41. BBC SPORT | Cricket World Cup 2003 | World Cup | Teach Yourself Cricket Speak teach yourself cricket speak Do you find yourself on a world Cup Fixtures Results Scorecards Tables Averages Team Pages history Have Your Say http://news.bbc.co.uk/sport3/cwc2003/hi/newsid_2730000/newsid_2737600/2737619.st

CATEGORIES TV RADIO COMMUNICATE ... INDEX SEARCH Low Graphics version Help Sport Homepage Cricket ... Fantasy Cricket Languages Fun and Games Question of Sport CHOOSE A SPORT Select Football Cricket Rugby U Rugby L Tennis Golf Motorspt Boxing Athletics Snooker Racing Cycling US Sport Other N Ireland Scotland Wales Last Updated: Wednesday, 12 February, 2003, 12:29 GMT Email this story to a friend Printable version Teach yourself cricket speak Do you find yourself on a sticky wicket when it comes to cricketing slang? Part I: From Jaffa to Wrong'un Wonder no more, with Part II of our step-by-step guide to all the jargon. BITE The amount of turn a spinner is able to extract from a particular wicket. And once Murali gets his teeth into you, it is definitely a case of once bitten, twice shy. PAD A protective covering for the legs of the batsmen and wicketkeeper. If a cricketer ever suggests "Your pad or mine", check what he's after before uttering your reply. MAIDEN When an over is bowled and no runs are scored from it. Rumoured to take its name from a beautiful woman, who completely bowled over a young cricketer. PLUMB The perfect lbw. When the ball hits a batsman on the leg directly in front of the stumps. One might also describe it as a peach of a delivery, although a pair is a different thing altogether.

42. ED455186 2001-07-00 Using Historical Statistics To Teach About World War II. ERI Using Historical Statistics To teach about world War II Instruction, Middle Schools,Modern history, Primary Sources Studies, Statistical Data, War, world War II http://www.ericfacility.net/databases/ERIC_Digests/ed455186.html

ERIC Identifier: Publication Date: Author: Siler, Carl R. Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Using Historical Statistics To Teach about World War II. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC World War II was a turning point in global history, an event that had a large and lasting impact on many people and places across broad areas of the earth. Compared to other wars, World War II involved the largest armed forces, the longest battle lines, the most destructive weapons, the most casualties, the most destruction of cities and other human assets, and the highest monetary expenditures. Thus, World War II deserves a prominent place in the middle school and high school social studies curriculum. Using historical statistics is an often neglected but potentially fruitful way to teach about the causes, conditions, and consequences of World War II. This Digest presents a rationale for using historical statistics to teach about World War II, discusses instructional methods for doing so, and recommends World Wide Web resources to facilitate teaching and learning with statistics about World War II.

43. ED422267 1998-08-00 The Education And Certification Of History Teachers: Trends, United States history, the history of Western civilization, and of the world;. whichpertain to the core subjects, including history, and how to teach them. http://www.ericfacility.net/databases/ERIC_Digests/ed422267.html

ERIC Identifier: Publication Date: Author: Source: National Council for History Education Inc. Westlake OH., ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. The Education and Certification of History Teachers: Trends, Problems, and Recommendations. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC History teachers who know their subject matter well are indispensable to schools striving to hold students to higher academic standards. This is a major concern for teacher education in history, according to a recent national conference of teacher educators, academic historians, K-12 classroom history teachers, and members of state and local governing boards. The major theme of the conference was that if, according to the standards-based strategy for democratic school reform, all students in every school are to be offered an equally solid and engaging study of history, then all teachers need equally rigorous preparation to teach them. The problems treated at the conference were how to explore the conditions under which subject matter mastery can be nurtured among history teachers, and how to determine the changes needed to bring about and sustain those conditions.

