Extractions: Back to Schedules ANTH 330H EVOLUTION OF PEOPLE, TECHNOLOGY AND SOCIETY 3 UHC credits CRN 35225 Section 001 MWF 1000 1050 226 STAG Hall, Roberta Overview of the evolution and prehistory of the human species, including the development and interaction of human biology, technology, and society. PREREQ: Sophomore standing. Satisfies AREC 407H PUBLIC LAND LAW REFORM: DOMESTIC LIVESTOCK GRAZING 2 UHC credits CRN 35340 Section 001 R 1300 1450 238 KIDD Obermiller, Fred In depth evaluation of the roles of custom and common law in the regulation of one of the uses (hard rock mining, water development and use; timber harvest, or domestic livestock grazing) of the public domain and its associated resources; prior and current forces pressing for reform and the old public land laws underpinning this selected Lords of Yesteryear: Central role of the omniscient Prior Appropriations Doctrine. No PREREQS. Satisfies UHC Colloquia.
Teacher Page and literature from the colonial period through 1920 www.mmhschool.com/teach/ss/adventuresintimeandplace/teachres AmericanHistory SLAVERY times http//charter http://scican.net/hall/library_files/teacherURR_page.htm
Extractions: Teacher Page Many excellent resources are available for the Civil War era. following are some that I have found to be especially helpful to the teacher for background information, lesson ideas, and visitations. Primary Sources: Ayres, Edward L. "The Valley of the Shadow: Living the Civil War in Pennsylvania and Virginia. http://jefferson.village.virginia.edu/vshadow/vshadow.html as accessed 8/26/01 2:05 PM. This project interweaves the histories of two communities on either side of the Mason-Dixon line during the era of the American Civil War. It also combines a narrative and an electronic archive of the sources on which the narrative is based. Bentley, Judith. Lodestar Books. 1997. Based on correspondence between William Still and Thomas Garrett demonstrating the efforts of the two men to help slaves escape to freedom. "Documenting the American South" http://metalab.unc.edu/docsouth/dasmain.html as accessed 8/26/01 at 1:00 pm. University of North Carolina. This website provides primary sources on Southern history, culture, and literature from the colonial period through 1920. Exploring a Common Past: Researching and Interpreting the Underground Railroad . U.S. Department of the Interior, National Park Service, History Office, National Register, History and Education. 1998. Excellent source for researching the Underground Railroad.
Mrs. Franzen's Fantastic Fifth Graders help the Pendletons choose a new home, your travel agency, New World Travel, willcreate a Hyperstudio commercial to persuade them to settle in your colonial http://www.myschoolonline.com/folder/0,1872,17132-172528-21-44143,00.html
Extractions: Come one!! Come all!! Imagine the Pendletons, a peasant family from England, preparing to journey to the New World. They want to begin a new life, but they have thirteen colonies to choose from! What a big decision! There are so many different reasons to choose each colony, so they need your help! Each travel agency has three colonial specialists: 1.) People 2.) Places 3.) Economy 1. Each specialist should print out an Information Sheet for his/her region. 2. Each specialist should review some key teminology of the colonial period. Record any important vocabulary words for your specific region on your information planning sheet. 3. Using your Information Sheet, find the answers to the questions below. List the colonies in your region and who was the founder of the colony?
Homework Center - Wars & World History The Multnomah County Library homework Center organizes over 3500 carefully reviewed K12 education and homework help resources for students, teachers, media specialists, and librarians. http://www.multnomah.lib.or.us/lib/homework/warwldhc.html
Top Ten Places In Historic Philadelphia and resorted to resemble the neighborhood during colonial times. merge contemporarystyle with a colonial heritage. http://philadelphia.about.com/library/weekly/aa041101b.htm
Extractions: Daytrips from Philadelphia Part 1: Washington Crossing Historical Park and New Hope, Bucks County The town of New Hope dates back to Colonial times when the land was originally owned by William Penn. Following several transfers of ownership the land was sold to Benjamin Parry who operated two mills. The mills burned down in 1790 but were rebuilt and renamed the "New Hope Mills". Photo by John Fischer New Hope today offers something different to each of the thousands who crowd the town, particularly on the weekends. For those who prefer to shop, there are numerous art galleries, and specialty stores. The town is filled with restaurants and restored inns offering innumerable choices of dining and lodging. Families can enjoy a ride on a mule barge on the Delaware Canal, a ferry boat on the Delaware River or a trip on the New Hope and Ivyland Railroad.
