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.
Understanding Fiscal Responsibility (UFR): A Curriculum for Teaching about the Federal Budget, National Debt, and Budget DeficitSubmitted by TimDaly on Fri, 04/19/2013 - 11:51am
The 24 free lessons from Understanding Fiscal Responsibility (UFR): A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit (www.teachufr.org) connect students to the current public policy dilemmas about the federal budget, national debt, and budget deficit that confront the United States and its citizens. These 1-2 day lessons are not interdependent and are appropriate for students ranging from grades 9–12 in Civics/Government, Economics, U.S. History/Geography, World History/Global Studies/Geography, and Mathematics. --> read more »
Thematic instruction in history has much to offer, especially given the demand to "cover everything" during high school history courses, an approach that leads to surface level treatment of many topics. Thematic instruction allows the teacher to provide in-depth coverage of carefully selected topics because, while time does not allow this approach for all topics, the teacher can choose a few topics to develop more fully than is the norm. --> read more »
This NCSS Social Studies Performance-Based Assessment Clearinghouse has been created to provide --> read more »
The film Lincoln spotlights Abraham Lincoln’s character and leadership and raises questions about the legislative process that enabled politicians to pass the Thirteenth Amendment that abolished slavery.
--Jason L. O’Brien and Wolfram Verlaan
Literature provides an ideal vehicle for guiding students beyond conventional accounts for a more profound exploration of Spanish influence in the Americas.
--Bárbara C. Cruz
Learning about the 1960s exodus of Cuban children to the United States can engage K-12 students in the study of immigration and U.S.-Cuba issues. A sidebar by Mario Minichino offers mapping activities, guided imagery, and other teaching suggestions.
--Stephen J. Thornton
Standard accounts of U.S. history present a chronology of events that begins in the East and moves west. An alternative approach traces Spanish exploration and settlement in what is now the American Southwest.
Two key maps that show the “known world” from the European perspective before Christopher Columbus’s voyages illustrate the knowledge of intellectuals of that period and reveal tales of exploration, conflict, and change.
--Luis Martínez Fernández
Approaching the encounter between Europe and the Americas as an intellectual rather than a physical discovery enables students to go beyond memorization to gain an understanding of Medieval and Renaissance ways of acquiring knowledge.