...When American schoolchildren are educated about Europe between the years 1936 through 1975, they are taught about the aftereffects of World War I and about World War II. Europe, in high school history classes, ceases to exist after 1945 and the close of World War II unless, of course, one is learning about the Cold War and the Berlin Wall may be mentioned. They do not learn, however, that World War II era Spain—because Spain was neither an ally or a foe during the war—went through enormous conflict of its own. The three-year Spanish Civil War and the fascist dictatorship that followed are largely kept out of the American history books. Yet, the world is privy to much of its legacy through literature, art, film, and personal memory. Spain certainly remembers three hellish years of war and thirty six years of repression under Generalisimo Fransisco Franco, but how is General Franco remembered by the rest of the world? What legacy did he leave internationally? 2 It is a confused and varied one: to those closest to him he was a husband, father, and statesman; to Hitler, he was an obstacle on the road to world domination; to the Jews who fled from Hitler he was a hero; but to the many Spanish minorities and to his opponents in the Spanish Civil War he was a monster. 3 The answers to the questions posed are addressed in a variety of sources. One of these sources is the book Hitler Stopped by Franco, by Jane and Burt Boyar, who write a relatively straightforward book that explores many...
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...course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage...
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...HISTORY 1500 WINTER 2014 RESEARCH ESSAY TOPICS 1. Select a crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...ENGLISH ONLY COURT CASES INVOLVING THE U.S. WORKPLACE: THE MYTHS OF LANGUAGE USE AND THE HOMOGENIZATION OF BILINGUAL WORKERS’ IDENTITIES KARI GIBSON University of Hawai‘i Title VII of the 1964 Civil Rights Act protects against discrimination in employment on the basis of race, color, sex, religion and national origin. However when the judicial system has examined English only workplace policies in light of Title VII, it has generally determined that such policies are not discriminatory if an employee is able to speak English. Although plaintiffs have argued that language is inextricably linked to national origin and cultural identity, the courts have stated that the use of a language other than English is detrimental to the morale of monolingual English speakers and a single language is necessary to ensure workplace harmony and proper management. This paper examines the court cases where English Only workplace policies have been challenged, and identifies the prevalent myths and ideologies held by businesses and the courts about language use, identity, and bilingual speakers. Through the process of homogeneism, linguistic diversity is rejected as monolingual English speakers are able to create and enforce rules that favor themselves as they construct the identity of “American” in their own image. Language is a central feature of human identity. When we hear someone speak, we immediately make guesses about gender, education level, age, profession, and place of origin....
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...The Novel Project Your name: Giselle Gonzalez Your Novel: 1984 – George Orwell 1. Explain how the novel represents two or more concerns of its historical time period; these concerns may be economic, political, cultural, social, or moral concerns. Clarify the author’s view on one of the following as s/he presents the concerns: right vs wrong; conservative vs radical, or elite vs commonplace. Orwell published “1984” in 1948 just after the end of World War II. Although at this time, Hitler’s reign was brought to an end, Joseph Stalin, another ruthless leader was still in power. Though they were adversaries during WW II, both men shared acute similarities in their success towards creating a totalitarian government much like the one seen in “Nineteen Eighty-Four.” The ghastly, but impressive ease with which each ruler rose and remained in power is possibly what caused Orwell to focus so heavily on political concerns in his novel. While there are no direct allusions to the Adolf Hitler or Stalin, the political devices used by the Party to control Party members in Oceania are undeniably parallel to the manipulation and brutality that each ruler used to control government. Big Brother for instance, is a fearless leader who is loved by all of the Party members. Though it is never confirmed whether or not he is a real person or just an idea, citizens praise him almost instinctively, posters of him are found in every building, and badmouthing him is not only an act of audacity, but punishable...
