--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.
How can I get my middle school students to keep sight of the broader themes of U.S. history in the middle of all the details they find in the textbook?Submitted by TimDaly on Mon, 04/08/2013 - 4:27pm
Joan Brodsky Schur
DBQ's are Document Based Questions that are used in certain Advanced Placement classes as well as in a number of state assessments. Because DBQ's make students write essays using a number of primary source documents, DBQ's require our students to think, analyze, and use and refine their literacy strategies. For this reason, in my experience as a middle school social studies teacher, the use of DBQ's are not just for higher level students only but are important for all students. --> read more »
Joan Brodsky Schur
One strategy for engaging middle school students is to help them identify with a person who lived in the past -- someone who affected the course of events and/or was affected by them. Research assignments through which students assume the identity of historical individuals can help middle school students surpass their age-appropriate egocentricity, while allowing them to have "big egos" as someone of historical importance. --> read more »
This NCSS Social Studies Performance-Based Assessment Clearinghouse has been created to provide --> read more »