44. GITN Demo--Archives door closes, teachers can only teach subjects mandated civics, economics, sociology,history, anthropology, or For example, world history studies events, people http://www.geographyinthenews.com/600_113001world.html

Subscribe Today! About GITN Archives Lesson Plans ... GITN Home Demo Area s LEARNING WORLD GEOGRAPHY BY CRISIS Once again, our U.S. school systems have failed their basic world geography exam. Most students knew relatively little about Afghanistan and its neighbors prior to Sept. 11. The reason we know so little world geography is a complicated morass of failed education policies and legislative mandates. The basic problem is that even with the best intentions, teachers can only teach what they know and what state legislatures mandate. Generations of Americans have passed through schools that have had little or no geography in their curriculums. Regardless of teachers' interests in world geography, most find themselves trapped into teaching the same geography-less curriculums year after year. How can teachers teach geography if it is not a significant part of the curriculum? Gilbert Grovesnor, former president of the National Geographic Society, had it right 15 years ago when he initiated the State Geographic Alliance Program. Funded by a $30 million endowment, the Alliance Program helps university faculty in each state to train cadres of "Master Teachers" who participate in summer institutes. These teachers, in turn, provide in-service workshops for other teachers across the states, thus "trickling down" geography to other teachers to use in the classroom.

45. About_us.gif They assert that many teachers have the interest, motivation and abilityto teach such innovative world history surveys. Advocates http://www.cie.org/essay_whtpe.htm

November 23, 1998 (from Conference on World History Standards Program Booklet) In spite of the importance and difficulty of teaching world history, public debate over curriculum has either subsumed world history under social studies or drowned it out in disputes over US history. While few imagine creating a nation of historians, most educated members of the public acknowledge that study of human history deserves its respected and long-standing place in human culture and society. Academically significant knowledge and skills gained through study of world history also imparts political, economic and social benefit to nations. In individual terms, it is helpful or essential in many professions, in addition to its contribution to citizenship skills, personal development and identity formation. At least three significant trends have come to fruition in K-12 education during the closing decade of this century: the tremendous expansion of knowledge in the field of world history, the development of a civic framework for teaching about religion, and the effort to improve school achievement through standards and accountability. These movements all originated in realms outside the education system, though they are embraced by many educators. Each of these trends presents opportunities and challenges. Taken together, they are profoundly affecting curriculum and classroom instruction, teacher training, and the development of textbooks and other teaching tools.

46. Princeton - PWB 011199 - Why I Teach Chinese a scholar of literature and cultural history, teach beginning Chinese exactly whatone intends to teach is about of one's effort will be useful to the world. http://www.princeton.edu/pr/pwb/99/0111/chinese.htm

Princeton Weekly Bulletin January 11, 1999 Why I teach Chinese Senior professor explains Princeton anomaly By Perry Link Professor Perry Link (photo: Denise Applewhite) Recently I was asked why I am such an anomaly. Peter Patrikis, who directs a language-teaching consortium for the Ivy League schools, noted that two of my colleagues and I at Princeton are full professors and yet regularly teach beginning courses in Asian languages. He asked me to write this essay explaining why. In general, as everyone knows, we senior faculty enjoy research. It's fun to study the questions that we find interesting, and, having earned tenure and waited out seniority, we expect it is our turn to set our own agendas. What frustrates our expectations are meetings, committee assignments, manuscript reviews, recommendation letters, promotion cases, job searches, questions from the press, reception of visitors and myriad other professional duties, as uncountable as they seem to be unavoidable. Such tasks have a way of pilfering all our time while we're not looking. Professor Chih-p'ing Chou (photo: Denise Applewhite) Hence we crave sabbaticals. We also seek to minimize our teaching "load." We prefer to teach small groups of graduate students who share our interests, and in undergraduate teaching we favor the more advanced courses.

47. NSU Redirect Hyperhistory presents 3,000 years of world history with a and recreating pre17thcentury European history. SCA members This section of the teach site was http://www.nsula.edu/teach/socsci/world_history.htm

x = document.URL; y = x.split("/"); z = "www.teachertalk.us/teach/" + y[1]; z1 = "http://www.teachertalk.us/teach/" + y[1]; window.setTimeout("redirect(z1)", 5000) The Page You Requested Has Been Moved It should now be located at document.write(z.link(z1)); You will automatically be taken there in 5 seconds.

48. Secondary Certification Students outside of history may become certified to teach world Civilizationor US history by fulfilling the requirements of a minor field. http://history.hanover.edu/sec.html

Secondary Education Certification Requirements History majors who seek certification from the state of Indiana to teach history and social studies in middle schools or high schools must complete requirements in education and social studies. They should develop an academic program in consultation with a member of the Education Department and with their major advisor. The program must also have the approval of the Licencing Advisor in the Education Department (Professor Bill Markel), who officially awards certification at Hanover. In addition to meeting requirements in the Education Department, history majors typically fulfill requirements in three social studies fields, one "primary" field (five courses) and two "secondary" fields (three courses each). The History Department offers primary and secondary fields in World Civilization and in U.S. History. Most history majors choose one as a primary field and the other as a secondary field. The Education Department recommends that history majors choose "U.S. Government" (consisting of three courses in Political Science) as their other secondary field. Thus history majors are asked to combine either (1) a primary field in U.S. History with secondary fields in World Civilization and U.S. Government or (2) a primary field in World Civilization with secondary fields in U.S. History and U.S. Government. Students outside of history may become certified to teach World Civilization or U.S. History by fulfilling the requirements of a