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...2 The Nature of Organisational Behaviour The scope for the examination of behaviour in organisations is very wide. There are a multiplicity of interrelated factors which influence the behaviour and performance of people as members of a work organisation. It is important to recognise the role of management as an integrating activity and as the cornerstone of organisational effectiveness. People and organisations need each other. The manager needs to understand the main influences on behaviour in work organisations and the nature of the people–organisation relationship. The learning objectives of this chapter are to: G G G G G G G explain the meaning and nature of organisational behaviour and provide an introduction to a behavioural approach to management; detail main interrelated influences on behaviour in work organisations and explain the nature of behavioural science; explain contrasting perspectives of organisations and different orientations to work; explain the importance of management as an integrating activity; assess the importance and nature of the new psychological contract; recognise the need for an international approach and the importance of culture to the study of organisational behaviour; appreciate the complex nature of the behaviour of people in work organisations. Chapter 2 provides an introduction to the study area, a perspective on the nature of organisational behaviour and the importance of the role of management in work organisations. This chapter...
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...that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources in both English and in their native language to ensure that all the students not only understand and comprehend the content but also be capable to draw their own ideas and thoughts from the sources. I believe that culture is a major factor in the classroom as well and it...
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...S. History 1865 to 1945 Professor Jewell gjjewell@email.phoenix.edu 843-863-0102 Copyright © 2012, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events affecting U.S. history from the Civil War through World War II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, volume 2 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Reconstruction and the New South Details Objectives 1.1 Evaluate the outcomes of Reconstruction. 1.2 Summarize the economic, political, and social characteristics of the New South. 1.3 Explain the populist response to late 19th-century developments. Read the course description and objectives. Read the instructor’s biography and post your own. Read Ch. 16 of HIST2, Volume 2. Read pp. 318–325 in Ch. 19 of HIST2, Volume 2. Read this week’s Electronic Reserve...
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...OUT LINE: CAMBRIDGE COLLEGE CAP-STONE- PSY 490. INSTRUCTOR: SEYMORE, RICHARD DEL VILLERS. Date: 12/17/2012 Student: Ramy Barrett * OUT LINE: “Cultural competence an important skill to a health care practice”: * What is cultural competence? What is not? 1. It’s not cultural awareness, cultural sensibility. 2. According to the anthropologist, Williams Haviland: Cultural 3. According to the office of Minority Health, defined Cultural and linguistic ( Website: www.competence (http://minorityhealth.hhs.gov/) 4. Kate Berardo as Cultural Awareness is the foundation of communication. 5. Stephanie Quappe and Giovanna Cantatore( 2007). * Why is cultural competence important in the health field? 1. I’ am an immigrant (My experience) : I have seem poor quality of care 2. Personal experience as an interpreter. (Example). * The Benefit and the lack of cultural competence:(Negative & positive effects): 1. Zborowski, M. (1952). Cultural Components in Responses to Pain. Journal Of Social Issues, 8(4), 16-30. 2. Dr Elyse R. Pork PhD from, Massachusetts General Hospital/Harvard Medical School, Boston, MA, (2006) 3. http://xculture.org/why-cultural-competency 4. Used: Schwartz, M. C. (1978). Helping the worker with counter-transference. Social Work, 23(3), 204. 5. Cultural Competence in Psychosocial and Psychiatric Care: A Critical Perspective with Reference...
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...The Great Depression was a severe worldwide economic depression in the decade preceding World War II. The timing of the Great Depression varied across nations, but in most countries it started in 1930 and lasted until the late 1930s or middle 1940s. It was the longest, deepest, and most widespread depression of the 20th century. In the 21st century, the Great Depression is commonly used as an example of how far the world's economy can decline. Cities all around the world were hit hard, especially those dependent on heavy industry. Construction was virtually halted in many countries. Farming and rural areas suffered as crop prices fell by approximately 60%. Facing plummeting demand with few alternate sources of jobs, areas dependent on primary sector industries such as cash cropping, mining and logging suffered the most. Some economies started to recover by the mid-1930s. In many countries, the negative effects of the Great Depression lasted until after the end of World War II. Start Economic historians usually attribute the start of the Great Depression to the sudden devastating collapse of US stock market prices on October 29, 1929, known as Black Tuesday; some dispute this conclusion, and see the stock crash as a symptom, rather than a cause, of the Great Depression. Even after the Wall Street Crash of 1929, optimism persisted for some time; John D. Rockefeller said that "These are days when many are discouraged. In the 93 years of my life, depressions have come and...
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