HNN Teacher's Edition
|Grades 3-6||Grades 9-12|
- Teaching the Constitution
- Teaching History
- Teaching the Middle East
- Teaching 9-11
- Teaching Presidential Elections
- Low History IQ's
- History Quotes
- Did You Know?
- Hot Topics
- Interviews with Historians
- Grade Inflation ... Why It's a Nightmare By Jonathan Dresner
- Where History is Making News Around the World: Teaching Students that History Matters
- Join in the Discussion: Teaching Kids Who Find History Boring
- William Fitzhugh: Why Writing History Term Papers Is Vital
- What Students Don't Know About History
- Timothy Burke: Historical Argument From Soup to Nuts
- The End of the High School History Term Paper?
- Illogic in Public Discourse: How History Is Misused By Jonathan Dresner
- What's Wrong with High School History Textbooks
- Classroom Lesson Plans: Helping Teachers Teach History
- Top Educator Sites Ranked by Popularity -- sitesforteachers.com
- Does History Make Students Better Citizens? (And How Do We Measure that?)
- What Do Our Students Know? by Allan M. Winkler
- How to Deal with Textbooks in the Classroom by James Loewen
- My Experience Teaching Apathetic Students at a School with Open Admissions by Thomas Reeves
- How to Teach World History for Advanced Placement Classes.
- No, You Don't Have to Teach History After You Get Your Ph.D.
- Do Students Care About History? by Anders Henriksson
- Don’t Know Much About History by Jane Hall
- Getting Students to Like History Is Not Impossible
by Cathy Gorn
- Rate the Losers: A Game to Teach Students Important Lessons of History by Robert Cook
- Should Students Be Allowed to Get Away with Plagiarism?
by Matthew Warshauer
- We Need to Develop New Ways to Teach Students History by Sam Wineburg
- Now Clinton's History: Building a Course Around His Presidency by Lewis Gould
- Should We Be Alarmed by the Results of the Latest U.S. History Test? (Yes) by Diane Ravitch
- Should We Be Alarmed by the Results of the Latest U.S. History Test? In Answer to Diane Ravitch by Ron Briley
- The Test 12th Graders Flunked by HNN Staff
- So You Want to Try Writing an Online Course? by Kimberly J. Morse and Lewis L. Gould
- Islam, Islamism: A Guide for Teachers
- Guide to the History of Saudi Arabia
- Everything You Need to Know About the History of Iraq
- Ways of Thinking About the War with Iraq by Peter L. Hahn
- War and the Campuses by Paul Rogat Loeb
- 9/11: Five Years Later
- Teaching About 9-11 (Overview)
- Poll: Has 9-11 Changed the Way Historians Teach History? by HNN Staff
- Classroom Lesson Plans: Teaching About 9-11
- Dickinson College: The Clarke Center's Teaching 9-11
- What Should We Tell Our Children About 9-11?
- Are College Textbooks Miseducating Students About Terrorism?
- What Books Are Helpful in Understanding 9-11?
- Memories: September 11 Digital Archive
- Abstract: The OAH Special 9-11 Edition
- Resources: History of U.S. Interventions
- Smithsonian Exhibit on 9-11
- HNN Guide: Who Should Be the Next Commander-in-Chief? Moral Leader-in-Chief? Educator-in-Chief? Statesman-in-Chief? Politician-in-Chief?
comments powered by Disqus
C. Ryan - 6/15/2007
Not sure if you'll get this, David, but I am conducting research on teaching history backwards for my graduate degree and future teaching career, and wonder if you would allow me access to your 2004 graduate thesis. I'll check back here for a reply. Thanks!
Gustavo Jos Herrera-Marcano - 4/14/2005
The Laws of Indies instituted the labour journey of eight hours during the mid xvii century and it was applied for the first time in the Province of Venezuela at Puerto Cabello
Gustavo Jos Herrera-Marcano - 3/13/2005
If you check your history, the Middle East has been in turmoil since the XXX Century B.C., when the Hicsos invaded Egypt and destroyed the Ancient Kingdom.
It is wishful thinking to believe that thruough a few conferences and pressure democrecy will take hold there. The people of that region do not have that concept nor know anything about it
Marsha Weathers - 1/7/2005
Just wanted to share a new website that is great for history teachers focusing on economics called www.econ4u.org
The site is dedicated to economic literacy and includes some information that even I didn't know! I recommend downloading their printable pdf quiz (complete with answers and explanations).
It also features some top executives and their first jobs - really inspiring for kids that can't see how their own humble beginnings could lead to great success – perfect for career units as well.