49. History News Network We Need to Develop New Ways to teach Students history by the Results of the LatestUS history Test? world history books economic and political By George Bain http://hnn.us/departments/45.html

archives newsletter contact about us ... faq's April 12, 2003 Departments Breaking News Features HNN Blogs Hot Topics ... Roundup Teacher's Lounge Of, By and For Teachers Iraq and Gulf War II Everything You Need to Know About the History of Iraq War and the Campuses by Paul Rogat Loeb Poll: Has 9-11 Changed the Way Historians Teach History? by HNN Staff Classroom Lesson Plans: Teaching About 9-11 ... Smithsonian Exhibit on 9-11 General Classroom Lesson Plans: Helping Teachers Teach History Join in the Discussion: Teaching Kids Who Find History Boring Top Educator Sites Ranked by Popularity sitesforteachers.com What Do Our Students Know? by Allan M. Winkler ... Life in Egypt By Mike Fleming (March 1, 2003, 4:18 PM) World history books - economic and political By George Bain (February 8, 2003, 10:42 AM) sal ma muje By Hack (February 4, 2003, 12:47 PM) Essays on History By Monty Rainey (November 1, 2002, 9:59 AM) RE: Essays on History By Sandra Hartle (December 31, 2002, 5:14 PM) RE: Essays on History By Mindi Rogers (January 11, 2003, 9:54 AM) Social Studies books and Texas By Christy Woodward Kaupert (September 23, 2002, 8:32 AM)

50. TEACH: History And Culture teach history and Culture includes historical features on the history and Culturetopics Building the Mackinac Bridge Huron meet, is the worldfamous Mackinac http://www.great-lakes.net/teach/history/

GO TO.... Building the Mackinac Bridge Native Peoples Great Lakes Law and Policy What's in a name? Great Lakes environmental writers Fountain of the Great Lakes TEACH History and Culture Home TEACH: History and Culture includes historical features on the lakes themselves and the unique people and places of the region. Art and prose with a Great Lakes focus is highlighted, as well. History and Culture topics Building the Mackinac Bridge Rising 552 feet (that's 55 stories!) above the Straits of Mackinac, where lakes Michigan and Huron meet, is the world-famous Mackinac Bridge. Also known as the "Mighty Mac," this engineering marvel is 5 miles long and, anchor block to anchor block, holds the record as the longest suspension bridge in the world! Native Peoples of the Great Lakes Region Indians, or Native Peoples, were the original inhabitants of the Great Lakes region. Approximately 120 tribes and First Nations have occupied the Great Lakes basin over the course of history. Through this series of photo essays, learn about the history, livelihood and oral tradition of these proud peoples. Great Lakes Law and Policy Legislation focusing on the Great Lakes basin involves the federal governments of the United States and Canada. Find out how these two governments are organized and the agreements and policies both have made in order to protect the Great Lakes.

51. IPL Kidspace America Oceana Antarctica Oceans Seas history People Magazines Our world Resourcesfor Parents teachers Sites to help you teach children about http://ipl.si.umich.edu/div/kidspace/browse/owd0000/

IPL KidSpace All of the IPL Advanced You are here: Home KidSpace Our World About the IPL ... Contact Us KidSpace Features Ask a Question Culture Quest Learning HTML Orca Search ... Story Hour KidSpace Subject Collections Reference The World Computers/Internet Reading Zone ... Fun Stuff Learn about religions, languages, geography and culture around the world. Sub-headings: Religion Learn about the many religions around the world. Languages Around the World Kids around the world speak thousands of different languages! In this section you can learn some new words in a different language. Our World has many people from many different backgrounds, each with their own traditions and histories. Explore different cultures and learn about geography of countries around the world. The Ancient World Learn about people who lived thousands of years ago. Europe Asia Africa North America ... South America The world we live in has many different people with different histories and cultures. You can find out about some of them here. Magazines Sites to help you teach children about the world around them. Resources in this category: CHICO's Musical Heritage Network: Virtual Tours http://www.si.umich.edu/CHICO/MHN/vtour.html

