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Curriculum

Curriculum
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on issues from King Philip's War to the Montgomery Bus Boycott, and make historical claims backed by documentary evidence. I am so excited to find your website and your lessons. I will begin working with my students on learning how to read like a historian. Karen Peyer, Teacher, Russell Middle School, Colorado Springs How do I use these lessons in my classroom? 1. *Note: United Streaming requires a subscription to Discovery Education. 2. 3. Of course!

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Defining Primary and Secondary Sources - Toolkit - The Learning Centre Archived Content This archived Web page remains online for reference, research or recordkeeping purposes. This page will not be altered or updated. Web pages that are archived on the Internet are not subject to the Government of Canada Web Standards. Welcome to UCLA's National Center for History in the Schools Log in Login Advanced Search… History Study Guides - SparkNotes Home → SparkNotes → History Study Guides Subjects History European History The Roman Empire (60 BCE-160 CE) The Fall of Rome (150CE-475CE)

Internet History Sourcebooks Internet Medieval Sourcebook Selected Sources: The Crusades Contents Twitter as a Powerful Educational Tool Think Twitter is just a waste of time? Think again. Its organizational structure makes it an effective tool for connecting with students and others online. On Feb. 10th 2011, the world was transfixed on the protests raging in Egypt. We all watched as thousands gathered in Tahir square, where they had been for the past several weeks, to listen to a speech by President Hosni Mubarak. Many figured this would be his resignation speech. 10 Unforgettable Stories History Forgot History This list is inspired by an excellent book I recently bought called “Lost to Time“. I strongly recommend you buy it if you want to read much more detail about the stories, people and places in this list. Cahokia

Primary and Secondary Sources Way back in 1703, a massive storm hit the southern coast of England. It was a hurricane known as the Great Storm and it took over 8,000 lives. Today we know quite a bit about that storm and what actually happened when it came ashore. We know so much because we have a reliable way to research and document events, places, and people who matter. Using two major kinds of sources, we can establish the facts and information that represent the most accurate version of events. Here’s how it works. Teaching Strategy: Storyboard The storyboard teaching strategy helps students keep track of main ideas and supporting details in a narrative by having them illustrate important scenes in a story. Storyboarding can be used when texts are read aloud, or it can be used to help students summarize and retain main ideas of a story they have read to themselves. Checking the thoroughness and accuracy of students’ storyboards is an effective way to evaluate reading comprehension before moving on to more analytic tasks. Step 1: Provide a storyboard template for students. The template should have several blocks that are large enough for students to draw pictures with room for captions below. You can find many storyboard templates online.

Historical Texts Collection : History Department : Hanover College The Hanover Historical Texts Collection makes available digital versions of historical texts for use in history and humanities courses. Search by keyword, or browse by subject heading. The faculty and students of the Hanover College History Department initiated the Hanover Historical Texts Project in 1995, at a time when few primary sources were available outside of published anthologies. To make primary texts readily available for classroom use, they selected important documents, scanned print versions that were out of copyright, converted the scans into HTML format, proofread the resulting documents to correct OCR errors, edited them to provide page breaks, page numbers, and bibliographical information, and posted them online. We have since expanded the collection to include transcriptions of manuscript material from the Hanover College archives.

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