Music Across The Curriculum -- ACPL Children's Services McNeil, Keith Rusty, colonial Revolution Songs, 1989, Kit Jenkins, Ella, HolidayTimes*, 1996, jZM JENK HT S 41. Typhoon, Singing Science, 2000, CD jZM TICK ss T 01. http://www.acpl.lib.in.us/Childrens_Services/music.html
Extractions: Home NOTE: All call numbers are for the Allen County Public Library, Fort Wayne, Indiana AUTHOR TITLE DATE CALL # Burton, Stephanie K. Music Mania M j782.4 AUTHOR TITLE DATE CALL # Callinan, Tom Let's Clean Up Our Act jZM CALLINA LCU A 06 Chapin, Tom Mother Earth jZM CHAPIN ME A 34 Chapin, Tom This Pretty Planet jZM CHAP TPP S 98 Cooper, Don Recycled Songs KIT j782.4 Mickey the Clown and Bamboo Kazoo Plant a Tree jZM PLANT PT R 01 Newton, Jim We Can Do jZM NEWT WCD C 01 Rogers, Sally Piggyback Planet: Songs for a Whole Earth jZM ROGERS PP R 01 Sheehan, Kathryn Earth Child jZM SHEEHAN EC C 04 Skiera-Zucek, Lois Save the Animals, Save the Earth jZM SKIERA SAS K 24 Van Manen, Helene jZM VANMANE WRE P 09 various performers Put on Your Green Shoes jZM VARIOUS POY S 36 AUTHOR TITLE DATE CALL # Ballingham, Pamela Earth Mother Lullabies Uncat.
Grades 11 12 http//www.eduplace.com/ss/ *Houghton Mifflin supplemental games Author ColonialWilliamsburg Foundation. Web sites to investigate the people and times of the http://www.spjusd.org/demostan/History_Social_Science/History_SocialScience_5/h1
Classes In Archaeoastronomy - Archaeology ss135 History of Science and Technology I. Antiquity to of the cosmos from ancienttimes to the Vuh, and Maya hieroglyphic texts, art, colonial documents, and http://archaeology.miningco.com/blastroclass.htm
Extractions: Bibliography of Archaeoastronomy The contribution of archaeoastronomy to established disciplines continues to grow. With it grows the number of courses that include a substantial component of archaeoastronomy. Archaeoastronomy courses are not a staple of departmental offerings, but are usually associated with the efforts of one or two interested faculty members. They are fragile and can easily disappear. At Baylor University, the course, SOC and ANTH 4354 (Archaeoastronomy) was taught for some years by Jose Valbuera. On his departure the course perished. However, even the temporary existence of such a course contributes to a broader appreciation of what archaeoastronomy can contribute to various academic disciplines. Following is a list of University level courses in which the interaction of astronomy and culture is a significant component. It results from a quick survey, and is by no means exhaustive, much less complete. It does not include the general astronomy or anthropology courses that may include a lecture or two on archaeoastronomy, nor those history of astronomy courses that focus only on the development of the modern science itself. Demonstrating the interdisciplinary nature of archaeoastronomy, these courses are found in astronomy anthropology, history, humanities, and religious studies departments as well as Latin American studies, and honor's programs. They also range from lower division general education courses to graduate courses aimed at a particular culture. The resources represented by these extant courses may serve those interested in developing their own courses.
