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Elementary

A Pocketful of History

--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.

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Time to Shift Gears  

We understand that the C3 Framework and the new literacy standards require significant shifts in how you approach instruction.  That is why we offer this resource that provides rationale, explanation, and illustration of these shifts. This investigation is designed to provide information on the development, purpose, and structure of shifts in ELA shifts and social studies and how they relate to the Core. 

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Writing a School Constitution: Representative Democracy in Action

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In the September/October 2014 _Social Studies and the Young Learner, Lorraine S. McGarry and Donnan M. Stoicovy describe how their school's annual "town hall meetings" to start the school year lead to a C3-aligned project during which students wrote a code of rights and responsibilities, which included the authentic experiences of electing representatives and holding a constitutional convention.

"Writing a School Constitution: Representative Democracy in Action" (pdf)"

See the full September/October 2014 Social Studies and the Young Learner (NCSS Member login required)

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

College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History

C3 Framework Cover
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. Its objectives are 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 for English Language Arts and Literacy in History/Social Studies.

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

Category: 

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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Opportunities and Announcements: 

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
Assessment Resource Type: 

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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Should public school elementary teachers teach about such holidays as St. Patricks Day, which have religious roots?

Nancy Gallavan

Yes! Most holidays have religious roots; the word “holiday” comes from “holy day.” Teaching and learning must be balanced to include a wide array of holidays representing many different cultures. It is essential that holidays are taught as information; the classroom is not the place to either promote or demote a particular culture. Be sure that information is factual and does not trivialize or demean through language, items, or actions.

Su Hickenbottom

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What are the best service learning activities that promote learning as well as community service?

Nancy Gallavan

I like organizing service learning activities that showcase powerful learning and the expanding horizons of social studies education. I start with topics and issues that young learners can easily recognize and make connections such as litter, recycling, street signs, beautification, book availability, etc. Then I expand to community agencies, individuals who would benefit from assistance, etc., and learning about adjacent neighborhoods, the city, state, nation, etc. I follow the theme of "Thinking Globally; Acting Locally."

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