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Letters to the Editor

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Sources and Strategies

Piquing Student Curiosity with Title Pages from Works by Hobbes, Locke, and Rousseau

By Lee Ann Potter

The title pages of three books from the Enlightenment provide excellent points of entry for student research into the origins of ideas in the Declaration of Independence, the Constitution, and the Bill of Rights.

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A. Philip Randolph's Attempt at Equal Economic Opportunity: A Case Study

By Joel Walker

The two featured documents from the 1940s offer insight into the African American struggle for economic opportunity in the South and can help teach about the greater civil rights movement.

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The Rosenberg Trial: Uncovering the Layers of History

By Bruce A. Ragsdale

Newly available online documents about the trial of Julius and Ethel Rosenberg offer students a unique opportunity to investigate, analyze, and craft their own narratives about this high profile Cold War espionage case.

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Under God and the Pledge of Allegiance: Examining a 1954 Sermon and Its Meaning

By Eric C. Groce, Tina Heafner, and Elizabeth Bellows

A lesson exploring the Pledge of Allegiance, its history and the addition of the phrase under God, can serve as a jumping off point into major themes of U.S. history and First Amendment freedoms.

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Teaching America's Past to our Newest Americans: Immigrant Students and United States History

By Kerry A. Dunne and Christopher C. Martell

Studying American history is a struggle for even the most diligent, high-achieving immigrant student. The strategies outlined here will make U.S. history more accessible for English language learners.

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The Unfortunate Consequences of Bloom's Taxonomy

By Roland Case

Bloom's taxonomy of educational objectives is one of the most popular educational theories, but it has also been the most damaging.

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The Makah Whale Hunt: A Social Studies Symposium in the Classroom

By Matthew Bornstein-Grove and Fred L. Hamel

The use of mock symposiums in the classroom immerses students in authentic historical thinking.

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Using Conceptual Tensions and Supreme Court Cases to Increase Critical Thinking in Government and Civics Classrooms

By Ayo Magwood and Krista Fantin Ferraro

Students can investigate public policies in a complex and rigorous manner by examining tensions such as individual rights versus the common good.

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Teaching about Terrorism Using the Internet

By C. Frederick Risinger

These websites offer information, strategies, and lessons for teaching about terrorism.

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Thinking Civically

By Jack Schneider and Michael Fuerstein

Civics education must go beyond formal instruction in government, law, and democracy, and engage students in critical thinking and empathy.

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Teaching Civics in a Time of Partisan Polarization

By Peter Levine and Kei Kawashima-Ginsberg

The best long-term solution to gridlock in Washington may be to teach students to talk to people who disagree with them, form reasonable views, and act together constructively.

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Q and A about the College, Career, and Civic Life (C3) Framework for Social Studies State Standards

By Michelle Herczog

The C3 Framework enhances the rigor of social studies, builds the necessary skills for students to become engaged citizens, and aligns academic programs to the Common Core.

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The Development of the C3 Framework

By An Interview with Susan Griffin

The C3 Framework can revamp state social studies standards that have been stuck in an outdated model.

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The Importance of the C3 Framework

By An Interview with Kathy Swan

The C3 Framework anchors social studies in the process of inquiry while ensuring that social studies classrooms provide an emphasis on civic action.