Spanish At UF Spanish Grammar and Composition 1. F, S, ss. of the Puerto Rican people from preHispanictimes to the SPW 4204 Readings in colonial Spanish American literature http://web.rll.ufl.edu/spanish/undergrad_courses_s01.html
Extractions: All students considering these courses , but especially Spanish majors and minors (and possible majors and minors), should see the undergraduate coordinator, Prof. Diane Marting (392-2016 ext. 239; dmarting@rll.ufl.edu ; 238 Dauer Hall, Fall office hours: M 4-5 PM, W 9-11 AM, F 10 AM - 12 PM) If you need more information about a particular class, you may contact the coordinator (in the case of a multi-section course) or the teacher offering it. Some contact information is provided, but you will need to verify office hours in order to speak with a coordinator or teacher. Prerequisites are important and will be checked. If you enroll in courses out of sequence, you risk a low grade and being dropped from the course. For information regarding section numbers, times and rooms, see UF's on-line registration information. The RLL department will attempt to keep its web page as up-to-date as possible. That address is: http://web.rll.ufl.edu/
(www.facstaff.bucknell.edu) 1 23, colonial History New Amsterdam (New York City) http 44, Jim McAllister's ChevelleSS Magazine http// www Views - Number of times the specified document was http://www.bucknell.edu/statistics/april02/facstaff/DEFAULT_01_b.HTM
Extractions: General Statistics Hits Entire Site (Successful) Average per Day Home Page Page Views Page Views Average per Day Average per Unique Visitor Document Views Visits Visits Average per Day Average Visit Length Median Visit Length International Visits Visits of Unknown Origin Visits from United States Visits Referred by Search Engines Visits from Spiders Visitors Unique Visitors Visitors Who Visited Once Visitors Who Visited More Than Once General Statistics - Help Card Average Hits per Day - Number of successful hits divided by the total number of days in the log.
The Man Who Never Was (Part 3 Of 3) London, the June 4 edition of The times noted Martin's and he sent an additionalWaffen ss brigade to http://africanhistory.about.com/library/prm/blmanwhoneverwas3.htm
Extractions: To corroborate the letter from Nye, Major Martin also carried a second letter from Lord Louis Mountbatten, chief of Combined Operations, to Admiral Andrew Cunningham, British naval commander in the Mediterranean. That letter established the purpose for Martin's trip; he was an expert on landing craft on loan from Mountbatten's staff for the planning of the Mediterranean operations. By way of introducing Martin, Mountbatten noted he had been right about the Dieppe raid when most of the Combined Operations staff had been wrong. Since this was the first admission by the British that Dieppe had been something less than a success, it gave the entire ruse an additional shot of credibility. The Mountbatten letter also contained a side comment about sardines being rationed in England. It was a crude joke by British standards, but Montagu correctly guessed the Germans would not be able to resist that piece of bait either.
American Immigration Past And Present arrived at a pace that at times has exceeded peak periods of immigration since thecolonial era. H/ss Content Standards 11.2 Students analyze the relationship http://score.rims.k12.ca.us/activity/immigration/
Extractions: American Immigration Past and Present: A Simulation Activity Historical Overview Throughout its history, America has served as the destination point for a steady flow of immigrants. During the colonial era most migrants came from northern European countries. Their numbers declined with the onset of the Revolutionary War during the 1770s, but immigration later picked up strongly again during the 1840s and 1850s. New arrivals came from several European countries during this period, but most came from Ireland and Germany, where devastating crop failures forced many residents to leave their homelands. Many settled in New York City, where the population increased from 200,000 residents in 1830 to 515,000 in 1850. By 1860, New York was home to over one million residents. More than half of the city's population at that time were immigrants and their American-born children. After the Civil War, America's growing industrial economy required the addition of many more workers, and this need was filled once again by immigrants arriving from Europe. Approximately 25 million arrived between 1866 and 1915. While earlier immigrants had come mainly from northern European countries such as England, Germany, and the Scandinavian countries, by the 1880s most new immigrants were arriving from southern and eastern European countries such as Italy, Poland and Russia. Like their Irish predecessors, most of these new arrivals were poor and uneducated. Many were peasants from rural regions who were being pushed out by Europe's industrial revolution.
Brave The Wave by NASIRE http//www.nasire.org/ss/index.html and biographical sketches of influentialcolonial people. on over 18,000 people from ancient to modern times. http://www.library.ucsb.edu/universe/saliba.html
Extractions: Mesa Public Library This paper offers practical help to the busy professional who lacks the time to search the Internet for authoritative and appropriate information. The intended audience for this presentation ranges from upper elementary to junior college school librarians, public librarians, and teachers who are interested in using the Internet to help students with reports and homework assignments. The focus is on hard-to-find information, and the factors that were considered in selecting the sites were currency, availability, reading level, language, source reliability and subject popularity. All the sites that were selected for the presentation were evaluated by librarians who work in a large public library, using guidelines established by professional sources. The Internet is not an easy tool to use at a reference desk. While offering seemingly limitless information, search results are not always comprehensive, readily found, or easily validated . Speed of connectivity and a lack of organization also present challenges. However, what makes it worthwhile in the reference arsenal are the benefits it offers over traditional sources: breadth (not aways depth), currency, statistics, and primary sources. Consequently, a busy library must determine how to use the net's strengths without being snared in its problems. One answer is to impose a structure based on your organization's reference needs.
