War is provided in order to relate the Trojan War to the history of the Mycenaeans. The value of archaeology as the main source of information about the ancient period is emphasized. The second unit is "Homer's Odyssey: An Elementary Passion" for grades 1-6. This section contains selected activities for elementary students studying the "Odyssey." The third unit, "The Polis" is designed for grades 6-10. The purpose of this unit is to allow students to understand the function of the polis as an integral part of Greek life. Each unit contains references. (Dk)
Early Chinese history : the hundred schools period, China's golden age of philosophy : a unit of study for grades 9-12 by Lehn Huff( Book )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

In this unit students examine the four most influential Chinese philosophical traditions developed during the Zhou period (roughly 6th-3rd centuries B.C.E.). The four philosophies students study include: (1) Confucianism; (2) Mohism; (3) Daoism (Taoism); and (4) Legalism. In three lessons, students compare the ideas of these schools and explore how such ideas were conditioned by and, in turn, impacted society, economy, government, and culture. The unit uses a "dramatic moment" situated in the historic context and provides primary sources for students to examine during the course of the unit. The unit also contains "Teacher Background Materials" and "Lessons Plans with Student Resources." (Eh)
The Byzantine Empire in the Age of Justinian by Linda Karen Miller( Book )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

The 6th century of the Byzantine Empire, dominated by the emperor Justinian (527-565 C.E.), is the focus of this unit of lessons designed for grades 7-12. Justinian's contributions to world history in various fields are examined. Noting that not all scholars are in agreement as to when Byzantine history began, the unit places its origins either at the time of Constantine the Great (324-337 C.E.), or at the reign of Justinian. The unit begins with an overview and rationale and then provides the following teacher background materials: a unit context, a correlation to the National History Standards, unit objectives, and six lesson plans. Topics for the lesson plans include geography of the empire, Nika Revolt, Vandal wars in Africa, Justinian as a law reformer, Byzantine architecture, and Justinian and Theodora. Each lesson contains student activity questions. Primary source materials are provided, along with a 23-item bibliography. (Bt)
With Speech as My Weapon: Emma Goldman and the First Amendment. a Unit of Study for Grades 8-12 by Candace Falk( Book )

1 edition published in 1997 in English and held by 1 WorldCat member library worldwide

This supplementary teaching unit provides students with the opportunity to explore freedom of expression by focusing on Emma Goldman (1869-1940), a major figure in the history of American radicalism and feminism. In a period when the expression of controversial ideas was dangerous, Goldman insisted on her right to challenge conventions. She devoted her life to asserting the individual's potential for freedom that otherwise was obscured by a system of social and economic constraints. She was among America's most prominent advocates of labor's right to organize, reproductive rights, sexual freedom, freedom of speech, and freedom of the individual. This teaching unit contains primary sources taken from documents, artifacts, journals, diaries, newspapers, and literature from the period under study. Students will investigate documents drawn from these sources in a study of issues related to freedom of expression. Teacher background materials, lesson plans, and student resources are given to provide an overview of the entire unit, as well as various ideas and approaches for this unit. Contains a glossary of terms and an 18-item selected bibliography. (Bt)
The role of women in medieval Europe : a unit of study for grades 10-12 by Rhoda Himmell( Book )

1 edition published in 1992 in English and held by 1 WorldCat member library worldwide

This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. This unit consists of lessons focused on selected topics in medieval history that define and describe the roles of women. The lessons examine the roles of women in the Early Middle Ages with particular emphasis on the culture of the Germanic tribes that penetrated the Roman Empire, property rights of women in the feudal framework, the participation of women in the expansion of cultural and intellectual pursuits in the 11th through 13th centuries, and demographics and the occupational roles of women in the late Middle Ages. A role playing project that applies to several important topics of the Middle Ages and that includes many female roles is included. The unit is designed with five objectives: (1) to identify and describe some important and prominent roles that women played in medieval social, economic, and political life; (2) to understand that women's roles varied according to time, place, and circumstance throughout the medieval period; (3) to recognize that male attitudes established more or less the place of women within the framework of medieval society; (4) to gain experience in the analysis of primary source documents as a fundamental aspect of history; and (5) to practice formulation of generalizations from specific descriptive materials. The unit contains a 15-item annotated bibliography. (Dk)
Ibn Battuta: A View of the Fourteenth-Century World. a Unit of Study for Grades 7-10 by Joan Arno( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

