Distance Simulations Group (HOLF) 10 African-American History Month Teaching Resources This week, we’re featuring ten learnist boards celebrating African-American history month . These boards showcase African Americans who have or are currently impacting American society, including one short board that argues against African American history month, stating that historians and the public should be attentive to African American perspective in all renditions of history every day–that a month should be unnecessary. Regardless, we will take this time to pay tribute to individuals and movements in African-American history that have helped shape the nation. Cory Booker Cory Booker Cory Booker is the Mayor of Newark, NJ, an inspirational leader whose mission is to improve the City of Newark as well as the state of New Jersey. Martin Luther King Jr.’s Birthday Vivian Kerr made this tribute board to Martin Luther King Jr’s birthday . African American Artists in Film Black History Month Stokely Carmichael History of Republican Victories for Civil Rights African American Cinema
US History Websites with the Common Core Forty-five states have implemented the Common Core State Standards in ELA and Mathematics for every subject. These standards are not intended to drive history and other subjects away from the curriculum, but they are designed to encourage our students to be critical readers who can apply the knowledge they learned. These standards are intended to engage students in the history curriculum and teach them skills needed to be successful. The websites listed below are useful to supplement the curriculum and teach students the skills needed to be successful 21st century learners. Under Common Core Student’s will be encouraged to: Examine and analyze primary sourcesUse evidence to support an argumentUnderstand historical contextRead multiple accounts and perspectivesQuestion: Who? Websites: Docs Teach: This website is a wonderful resource that has over Four Thousand primary documents from the National Archives.
54 Teaching and Lesson Plan Ideas for History Teachers #sschat Since I've recently given a set of my curated plans for math teachers, English teachers and general common core standards (see end of this post), I thought I'd share some lessons for history teachers. If you're a history teacher and not following #sschat on Twitter, you should. This is a set of 12 lessons about what it was like for children to live in the second world war. September 11 is coming up. The first handout on this page is a good overview of the timeline of 9/11. June 28 is the anniversary of the outbreak of World War 1. The woodmen of the world had a "if I were president" competition sometime back, but I think since this is an election year, it is time to bring back some sort of competition like this to our students. If you want to teach about the Olympics, the TES forum out of the UK is where the great content is being uploaded daily. Topical studies are great. I have to bookmark this site just for me. A website that lets you find and create timelines. Dr.
The Revolutionary Age – the Winter Edition of History NOW | Mr. D's Neighborhood The Siege and Relief of Gibraltar, 13 September 1782″. By John Singleton Copley (1738-1815), c. 1783 (Photo credit: Wikipedia) Revolution is truly like a pox, spreading from person to person. Susan Dunn’s comparison of the French and American Revolutions is also of note. I would be remiss if I forgot the contributions of my old friend, UCLA professor emeritus Gary Nash. As with any Gilder Lehrman product, History NOW is laden with primary sources for educators to utilize the ideas of the authors. The Neighborhood is usually very enthusiastic of Gilder Lehrman resources, and History NOW is no exception. Like this: Like Loading... Filed under Uncategorized Tagged as American History, American Revolution, American Revolutionary War, Curriculum, Education, France, French Revolution, Gilder-Lehrman Institute of American History, History, John Singleton Copley, Monroe Doctrine, Social studies, Teachers, Teaching, U.S.
Making Sense of Common Core: Textual Evidence | Roz Linder.com The first standard under Reading for Literature and Reading for Informational Text is the same. This standard focuses on textual evidence. I like to refer to this standard as the How do you know?standard. The focus here is on proving that what you see in the text is true. Backing up your claims with facts is a powerful cognitive step for students. In grades, K-2 students are simply to use the text to answer questions about who, what, when, where, and why. Implications for Instruction: K-2 When planning for this particular standard, teachers in the lower elementary school grades are laying the foundational groundwork. K-1: The focus is on the 5Ws. 2: Teachers need to select text that incites curiosity. Implications for Instruction 3-5 3-4: In third grade, things get exciting! 5: Fifth grade teachers need to follow the same goals as the third and fourth, but there is a strong focus here on writing. Implications for Instruction 6-8 Implications for Instruction 9-12
The Great War Archive Dec 25. The Christmas Truce Sergeant Bernard Brookes was a signaller who spent ten months in Flanders in the beginning of the War before he suffered shellshock and was invalided out of active service. 24 December 1914: "An officer went out (after we had stood at our posts with rifles loaded in case of treachery) and arrangements were made that between 10.00am and noon, and from 2.00pm to 4.00pm tomorrow, intercourse between the Germs [sic] and ourselves should take place. You can read more of Sergeant Bernard Brookes’s story on the Europeana 1914-1918 site. We're Teaching History Wrong Published Online: January 29, 2013 Published in Print: January 30, 2013, as Let's Overhaul How We Teach History Commentary By Vicky Schippers The way history is taught in U.S. high schools should be completely overhauled. My perspective is unusual. Take a student I'll call Tony, for example. What astonishes me about Tony, as it does about any of my students, is how little he knows about the world. "[History] is relevant to the lives of every student, but none more than our most disadvantaged." Interestingly, it's not boring for either of us. He knew the name Abraham Lincoln, but drew a blank when I asked him which war Lincoln was associated with. Tony lives with his mother, two sisters (one of whom is disabled), and his son. Our discussion of George Washington led Tony to ask, "How can a person become president?" When I explained that the word "tariff" was equivalent to "tax"—what his employer takes from his paycheck—he asked where the money goes. History is not boring. Back to Top