--John A. Stokes with Steven S. Lapham
Students gain a deeper understanding of the segregation period through this classroom simulation, in which randomly-assigned cards determine whether volunteers sit or stand during a long, interstate bus trip.
--Eric Groce, Tina Heafner, and Katie O’Connor
Three college students, who read about and discussed recent civil rights protests, decided to try a sit-in at a local lunch counter on February 1, 1960. The idea caught on with young people. Why did this nonviolent method work at this time and in this place? Five teaching activities are outlined; on-site photos included. --> read more »
--Caroline C. Sheffield and Andrew J. Nichols
As an editorial cartoonist, Dr. Seuss alerted his readers to German submarine attacks along the east coast of the United States in May 1942. Student handouts provide 3 cartoons, charts that tally lost ships, and lyrics to a folk song about the Merchant Marine.
--Janice Jefferson --> read more »
--Kay A. Chick
The author describes three examples, illustrating how teachers can differentiate classroom activities by --> read more »
--Amy Trenkle --> read more »
--Mark L. Daniels
Teachers and students can bring history to life by donning period clothing or carrying objects common in past eras to engage students and enhance classroom presentations.
--William E. White
Field trips to historic sites, such as to the house in Colonial Williamsburg of Revolution-era scholar George Wythe, offer students a tangible and physical connection to the past.
When students are challenged by National History Day to probe into history’s unanswered questions, they sometimes become the first to provide the answers.
--James Monack --> read more »