Author: American University in CairoPublisher:
ISBN:
Category : History
Languages : en
Pages : 334
Book Description
Aims and Objectives of Teaching World History in American and Egyptian Secondary Schools
Author: American University in CairoPublisher:
ISBN:
Category : History
Languages : en
Pages : 334
Book Description
The Status of World History Instruction in American Secondary Schools
Author: William E. PulliamPublisher:
ISBN:
Category : History
Languages : en
Pages : 108
Book Description
The one-year course in world history, popular in some quarters, does not seem to have made much headway. High school level courses on world-history are one of the many responses to the World Wars, yet said courses have never been recommended by a committee of national scope on which there were any historians. Opinion surveys among teachers and students indicate that no other part of the typical social studies program is more criticized than the tenth grade level one year elective world history course. These courses are increasing in number, textbooks are multiplying, and a few interesting experiments are being worked out--yet there is no general agreement on organization, scope, objectives, teaching strategies, or assessment in these courses. This document is a summary of historical and recent surveys on curricular trends in social studies with regard to world history, to help educators assess what impact they may have on the teaching of world history in the 1970s.
A History of the Objectives for Teaching World History in Secondary Schools
Author: Phyllis L. WeberRedefining the Egyptian Nation, 1930-1945
Author: Israel GershoniPublisher: Cambridge University Press
ISBN: 9780521523301
Category : History
Languages : en
Pages : 304
Book Description
The authors examine the emergence of nationalism among the Egyptian middle class during the 1930s and 1940s, and its growing awareness of an Arab and Muslim identity. Previously Egypt did not define itself in these terms, but adopted a territorial and isolationist outlook. It is the revolutionary transformation in Egyptian self-understanding which took place during this period that provides the focus of this study. The authors demonstrate how the growth of an urban middle class, combined with economic and political failures in the 1930s, eroded the foundations of the earlier order. Alongside domestic events, the momentum of Arabism abroad and the impact of events in Palestine, necessitated Egyptian regional involvement. Egypt's present position as a major player in Arab, Muslim and Third World affairs has its roots in the fundamental transition of Egyptian national identity at this time.
التربية في العالم العربي
Author: M. SalibaPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 248
Book Description
A HISTORY OF THE TEACHING OF GENERAL AND WORLD HISTORY IN UNITED STATES SECONDARY SCHOOLS.
Author: RAY ELMER KEHOEAmerica, History and Life
Author: Reading Like a Historian
Author: Sam WineburgPublisher: Teachers College Press
ISBN: 0807772372
Category : Education
Languages : en
Pages : 169
Book Description
This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.
Resources in Education
Author: Hollywood or History?
Author: Scott L. RobertsPublisher: IAP
ISBN: 1648023053
Category : History
Languages : en
Pages : 541
Book Description
The challenges of teaching history are acute where we consider the world history classroom. Generalized world history courses are a part of many, if not most, K-12 curricular frameworks in the United States. While United States history tends to dominate the scholarship and conversation, there are an equally wide number of middle-level and secondary students and teachers engaged in the study of world history in our public schools. And the challenges are real. In the first place, if we are to mark content coverage as a curricular obstacle in the history classroom, generally, then we must underscore that concern in the world history classroom and for obvious reasons. The curricular terrain to choose from is immense and forever expanding, dealing with the development of numerous civilizations over millennia and across a wide geographic expanse. In addition to curricular concerns, world historical topics are inherently farther away from most students’ lives, not just temporally, but often geographically and culturally. Thus the rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History. The reviews of the first volume Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach Untied States History strategy have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioner. Classroom utility and teacher practice have remained our primary objectives in developing the Hollywood or History? strategy and we are encouraged by the possibilities of Volume II and the capacity of this most recent text to impact teaching and learning in world history. We believe that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching world history. The book provides 30 secondary lesson plans (grades 6-12) that address nine eras in world history.