Author: Publisher:
ISBN:
Category : History
Languages : en
Pages : 40
Book Description
Ohio History Teachers' Journal
Author: The Ohio History Teachers' Journal
Author: Ohio History Teachers' Journal
Author: Wilbur Henry SiebertPublisher: Palala Press
ISBN: 9781378319116
Category : History
Languages : en
Pages : 38
Book Description
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Ohio History Teachers' Journal
Author: The Ohio History Teachers' Journal
Author: History Teacher's Magazine
Author: History Teacher's Magazine
Author: The Ohio Educational Monthly and the National Teacher
Author: History Teacher's Magazine
Author: Albert Edward McKinleyPublisher:
ISBN:
Category : History
Languages : en
Pages : 372
Book Description
Includes "War supplements," Jan-Nov. 1918; "Supplements," Dec. 1918-Nov. 1919. These were also issued as reprints.
Reassessing the Social Studies Curriculum
Author: Wayne JournellPublisher: Rowman & Littlefield
ISBN: 1475818130
Category : Education
Languages : en
Pages : 154
Book Description
The terrorist attacks of September 11, 2001 dramatically changed many aspects of American society, and the ramifications of that horrific event are still impacting the domestic and foreign policies of the United States. Yet, fifteen years after 9/11—an event that was predicted to change the scope of public education in the United States—we find that the social studies curriculum remains virtually the same as before the attacks. For a discipline charged with developing informed citizens prepared to enter a global economy, such curricular stagnation makes little sense. This book, which contains chapters from many leading scholars within the field of social studies education, both assesses the ways in which the social studies curriculum has failed to live up to the promises of progressive citizenship education made in the wake of the attacks and offers practical advice for teachers who wish to encourage a critical understanding of the post-9/11 global society in which their students live.