52. Reports To The President 1996-97 The Art of Government in the Roman world, and an After an extensive national search,the history Faculty hired Effective July 1, 1997, he will teach courses on http://web.mit.edu/communications/pres97/11.06.html

MIT Reports to the President 1996-97 HISTORY Emeritus Professor Thomas H. D. Mahoney died suddenly on April 21, 1997, at the age of 83, while returning from a trip to Seoul, Korea, where he addressed a conference of the Interparliamentary Union. An expert on the eighteenth-century British statesman Edmund Burke, he was the author of Edmund Burke and Ireland and the textbook The United States in World History . After his retirement from MIT in 1984, he became an important advocate for the welfare of the elderly, and served as Massachusetts Secretary of Elderly Affairs. His colleagues at MIT offer their condolences to his family and friends. RESEARCH AND PUBLICATIONS Three members of the History Faculty completed major books after many years of work. William R. Kenan, Jr. Professor Pauline Maier published American Scripture: The Declaration of Independence in June, 1997. It has received a great deal of attention from news media for its provocative reinterpretation of the origins of this foundational political document. Associate Professor Jon E. (Ted) Lendon published Empire of Honor: The Art of Government in the Roman World , and an article, "Spartan Honor" in Polis and Polemus . Assistant Professor Heather Cox Richardson published The Greatest Nation of the Earth: Republican Economic Policies during the Civil War . Professor Bruce Mazlish published "Psychohistory and the Question of Global Identity" in The Psychohistory Review . Professor Peter C. Perdue published "Military Mobilization in Seventeenth and Eighteenth-Century China, Russia, and Mongolia" in

53. Map Central world history Maps. Additional Map Resources Gardner's Atlas of English history bySamuel Rawson Gardiner, MA LL.D. Map Power Using Computers to Make and teach http://www.wadsworth.com/history_d/special_features/map_central.html

@import url(/stylesheets/bonus.css); Home Contact Us Find Your Rep BookShop ... World Civilization Map Central US History Interactive Maps US History Maps Western Civilization Interactive Maps Western Civilization Maps World History Interactive Maps World History Maps Additional Map Resources Gardner's Atlas of English History by Samuel Rawson Gardiner, M.A. LL.D. Map Power: Using Computers to Make and Teach with Maps by Sara W. Tucker from The University of Texas at Austin Scholar's Guide to WWW by Richard Jensen includes an online Map Maker for printable, multimedia and interactive maps. Interactive Iraq Map Privacy Policy Thomson Learning is a division of The Thomson Corporation

54. H-Law Discussion Network teach the Constitution; Internet Links; Announcements; Discussion Threads; ASLH Bylaws; TextLaw and Colonial Cultures Legal Regimes in world history, 1400-1900. http://www.h-net.msu.edu/~law/

home news about search ... contact us General Information Subscribe! Manage Subscription About H-Law Subscription Help ... Editorial Board H-Law Resources Discussion Logs ASLH Newsletters ASLH Conferences H-Law Reviews ... New Books Search H-Law Enter keyword(s) Search all H-Net Logs visits to this page since August 1, 2002. Welcome to the home page of H-LAW, a Humanities Social Sciences Online discussion network sponsored by the American Society for Legal History . H-LAW solicits discussion of issues relating to teaching and research in the history of all legal traditionscommon-law, civil-law, and all other legal systems. ASLH also publishes through the University of Illinois Press. The journal is available online via the History Cooperative and will soon have back issues on JSTOR. For more information, see their brochure Sunny San Diego was not so sunny at the 2002 ASLH Conference , but the fabulous program more than made up for the weather. Next year's ASLH Conference is scheduled for November 13-15, 2003 in Washington, DC

55. Istjon2 Using the Internet to teach Trade in world history (European factories in Canton Guangdong, China, 1857. Source Internet Modern http://www.accd.edu/sac/history/leer/istjon2.html

