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Secondary/High School

Broadening Student Understanding of Wartime Experience through Original Works of Art and Personal Accounts (Sources and Strategies)

--Lee Ann Potter
The featured sketches from a Navy veteran can serve as an entry point into a lesson on World War II and D-Day.
* http://www.socialstudies.org/system/files/publications/se/7705/7705228.pdf

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Helping Students Visualize the Process of Change with Historic Images (Sources and Strategies)

--Stephen Wesson and Cheryl Lederle

The featured photographs by Lewis Hine can help launch a lesson about child labor reform and demonstrate how public debate can fuel legislative action.
* http://www.socialstudies.org/system/files/publications/se/7706/7706292.pdf

Historical Period: 

Helping Students Visualize the Process of Change with Historic Images (Sources and Strategies)

--Stephen Wesson and Cheryl Lederle

The featured photographs by Lewis Hine can help launch a lesson about child labor reform and demonstrate how public debate can fuel legislative action.
* http://www.socialstudies.org/system/files/publications/se/7706/7706292.pdf

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College, Career, and Civic Life (C3) Framework for Social Studies State Standards

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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 Standard

NCTA/ Georgetown Asia Days Professional Development Seminar

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.

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K-12 assessments from WA

Organization: 
Washington State Office of the Superintendent of Public Instruction

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.

Organization website: 
www.k12.wa.us
Contact: 
Carol Coe
Contact email: 
Carol.coe@k12.wa.us
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Beyond the Bubble: A New Generation of History Assessments

Web Link to Resource: 

beyondthebubble.stanford.edu

Organization: 
Stanford History Education Group

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.

Organization website: 
sheg.stanford.edu
Contact: 
Sam Wineburg
Contact email: 
sheg@suse.stanford.edu
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Understanding Fiscal Responsibility (UFR): A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit

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.

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Understanding Fiscal Responsibility (UFR): A Curriculum for Teaching about the Federal Budget, National Debt, and Budget Deficit

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.

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What are the best ways to teach a U.S. history course thematically?

David Lindquist

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.

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