Archeology Personal Statement

History engages me like no other subject. History is unrivaled in complexity and depth compared to other areas of study, but many do not realize this because we choose to gloss over the vast majority, reducing entire sagas into little more than a footnote on a single page. The American revolution, while celebrated in the US, is little more than a paragraph in European history, overlooked because of the more relevant Napoleonic era. My passion for learning encourages me to read into these footnotes and discover the lessons and ideas that are ignored by the common curriculum.

History is a remarkable subject that offers and eagles eye view into the past. With textbooks such as, Hist3, a great deal of interesting information can be acquired. However, a common misconception runs rampant through students minds; the idealism that history is useless and that the subject is that of a drag. Who can blame them? Our text books can only do so much in terms of providing the means in educating ourselves when we’re not in a class room and when given the opportunity to appear in class we have the luxury of (hopefully) having and interesting professor to enlighten us on all the side conflicts, affairs, and bloodshed that has happened. Even so, when we as students have exhausted the book and our instructors, we have the privilege

When it comes to classroom resources in social science and history classrooms, we are kind of limited. I think it is pretty clear that most courses

The American presidential election and your history class made me realize I am not as interested in what influences history as I am about how it gives meaning across temporal and geographic boundaries. Politics made me aware of

“History is the study of any past or present happening or events for which there is physical, written or oral evidence available to substantiate the happenings or events. Some students of history have difficulty with their motivation for the subject because they cannot identify with the personal value of history” (A Guide to Critical Thinking in the Social Studies 1). Clearly, there are many approaches to the study of an era or theme, but those most frequently relied upon in all levels of education are those which seek to present facts, documented from a wide number of sources, primary and secondary, as objectively as possible, a practice which detaches students from their studies and seemingly takes the “story” out of history. Relying upon

The main reason I wanted to take a history course to gain both college and highschool credit was because I am just so intrigued by the past. There are just so many complex strands that construct our world's DNA, so to speak. Not only is the guide for the present, but also the impending future. Correspondingly, I loved that this United States History course dwelled deeper into the rich era's that brought forth the great nation of America. If only we could have continued to learn more about just the entire essence of the timeline. Additionally, I really enjoyed how we detailed the colonization of America and the American Revolution. In my opinion, those events are the strongest building blocks that supports the growth and welfare of the country.

At Portage Central High School I have had the opportunity to take multiple history classes based on my interests in certain areas of the world. Modern American history,

“The tulip was my first flower, or at least the first flower I ever planted, though for a long time afterward I was blind to its hard, glamorous beauty” (61). The tulip that was mentioned by Pollan had crucial factors that drove the dutch insane. Tulips have long held a significant role in Dutch history and culture. His first thought that comes with tulips is beauty. As a child he thought a flower’s beauty was simply just not enough to justify the effort of

To look at the typical life of a high school history teacher, one would think it slow, stressful, or dull, much like the subject they teach. History is often cited as the least interesting high school subject, associated with endless memorization and droning lectures about seemingly unimportant and long deceased men in starchy wigs. However, when it comes to Lincoln Gravatt, the AP European and US History teacher at Booker T. Washington Magnet High School, such a generalization could not be less accurate. Gravatt, as he is known to his students (though he answers to devilspawn as well), has a unique ability for bringing history to life, and engaging all but the most apathetic of students.

When most people think of the Netherlands what comes to mind are bland dresses with wooden shoes, fields of tulips, windmills of all shapes, and the bordering North Sea with hundreds of canals flowing in and out of the country. Contrary to what most people would believe, Dutch history is dynamic, dramatic, and in some stages even exciting. With no real solidified date of origin, it is common knowledge that the country thrived off seaports that bordered the western coasts. Formerly joined with what we now know as Belgium, the Netherlands was once a fruitful nation in seventeenth and eighteenth centuries, being home to many anglers, ship-builders, and sea traders. Although it was home to many of these people experiencing wealth, this also

Certainly, the contents of History and Social Studies attracted my attention. This field develops varied materials related to our course. The most important material is the Western Tradition which presents many free videos and related websites about Middle Ages, the Renaissance and Social Science Discipline. In addition, the Annenberg Learner website links to important resources about these topics. The materials offer in Western Tradition are an additional source of information to our course.

Historical skills that students will use to acquire the knowledge and understanding of history within this resource include; interpreting a variety of resources (using primary and secondary resources), understanding chronological order, identify different perspectives and be able to pose a range of questions to develop further inquiry. This resource contains a variety of activities and multiple learning methods including exposition writing, debates, museum visits, hands on interactive activities, chronological timeline investigations and much more. Other curriculum subjects that can be further investigation throughout this resource include politics, science and technology, which is showcased throughout the

New to the profession teacher Michael Baker has just been assigned to teach history at Woodrow Wilson Senior High School. He is both excited and overwhelmed at the challenges that teaching high school history will bring. He feels student teaching and university preparation were not an accurate representation of what actual teaching would be like. Having your own classroom can be daunting and at times very frustrating. It can make even the best of teachers doubt their abilities.

The British School of Archeology in Iraq uncovered Nimrud ivories, now the British Institute for the Study of Iraq the most vital British archeological exhumation site ever attempted in the Middle East. There is proof of residence there from ancient circumstances. Nimrud turned into the illustrious capital under Ashurnasirpal II and the building continued under his successors. Deeper researches on the ivories were driven by Sir Max Mallowan, one of the United Kingdom 's most praised archeologists (Cecchini, Mazzoni, and Scigliuzzo, 23-59). His wife, Agatha Christie, was a part of the exhuming group and wrote a few books while in Nimrud. The famous collection of Nimrud ivories recounts the way materials were utilized and exchanged as a part of the Ancient Near East in the early 1000 BC, and additionally highlighting the private association, which Britain had with Nimrud. Since 1963 the ivories have been away and not available to the general population (Hawkes, 36-89).

My enrollment in the History course this semester was due to requirements for my bachelor’s degree in nursing. Rather than feeling that the course took valuable time away from the core curriculum, what I learned has made a lasting impact on how I feel about the world around me and who I am in that world. Those changes are going to impact the way in which I interact with my future patients and conduct myself as a healthcare professional. The format of the course facilitated a deeper understanding of social and cultural concepts and how those concepts can affect and even define a group of people or region to the rest of the world. Through the education I have received in this course, I now watch international news reports and more clearly