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US History

Sports Reporter Mary Garber: Expanding the Trailblazer Approach to Women’s History

While guest teaching in a third-grade classroom as part of her doctoral studies, the author became interested in how students think about female pioneers and what it means to be first in a historical sense. This article explores the potential of interactive read-aloud books to teach women’s history with young students.
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“Even If She Fell Down, She Kept Getting Up!”: Teaching Women’s History through the Olympics

Sports can be a unique platform to teach third-grade students about women’s history and civic values. This lesson addresses two social studies practices for the third grade in the New York State K-8 Social Studies Framework (Gathering, Interpreting, and Using Evidence; and Chronological Reasoning and Causation) and three themes from the National Curriculum Standards for Social Studies (TIME, CONTINUITY, AND CHANGE; PEOPLE, PLACES, AND ENVIRONMENTS; and INDIVIDUAL DEVELOPMENT AND IDENTITY).

Inspiring Young Girls' Civic Engagement with Biographies of Women

A troubling observation is that—outside of Black History Month in February and Women’s History Month in March, during which students are acquiring some knowledge about noteworthy women and minorities—teachers in every grade level often teach about the same figures rather than expanding their lessons to include less-conventional or less-well-known individuals. To address these gender equity gaps related to social studies instruction, the authors established “Little Leaders,” a group consisting of pre-kindergarten and kindergarten girls.

Behind the Lens: Sourcing Historical Photos with KidCitizen

Discerning the intent of the author of a historical document is critical as we seek to interpret it. Disciplinary literacy uses specialized skills that seek to maximize student engagement and achievement within specified subject areas.1 In social stud- ies, one of these critical skills is “sourcing.” Sourcing involves exploring who produced a document to better understand that person’s motivations for choosing an event to focus on and how to represent it.
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Look Back. See Further. Analyzing Photographs from the Library of Congress Collection

The Teaching with Primary Sources Program (TPS) at the University of the Arts created a guide to studying photographs, Look Back. See Further: Studying photographs and drawing connections between primary sources from the Library of Congress and local collections. Meant for use in the classroom or as inspiration for teaching, the guide helps users build visual literacy skills  - making meaning of images through analysis and interpretation, and using images effectively.

The Library of Congress for Teachers: “Layer Upon Layer of Awesome”

Explore what the Library of Congress has for teachers, including primary source sets and lesson plans for teaching with primary sources, and professional development opportunities. Take a quick tour of ways to connect with experts from the Library and tap into the Library’s vast collections to find even more resources for your classroom. Find out why one Summer Institute participant described the Library as having “layer upon layer of awesome.”

Vietnam and Iraq Wars: Comparisons, Similarities & Lessons Learned

Today the grandchildren of Vietnam War veterans are attending middle and high schools throughout America, sitting side-by-side with the children of those who served more recently in Desert Storm and the Iraq War. But how much do they really know about these conflicts and the sacrifices their dads, moms and grandparents proudly made?


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