--Sherry L. Field and Linda D. Labbo
Read a biography. Then examine "pocket contents." In Lincoln's vest pocket? A draft for a speech, theater tickets, and a photograph of his family, among other items. "Artifacts" are suggested for the pockets of Benito Juarez (president of Mexico), Grandma Moses (artist), Mary McLeod Bethune (black educator), and others. --> read more »
The result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences - for states to upgrade their state social studies standards and for practitioners - local school districts, schools, teachers and curriculum writers to strengthen their social studies programs to a) enhance the rigor of the social studies disciplines, b) build critical thinking, problem solving, and participatory skills to become engaged citizens, and c) align academic programs to the Common Core State Standards f --> read more »
ASIA DAYS 2013 - 2014
National Consortium for Teaching About Asia (NCTA) Professional Development Seminar for K-14 Teachers
This Fall/ Winter, Georgetown University's East Asia National Resource Center will be hosting a NCTA professional development seminar, “Asia Days 2013 – 2014,” for K-14 teachers interested in expanding their knowledge and educational resources on East Asia. Seminar sessions will be held every other Saturday from 9AM – 12PM on Georgetown’s main campus in Washington, D.C. starting from September 28, 2013. --> read more »
Washington state developed assessments for social studies K-12. These resources give a general rubric and structure to be used to assess social studies skills and content. Teachers choose their own specific topics and formats, and the rubric provides uniformity in scoring structure.
Scroll down to the table and look at the models that are provided for each subject area and grade level.
Beyond the Bubble features new kinds of history assessments that allow teachers to gauge whether students have mastered key historical thinking skills. These innovative assessments, called History Assessments of Thinking (HATs), prompt students to answer questions about historical sources and to justify their reasoning in two or three sentences.
Most HATs can be completed in ten minutes, some in less than five. HATs allow teachers to get a quick sense of what students do and don’t know. Teachers can use this information to adjust instruction to meet the needs of their students.
Should public school elementary teachers teach about such holidays as St. Patricks Day, which have religious roots?Submitted by TimDaly on Mon, 04/08/2013 - 4:15pm
Yes! Most holidays have religious roots; the word “holiday” comes from “holy day.” Teaching and learning must be balanced to include a wide array of holidays representing many different cultures. It is essential that holidays are taught as information; the classroom is not the place to either promote or demote a particular culture. Be sure that information is factual and does not trivialize or demean through language, items, or actions.
I like organizing service learning activities that showcase powerful learning and the expanding horizons of social studies education. I start with topics and issues that young learners can easily recognize and make connections such as litter, recycling, street signs, beautification, book availability, etc. Then I expand to community agencies, individuals who would benefit from assistance, etc., and learning about adjacent neighborhoods, the city, state, nation, etc. I follow the theme of "Thinking Globally; Acting Locally." --> read more »
Nancy Gallavan. My favorite resources are
- National Geographic web site
- National Geographic Kids
- Scholastic Books
- American Library Association Great Web Sites for Kids
Teaching world cultures requires teachers to clarify their purpose as to: --> read more »
What are the best activities for teaching about the need to protect the environment at the different elementary levels?Submitted by TimDaly on Mon, 04/08/2013 - 3:52pm
I would pick one activity and go into depth in it looking at the past, present and future. Do this as a class, then have the students, or groups of students pick an area for themselves (in the upper grades), and look at the past, present, and future and how they can make an impact on this problem.