Using the Internet to Teach Trade in World History (European "factories" in Canton [Guangdong], China, 1857. Source: Internet Modern History Soucebook: Multimedia and History, Images Internet Activities Internet Activity: The Silk Roads: Expanding Networks of Communication and Exchange Internet Activity: The Acceleration of Global Contact Using Transparencies Making Transparencies from Web Sources Links (Images, Maps, Primary Sources, Articles) General Hyperhistory On Line (a good source for maps, timeline, brief descriptions and overviews) National Geographic Map Machine The Silk Road Era (200 BCE - 400 CE) The Silk Road The Silk Road: Linking Europe and Asia Through Trade Silk Road Chronology China the Beautiful: Silk Road and Dun Huang Grottoes ... The Kushans and Kanishkas (AD 50 - 300) The Islamic Era (600-1200) Silk Road Chronology Maps Relating to Islam's Historical Development Internet Islamic History Sourcebook The Islamic World to 1600 ... The Period of Hindu Kingdoms The Mongol Interlude (1200-1350) Empires Beyond the Great Wall: The Heritage of Genghis Khan Mongols and the Islamic World The Age of Empires: The Mongols The Mongols ... Medieval Sourcebook: Marco Polo: The Glories Of Kinsay [Hangchow] (c.1300)

56. Education World® - Teacher Resources : Lesson Plans : *Directories & Indices Many sites offer This Day in history resources that are a great way to teach currentevents. way to Mexico, part of one of the world's most spectacular http://db.education-world.com/perl/browse?cat_id=5727

57. Education World® - Teacher Resources : Lesson Plans : History : General Resourc Day in history resources that are a great way to teach current events. A Team ApproachTo Oral history Grades 812. A world Of Their Own The Americas To 1500 . http://db.education-world.com/perl/browse?cat_id=1873

58. IEC Main Page of the urgent need to examine what we teach about the world and to redesign theways in which we teach. world history Summer Institute August 412, 2003. http://info.csd.org/staffdev/iecweb/iec.html

CSD Home RPDC Home Calendar of Events RPDC Council ... Staff Directory 8225 Florissant Road Saint Louis, MO 63121 Phone: 314-872-8282 Fax: 314-692-9700 Cooperating School Districts' Humanitites Project The International Education Consotium (IEC) was founded and continues to exist because of the urgent need to examine what we teach about the world and to redesign the ways in which we teach. The IEC focuses on teachers as the primary catalysts in preparing their students to approach and appreciate the complex situations they are certain to encounter in our international and multicultural soceity. Increasing the knowledge and skills of teachers of the humanities, the IEC believes, is the most effective way to engage students in issues of deep human concern and to improve dramatically their reading, writing, and thinking skills. In its seminars, workshops and institutes, IEC uses the highest quality human and material resources to integrate international and multicultural studies into every student's educational experience. IEC is a project of the Staff Development Division of the Cooperating School Districts of Greater St. Louis, Inc. IEC Programs China in Missouri Language Arts Network Midsouth Japan Project Missouri Humanities Project ... U.S. History

59. World History For Teachers - Spring 03 HST 4376501 AMS 4379-501 world history for Teachers Spring 2003. Apretty good overview of world history and highly readable. http://www.utdallas.edu/teach/ams4379_s501.htm

The University of Texas at Dallas Teacher Development Center Notices Contacts Certification Areas - Grades EC to 4 - Grades 4 to 8 - Grades 8 to 12 - Principal Certification Certification Tests - ExCET / TExES Test Dates - Practice Tests - Review Sessions - Contact SBEC ... - Teaching Internship On-line Courses -Educational Technology - Chess On-line A.P. Summer Institute UTD AP 2003 July 21-25 Information Adobe Acrobat format (pdf) HTML format Registration form Adobe Acrobat format (pdf) HTML format Download free Acrobat Reader Course Syllabi - Spring 2003 - Spring 2003 - Summer 2002 - Fall 2002 World History for Teachers Spring 2003 Instructor: Scott Cotton Office: Teacher Development Center Office Hours: TBA and by appointment Phone: Email: Scott.Cotton@utdallas.edu Course Description: This course is designed to provide students with a broad-based introduction to world history. The course is holistic in scope and global in focus, covering everything from the early river-valley civilizations to present-day issues. All regions and themes will be explored and particular attention will be paid to constructing a comparative framework within which students can analyze change and continuity. While this course is ostensibly designed for prospective teachers, teaching methods, curriculum development, and other pedagogical concerns will not be covered. Rather, the focus of the class will be the content of world history, not methods of teaching it.

60. BookSense.com We teach our children that the religions of our culture Just like us, the victorsof the world of After Dachau naturally get to write the history books, which http://www.booksense.com/people/archive/quinndaniel.jsp

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