NCSS Online Teachers' Library
--C. Frederick Risinger
The websites presented here will help educators integrate local history projects that not only stimulate student interest, but build research and presentation skills.
--Alan S. Marcus and Thomas H. Levine
Studying monuments and the political, ideological, or social perspectives they represent advances students’ historical thinking skills while highlighting for them the subjective nature of history.
--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.
"Almost every class period, I begin with a primary source." The teacher uses a short quote; a photocopy of a photograph, newspaper illustration or cartoon; or an actual object to spark interest. Such a primary source can serve as a review of yesterday's lesson, a transition to today's lesson, or an overture to a whole new topic. Examples are given of sources and how they are used.
The following URL will download the entire issue of MLL, which is about 2.52 MB.
--Kay A. Chick
The author describes three examples, illustrating how teachers can differentiate classroom activities by
(a) students’ readiness, (b) student interests, and (c) learning preferences. These books are used in the teaching examples -- "1968" by Michael Kaufman; "I’ll Pass for Your Comrade: Women Soldiers in the Civil War" by Anita Silvey; and "Great Peacemakers: True Stories from Around the World" by Ken Beller and Heather Chase (the latter includes chapters on M.L. King Jr., H. D. Thoreau, and several other Americans).
The URL below will download an entire issue of MLL that is about 5.6 MB in size.
The earliest American leaders upheld basic protections for civilians, prisoners of war, and sick and injured combatants. Such principles can serve as a guide today as we address difficult questions like the treatment of detainees and the issue of torture.
--Cynthia Williams Resor
A close study of community cookbooks illustrates economic, cultural, and technological trends over time, such as shifts in food production, preparation, and consumption.
Rather than battle Wikipedia’s stronghold in students’ lives, teachers should seize the opportunity to teach students how to read Wikipedia through a critical lens.
Wikipedia can provide useful facts for a summary report, but the anonymity and quantity of authors is problematic for historical research.
Primary-source documents can provide students with fresh perspectives on topics often laden with stereotypes—such as the issue of Native Americans and treaty rights.