Washingtonpost.com: Live Online Alexa, and Im Ann, skipper of the ss Fun with kites stashed in her trunk at alltimes, I share of the rain, snow, sleet, etc.) Claude Moore colonial Farm in http://discuss.washingtonpost.com/wp-srv/zforum/02/gotplanswithkids041702.htm
Extractions: Wednesday, April 17, 2002; 12 p.m. EST Every other Wednesday at noon, local experts from KidsPost and washingtonpost.com share their best bets for arts and entertainment options for kids and their families. Our group specializes in local dining, museum, sports and recreations, day trips, children's theaters and the special events that keep life in metropolitan Washington interesting. Submit your question now! We're happy to answer questions, but we need to hear from you too. Tell us about your favorite public swimming pool, a movie that wowed your family, a toy shop with a "do touch" policy, or a restaurant where pizza is as welcome on the floor as it is on the plate. This is an hour for kids of all ages: So if you have teenagers who need a night out without you or vice versa ask away. Together we can fill our calendars with memorable activities. A different staffer will host each discussion, but the entire group will be sitting at the kid's table. If you need more ideas, see
Extractions: The term "Anglo-Saxons" is the common name for the various peoples who migrated from Denmark and Northern Germany to Britain about AD 450. The land was inhabited by Roman settlers and those who had been living there since the "Stone Age" ( for example those who built Stonehenge). Different warlords conquered pieces of the land, so by the 7th century England was divided into several Germanic kingdoms, as you can see on the map. The Anglo-Saxon rule ended with the Danish King Swein (Svend) and his son Canute's (Knud) conquering of most of England in 1014. After the Norman invasion (1066), Anglo-Saxon tradition slowly died. Their Religion: The Anglo-Saxons practised a polytheistic Nordic religion. But the Anglo-Saxons were also influenced by the Celtic Christian missions sent out from Northumbria, where the Irish church had set up a diocese at
Student Links Radical times The Antiwar Movement of the 1960s http//library.advanced.org/27942 AmericanColonial Trades http//www.history.org/life/trades/tradehdr.htm. http://www.hempfieldarea.k12.pa.us/hs/Library/stulinks.htm
Extractions: Click on the links below for other resources Library Information ACCESS PA Electronic Database Resources Libraries ... Search Tools Student Links Government Resources College and Career MLA Style Sheet Reference ... Teacher Links L ibrarian Links Student Links Foreign Language Art US History Debate ... General Links AltaVista Translation Serivce http://babelfish.altavista.digital.com Conjugue http://www.puterweb.com/conjugue/ Digital Librarian: Languages http:// www.digital-librarian.com/languages.html Foreign Languages for Travelers http://www.travlang.com/languages/ Human Languages Page http://www.june29.com/HLP/ Japanese Information http://www.ntt.co.jp/japan/ Language Materials Project (UCLA) http://www.lmp.ucla.edu/ Learning Chinese Online http://www.csulb.edu/~txie/online.html LOGOS Homepage http://www.logos.it/ My Hebrew Dictionary http://www.dictionary.co.il/ On-line Grammars http://www.facstaff.bucknell.edu/rbeard/grammars.html Online Language Courses http://rivendel.com/~ric/resources/coursead.html
Extractions: Ko = Kolloquium Volk-Birke English Drama in the 20 th Century V fr 8-10 Mel. HS XV (Ausnahmen: 12. April und 24. Mai HS XIX) In this lecture we shall trace the development of modern drama from the late 19 th century to the present time. As an introduction, we shall look at basic requirements of the theatre (stage, production, actors, audience, play) and selected historical situations of drama in England. Against this background, we shall look at individual authors, plays, and productions within their social, political, and literary context. Moreover, we shall discuss the function of different genres and the choice of themes within their specific cultural contexts.