David Paschall - 7/11/2004
I have been teaching both my US History and World History survey courses, for the last 5-6 years, by starting with current events and then working backwards to trace the causes of the present situations. I know other teachers are doing similar curriculum innovations. I am working on this as part of my graduate thesis this fall and would be interested in what successes and problems teachers from around the country are having with their innovative approaches. Thanks- David Paschall
bernice lindenbaum - 4/10/2004
Can anyone tell me who said , "Don't shoot the messenger".
Arnold W. Levine - 2/16/2004
I listened to professor Lichtman state that there are 5 or 6 reasons why an incumbent loses the White House. I didn't hear them all (economy, foreign affairs, 3rd party candidate doing well, scandal, etc.) What everyone is afraid to talk about was the "big hairy mole" on the end of Gore's nose that everyone pretends wasn't there because it is politically incorrect to even mention it. That "big hairy mole" was Joseph Lieberman. To have chosen a Jew as his running mate was courageous, progressive and politically stupid. It is the reason that Gore didn't swamp Bush. Why? Because for the couple of elderly Palm Beach County Jewish matrons that only vote when a Jew is running for Vice President (many of whom ended up voting for Pat Buchanan), he lost millions of voters who would never allow a Jew to be a heartbeat from the presidency. To ignore the fact that outside of Florida, Metro New York and a few Jewish ghettos in large cities (who would have voted for Gore anyways) there is a large anti-semetic bloc in the U.S. whose votes he lost. Hard to say? Sticks like a bone in your throat? Well no recap of 2000 is complete without it. And that is the truth. Have a nice day. Arnold Levine, Boca Raton, FL
Autumn Louise Silva - 2/3/2004
Does anyone have an opinion on the role that America played in the holocaust of the jewish people?
Jeremy Walter Kilar - 1/28/2004
I am curious if any other institutions are offering a class on THE DAVINCI CODE. At Delta College, three of us are offering a one hour class this winter semester. We had 45 students at the first session. We meet every other week for two plus hours. The class is organized around volunteers from different disciplines at the college, as well as local churches, who have agreed to come in and give special presentations relating the topics brought up in the novel. We have a web site at http://www.delta.edu/socsci/HISindex.html that outlines our course.
Steve - 12/31/2003
I have had some experience with this series. I currently teach from the American History curriculum in Boston. It is no magic bullet by any stretch of the imagination. But, it does have a lot of good qualities. Coming from a resource poor school, it is nice to have materials that are consolidated into three-ring binders with easily reproducible materials. They are tough, and can be transported easily. The set of binders for a typical program runs far less than full class sets of texts and supporting materials.
As far as the program, a great deal of it centers around the students' notebooks that they keep. These notebooks are set up in a specific way so that every student is literally "on the same page." When I was in Alt. Ed. I found the notebook format to work quite well. My students were unmotivated, unorganized, and had very unstable backgrounds (criminal records mostly). They were able to latch on to the notebook easily because it was inexpensive, easy to understand, and "theirs." All of their work was done in it and as long as they could produce a complete notebook at the end of the year, they were eligible to pass the class. My failure rate dropped from 75% to about 35% within one term. Mind you, this was a tough crowd.
I still use most of the materials, but with more mainstream students. I like using it, especially the notebook. I believe that it really helps struggling students.
There is a lot more I could say, but this post is getting long and it is late. Hope some of this info helps.
Mark Robinson - 10/27/2003
America's history is built on words and ideas. Which were the most significant of all? Cast your vote: select the 10 documents
that best define who we are as a people and what our nation stands for. Go to http://www.ourdocuments.gov and click on "People's Vote."
Created by the National Archives and National History Day, the "People's Vote" is available to all Americans - even students. Whole schools can get involved in a discussion on the significance of the documents. Write in your significant documents or choose from the list of the 100 documents provided by the National Archives. The results of the "People's Vote" will be announced on December 15, 2003, Bill of Rights Day. At http://www.ourdocuments.gov you can see the original speeches, international treaties, Supreme Court cases, patent designs, and Constitutional amendments that changed the course of history.
Gary M. Miller - 10/24/2003
Does anyone have any experience with this series? Can anyone post his or her experience with the program? Thanks.