The adventures of Ibn Battuta, the Muslim world traveler, provide a mechanism for teaching about the early 14th century. The study of Ibn Battuta helps students to understand what is known about the past and how it is known, in terms of both history and historiography. The unit can be presented in connection with such commonly taught topics as Muslim civilization, the Mongol empires, West African kingdoms, Europe in the later Middle Ages, medieval trade and travel, Marco Polo, the Black Death, and the hemispheric context of the European voyages of discovery. Students will understand: (1) the geography of Afro-Eurasia and the features that connect large parts of this world region; (2) the significance of Ibn Battuta's journey in the context of historical documents and the religious and cultural experience of Muslims within Dar al-Islam; (3) maps and primary documents; and (4) the tools and dilemmas of the historian in doing research and using primary sources. Students will be able to write cohesive essays as well as verbally analyze the material presented. The unit contains an overview and rationale, extensive map exercises, a summary of Ibn Battuta's travels and adventures, and suggested activities designed to develop a variety of skills. Contains a 13-item bibliography. (Bt)
Abraham Lincoln and slavery : a unit of study for grades 8-12 by Kirk Ankeney( Book )

1 edition published in 1994 in English and held by 1 WorldCat member library worldwide

This document is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. Students become aware that choices had to be made by real human beings, that those decisions were the result of specific factors, and that they set in motion a series of historical consequences. By analyzing primary sources, students learn how to analyze evidence, establish a valid interpretation, and construct a coherent narrative in which all the relevant factors play a part. This unit explores Abraham Lincoln's attitudes and actions regarding slavery, its abolition, and the use of African American troops during the Civil War. The unit places Lincoln's words and deeds amid the political realities of the day and in the context of the time in which he lived. Contemporary voices of both support and opposition draw attention to public reaction to Lincoln's policies. The unit consists of teacher background materials, lesson plans, and accompanying student resources. Unit objectives include: (1) to interpret documents in their historical context; (2) to understand the significance of the debate over the abolition of slavery and the use of African American troops; (3) to examine the historical context of emancipation; and (4) to explore the political motivation that influenced Lincoln's stance on slavery. Five lesson plans and one extension lesson are included: (1) Lincoln's early views on slavery; (2) the Lincoln-Douglas Debates; (3) evolution of an anti-slavery policy; (4) emancipation and African American troops; (5) contemporary views of Lincoln; and artists' views of the Emancipation Proclamation. Contains 13 references. (Dk)
Causes of the American Revolution : focus on Boston : a unit of study for grades 7-12 by David Lynn Ghere( Book )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

This teaching unit is based on primary sources taken from documents, artifacts, journals, diaries, newspapers, and literature from the period under study, which, in this case, is the beginning of the Revolutionary period in the American colonies. The unit addresses the intellectual foundations, the emotional attitudes, and the specific political events that combined to create an imperial crisis between Great Britain and her colonies in the early 1760s and 1770s. It also provides material that can be used to promote a better understanding of economic and social relations during the same period. The primary goal for the unit is to present teaching materials for easy use in the secondary classroom while retaining the logical argumentation, the "rich flowery language," and the"burning emotion" that is contained in the original documents. By studying a crucial turning point in history, the student becomes aware of decisions that were made by real human beings, and that the decisions set in motion a series of historical consequences. Within the unit, which should be used as a supplement to the customary course materials, are the following: (1) unit objectives; (2) correlation to the National History Standards; (3) teacher background materials; (4) lesson plans; and (5) student resources. The unit's lesson plans include a variety of ideas and approaches for the teacher which can be elaborated upon or shortened. The lesson plans contain student resources. (Bt)
The great convergence : the Pueblo and Spaniards meet ; a unit of study for grades 8-12 by John Arevalo( Book )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

Focusing on the great convergence of Native Americans and Spaniards in the American Southwest introduces students to the indigenous Anasazi, the Spanish Colonists, and the ensuing conflict of cultures culminating with the Pueblo Revolt of 1680. This unit is based on and uses primary resources taken from documents, artifacts, journals, diaries, newspapers, and literature from the period being studied. It is designed to supplement texts that pay little or no attention to the Southwest region of the United States and makes clear that the Southwest had a complex history that antedated the arrival of English speaking people. The unit includes background materials that provide an overview, lesson plans, and student resources. (Bt)
Early Jamestown : a unit of study for grades 5-8 by J. D Pearson( Book )

1 edition published in 1991 in English and held by 1 WorldCat member library worldwide

This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. By studying a crucial turning point in history students become aware that choices had to be made by real human beings, that those decisions were the result of specific factors, and that they set in motion a series of historical consequences. Through primary sources, this unit explores the founding and early development of Jamestown and the relationship between the colonists and the indigenous people. Although the colony was established by the Virginia Company of London in the hope of making a profit by finding gold, locating a trade route to Asia, or harnessing the labor of the natives, only the discovery that tobacco could be raised profitably permitted the colony's survival. The colonists' first years were marked by disease, disaster, and death brought about largely by inappropriate expectations, poor planning, and an inability to adapt to the unfamiliar world in which they found themselves. During this same period, the foundations of Anglo-Indian relations in Virginia also were being laid. Students need to understand how very tenuous England's early efforts at colonization actually were. They need to learn how the haphazard and ill-considered decisions of the first English colonists had a profound impact on Anglo-Indian relations. Finally, this unit allows students to experience history in a way that lets them see the past not as a series of inevitable events, but as the meandering record of human choices. (Author/DK)
Bring history alive! : a sourcebook for teaching United States history by Kirk Ankeney( Book )

