A detailed curricular loop that enables students to regularly engage in an inquiry presents a meaningful way of teaching hard history. 

This article outlines a project-based learning approach developed by one of the authors, a veteran Seattle teacher, for a high school government course.

A classroom study of the gender-neutral statute known as Title IX can spark an engaging discussion on the law’s impact.

Three key discussion options offer social studies teachers a choice of approaches for navigating controversial issues in the classroom.

Properly constructed simulations enable teachers to practice pedagogical skills for leading classroom discussions on politically fraught issues.

English learners are among the fastest growing groups in classrooms and schools in states across the country.  Thus, the success of schools to achieve their civic mission increasingly means reaching our English learners and providing space so that their story is shared within the broader American story. Come learn strategies from leaders in this community to discuss how schools can realize the potential of the Educating for American Democracy Roadmap for all students, including English learners.

Preparing students to navigate the shifts—opportunities and challenges—in our democracy isn’t about a single lesson, but a new way to approach the civic mission of schooling all together. The Pedagogy Companion that accompanies the Educating for American Democracy Roadmap can provide the concrete actions that can help you get there.  Join some of the lead authors of the companion to learn how. Presenters Shannon Salter Burghardt Community Partnership coordinator, Social Studies Teacher Building 21 High School Kimberly Eckert Oxford Teachers College Oxford Teachers College at Reach…

The examination of compacts in the classroom offers an opportunity to explore areas of law that fall outside the most-taught legislative processes while serving as a jumping off point for discussions on federalism, state sovereignty, and separation of powers.

How many times have we teachers thrown up our arms in exasperation and wanted to inquire of a student or a group of students, “What were you thinking?” How many times a day do we advise our students to “make good choices” and then cringe when they don’t? All too often, students don’t, or can’t, simply because they don’t know how. Although we know that our students are constantly involved in a thinking process, we tend to take that process for granted, rationalizing that thinking is simply something that everybody does. The term thinking skills is itself broad and ambiguous. Turner refers to…

The Supreme Court closed out its 2000 term in June after issuing seventy-nine opinions and agreeing to take up more questions of interest to students and educators alike. Among the issues already slated for review after the 2001 term opens on October 1 are cases that could decide the future of affirmative action, the death penalty, and on-line pornography. Looking Back Last term was contentious for the justices, and not just because of the December decision in Bush v. Gore, No. 00-949—the case that effectively decided the 2000 presidential election. It determined both that the Florida…