Main menu

US History

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

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
Assessment Resource Type: 

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.

Subject Area: 

What is the best way to teach the Federalist Papers in middle school?

Jason Endacott

Subject Area: 
Level: 

What is the best way to prepare middle school students for DBQ’s in history?

Michael Yell

DBQ's are Document Based Questions that are used in certain Advanced Placement classes as well as in a number of state assessments. Because DBQ's make students write essays using a number of primary source documents, DBQ's require our students to think, analyze, and use and refine their literacy strategies. For this reason, in my experience as a middle school social studies teacher, the use of DBQ's are not just for higher level students only but are important for all students.

Subject Area: 
Level: 

What are some strategies to increase student interest and motivation in middle school history?

Joan Brodsky Schur

One strategy for engaging middle school students is to help them identify with a person who lived in the past -- someone who affected the course of events and/or was affected by them. Research assignments through which students assume the identity of historical individuals can help middle school students surpass their age-appropriate egocentricity, while allowing them to have "big egos" as someone of historical importance.

Subject Area: 
Level: 

Can you recommend some "Do's" and "Don'ts" for teaching about Native Americans?

Mark Finchum

Here are my recommended "Do's" and "Don'ts."

Do

  1. Consider the language of your lectures and the resources to be used. Look for "loaded" words such as "frontier," "settler," and "explorer." Discuss with your students how those terms may sound to an American Indian.
  2. Look at the illustrations used in the resource materials. Reject them if they portray American Indians in stereotypical ways.
Subject Area: 
Level: 

Can you recommend activities for teaching about the women’s suffrage movement in elementary school?

Nancy Gallavan

Teaching and learning about the women’s suffrage movement is a favorite experience for me. My grandmother voted in the first election open to women. Then I voted in the first election open to 18-year-olds.

I recommend:

  • Creating time lines to show the progression of voting throughout U.S. history and geography.
  • Developing other graphic organizers to illustrate requirements for voting, finding primary sources through the Library of Congress: http://www.loc.gov/index.html
  • Interviewing people with knowledge and experience
Subject Area: 
Level: 

Pages

Subscribe to RSS - US History
Stay Connected with NCSS:   Follow NCSSNetwork on TwitterFaceBook.png rss_0.gif Visit us on Pinterest