1 edition published in 1996 in English and held by 1 WorldCat member library worldwide

This resource manual, built around 1,200 classroom activities, was created by elementary, middle, and high school teachers for teachers who wish to engage in an inquiry-based approach to historical knowledge and historical understanding. The teaching examples are offered as sample activities and are not considered to be a complete curriculum. The teaching examples are organized by grade level and era and are supplemented by essays of two types. In Part I, a number of short essays by experienced teachers explore ways of bringing history alive. In Part ii, essays introduce each of the 10 eras of United States history. Each essay dwells on a particular theme or approach relevant to the era. The 10 eras are borrowed from the "National Standards for United States History" and encompass the chronological study of U.S. history presented in the schools. (Eh)
Women in the Progressive Era : a unit of study for grades 9-12 by Alli Jason( Book )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

A specific dramatic episode in history that allows students to delve into the deeper meanings of selected landmark events and explore a wider context of historical narrative is represented within this supplementary teaching unit. This approach helps students materialize history as an ongoing, open-ended process that is based upon decisions made in the present. The role of women during the Progressive era in the United States (1890 - 1920) is the focus of this unit. Unit topics include: (1) social conditions that led to women's assumption of wider roles in the public arena during the Progressive era; (2) the impact of higher education for African American women and white middle-class women; (3) methods women used to exert influence in the public arena, including the women's club movement, settlement houses, and labor organizations; (4) differences and tensions between middle-class women reformers and their working-class clients; and (5) individuals, organizations, and events that led to popular acceptance of birth control and suffrage. The guide is based on primary sources taken from documents, artifacts, journals, diaries, newspapers, and literature from the period under study. Teacher background materials, lesson plans, and student resources are given to provide an overview of the entire unit, as well as various ideas and approaches for this unit. Contains 15 suggested reading resources. (Bt)
Sexism in Education: Is There Gender Equity in Your Community School District? by Los Angeles, Ca National Center for History in the Schools( Book )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

This pamphlet provides information to help teachers, students, parents, and the community at large to examine whether there is equal access to and opportunity in education for males and females in the Iowa schools. Recognition of the importance of gender equity in education is reflected in both state and federal law. This document describes the relevant legislation at both the federal and state level in Iowa. The pamphlet discusses Title ix of the Education Amendments of 1972 that forbids sex discrimination in any educational institution receiving federal assistance. It describes the Carl D. Perkins Vocational and Technology Education Act of 1990 that continued earlier provisions of federal vocational education legislation that required each state to have a full time sex equity coordinator to provide assistance to educational institutions to assure equal access to vocational education programs for women and men. The document explains that under Iowa state law, all public and accredited private elementary and secondary schools are required to teach their entire school curriculum from a multicultural, nonsexist approach. The Iowa Civil Rights Act also is discussed. The pamphlet suggests that citizens examine their school district curricular materials, curricular offerings, guidance services, extracurricular activities, and school administration for signs of gender equity. Six means of taking action are suggested. (Author/DK)
In the aftermath of war : cultural clashes of the twenties : a unit of study for grades 9-12 by Nina Gifford( Book )

1 edition published in 1992 in English and held by 1 WorldCat member library worldwide

This unit is a collection of lessons for teaching about cultural clashes. Based on primary sources, the unit contains teacher background materials and three lesson plans with student resources. These lessons deal with the United States between World War I and World War ii. The United States emerged from World War I with seismic faults in its society, with clashes that would reverberate through the decade and beyond. A study of the contrast between modern urban and traditional rural society can help students grasp the era's great complexity and give them insights into different cultural attitudes that still exist in U.S. society. Using a variety of documents, plus cooperative and individual instructional activities that emphasize critical thinking, students examine the attitudes and strategies of people struggling with competing world views. Art, literature, and film also are used to illustrate key points. The unit is built on three objectives: (1) to identify social and economic changes that had been occurring in the United States since the late 19th century; (2) to identify reactions to the social and economic changes that had been occurring; and (3) to recognize that the emergence of new beliefs and attitudes produce tensions and conflicts in society. The first lesson plan, "Urban America in the Twenties," allows students to identify social and economic trends in the early 20th century, describe urban modernism in the 1920's, and reactions to it. The second lesson, "Rural Traditionalism in the Twenties," helps students describe rural traditionalism in the 1920's and reactions. The third lesson contains case studies. Contains three references. (Author/DK)
 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.43 (from 0.26 for Women in t ... to 0.98 for Sexism in ...)

Languages
English (20)