General US History
--Bruce E. Larson
Students have to think on two levels: they must deliberate about a current issue (Native rights to small-scale whaling) and develop reasons to defend their thinking; and they must reflect on the discussion process itself.
--Audrey C. Rule and Cynthia Szymanski Sunal
How can you tell that something is old? A historical collection of everyday items (buttons, carpenter nails, magazines, fabric, food containers, etc.) "can provide concrete examples to help students construct a concept of change."
--Kelly Schrum and Lynne Schrum
The Internet "is a tool for helping students engage with history and bring their understanding of the past to the present in new, exciting ways.
--Mary E. Haas, Barbara Hatcher, and Cynthia Szymanski Sunal
Introducing young students to some of the main facets of a national election (past and present): What is an opinion survey? What is democracy? How do we learn about the candidates? Is the election fair? How are Votes cast and counted? What happens at a national debate? etc.
This article focuses on teachers or students "creating their own lyrics" as a method of teaching about history--or any social studies topic.
--Elizabeth Egan Henry
A thematic approach to the topic of immigration challenges fourth grade students to develop their skills as historians.
--Danielle Bell and Mary Beth Henning
Second grade students use primary and secondary sources to learn about local history. Students "grapple with" tough-to-read historical texts and open questions, and then prepare a presentation on what they've learned.
--Jackie Kofsky and Barb Morris
Lessons introduce K-3 students to key symbols of our country. (And see following Pullout.)
A brief, illustrated introduction to the exhibits and website of this great, national collection and learning center.
Fourth grade students critically compare the fictionalized account with various historical sources. In the 1615 English engraving, that Elizabethan collar on Pocahontas "probably hid tattooing."