Mike Fleming - 3/1/2003
Stumbled across this website one evening and read for a while. I'm an American who has been living in Egypt for about 5 years now. Not particularly well educated like you "college folk", but thought I would try to contribute anyway. Discard or use my input "As you like" (Common Egyptian phrase here...In Arabic: Alaa Keefak,). I speak, read, and write Arabic semi-fluently or better and am working with the USAID project here. I just wanted to comment on the work the Lisa Wynn has posted on the internet. She is pretty much correct in what she has stated in her thesis...but. Egypt is an everchanging country. In my short time here I have seen an emerging middle class, where 5 years ago it was the "Haves" and "Have nots". The introduction of credit to the average individual has brought upon the Egyptians some of the same problems that we have in American (i.e. too little income, too much debt....equates too: Can't make the bills at the end of the month). What I am seeing here in Egypt is a country that is moving from the Iron Age into the Technilogical Age, and is bypassing the Industrial Age where they learn how to manufacture, repair, and maintain goods and products in order to maintain their lifestyle. They are quickly becoming dependant upon imported products from the West. The country, as I see it, is quickly becoming dependant upon goods and services provided by foreign countries. The Pyramids? They are a great tourist draw and bring income to the country, along with all of the other historic sites here in Egypt . I've even seen the sights of El Meidum, Qasr IL Quaroon, Dakhla, Kharga, Mut, Farafra, WaHat in Baharayya, and the tourist sites as well. And there are still more sites to be discovered by an occassional tourist like myself. But one thing that I hold dear is what Egypt and a young anthropologist from Canada (Jendju Collins...look her up on the Internet) taught me, is that we are all part of a Global village here and we should strive to understand who we are, where we come from, and where we are going. And as such, I have strived to learn the local language and dialects in order to gain entrance to places where most tourists can't go (Even though proper documentation and Letters of inroduction from Universites open a lot of doors, I don't have that luxury), I just get into places where I can as a result of my language skills in Arabic. I have to say here: Thank you Jendju! you taught me alot!
With the current threat of war with Iraq, and the ongoing Israeli/Palistinian conflict. I'm afraid that access to recently discovered sites in Egypt may be restricted to Acheologists/Anthropologists. As well, these conflicts may change how we, as foreigners living in Egypt, are looked upon. Egypt is still considered a safe country (ThreatCon is lower than America's as of 03/01/03.....I find that strange...and frightening). But Egypt is going to go through more changes, and that is worthy of attention or your part. And that it the point of my long-winded letter to you all.
If you actually read this far down....Thanks. I apologize for boring you to tears. I love this country (Egypt), and am concerned for its well-being.
If you like to respond with commentary, or abuse as well, I would appreciate all responses.
Michael E. Fleming
Atlantic Ordnance International, Inc.
George Bain - 2/8/2003
I am building a course about (a) why the West won the economic prize, and (b) why most considerations of long-run history exclude a major player - China.
An example of a book relevant is "European Miracle" by Jones. Other explanations can be gleaned from Toynbee's Study of History. Grateful for your comments about suitable surveys (NOT texts, I hope) that deal with the sweep of political and economic history over the ages.
Hack - 2/4/2003
am nevoie de Bncuri vreau sa floodez sasptamina asta pe cineva prin provider si am nevoie de chell671 In rest tiwe cum iti mai
merge merg si eu la ambasada pe 4 martie stii tu treaba aia .'
am nevoie de relatiile tale in zona ...
bafta ma ai griaj de tine ma ....
Mindi Rogers - 1/11/2003
I came across this site during an Alexa search and it is interesting. It is hard to navigate and poorly planned in structure.
It looks like it would be a good source of information, but most of the information is old news and can be found all over the net. Very little orginal writing. Much of what I see appears to be copied from other sites and may violate copyright laws.
The site refers the reader to a few MSN political chat groups and some of them indicate that this is a stolen site and this concerns me too.
No thanks! I will not be submitting my work nor will I be using your web site for information!
Sandra Hartle - 12/31/2002
Hi everyone, I thought since I found this through a search on our site, that I would post a little more regarding this. We are really interested in having students who have produced good quality work submitting it to our site for publication. The board members of Junto will then vote on the submittals and the student who has done the best job on their essays will receive a Junto Society Scholarship to help with their education.
Have anyone interested in participating in this activity submit their essays to our site using this email address. firstname.lastname@example.org.
Monty Rainey - 11/1/2002
Hello teachers. Do you have a student who has written an outstanding historical essay which you feel deserves to be published?
I am one of the founders of the new non-profit organization, Junto Society. We are focused on educating voters and students on politics, political issues and government. The Junto Society will also be offering scholarships, primarily to underpriveledged and home schooled students.
We will be online publishing, essays on prominent figures, historical events, historical documents, and current political issues.
If you have a student who has good writing ability and would like the experience and exposure, please contact me at email@example.com. You may view our website at http://www.juntosociety.com