--Edith G. Mayers
A unit of study "taught to fifth graders that infuses technology into student-centered activities." Students create a story map, time line, a "newspaper article," and an oral presentation.
--Elizabeth Egan Henry
A thematic approach to the topic of immigration challenges fourth grade students to develop their skills as historians.
--Rahima Wade, Diane Gardner, Paul Doro, and Sandy Arendt
Children often lack meaningful connections with the elderly. This article describes ideas for developing intergenerational activities to enrich the social studies curriculum.
Students in grades 4-8 can get a feeling for what the colonial frontier was like when the lesson includes physical activity, paintings, artifacts, diaries, and discussions. (Includes 2-page color poster by Robert Griffing.)
--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.)
--Mary Beth Henning, Jennifer L. Snow-Gerono, Diane Reed, and Amy Warner
Two fourth grade teachers strive to create lessons that are developmentally appropriate, culturally sensitive, and historically accurate in teaching about Columbus's encounter with Native Americans.
--Mary S. Black
Simulated excavations, as well as other indoor activities, can "create dynamic learning adventures." A full-page sidebar features resources about corn, especially popcorn!
After reading the children's book "Sadako and the Thousand Paper Cranes," students can visit the website of Peace Park in Hiroshima and fold a paper crane as an introduction to "discussing issues of war and peace in today's world."
Third graders developed brief dramas (based on this historical fiction book series) to present to classmates, teachers, and invited family friends.