The Historical Scene Investigation Project (HSI) was designed for social studies teachers who need a strong pedagogical mechanism for bringing primary sources into their classroom.
This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading.
Teachinghistory.org is designed to help K–12 history teachers access resources and materials to improve U.S. history education in the classroom. Teachinghistory.org was created with the goal of making history content, teaching strategies, resources, and research accessible.
The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching.
Unit plans, interactive online content (games, simulations). Geared more towards middle school than high school, but worksheets, content, and ideas apply to high school as well.
Guided Inquiry prepares today's learners for an uncertain future by providing the education that enables them to make meaning of myriad sources of information in a rapidly evolving world. The companion book, Guided Inquiry: Learning in the 21st Century, explains what Guided Inquiry is and why it is now essential now.
Guided Inquiry is an approach that many educators--thought leaders and practitioners alike--are finding to be well-suited to information-age learning and a way to meet Common Core Standards. For many teachers, librarians, middle school leaders, and curriculum specialists, the biggest challenge is finding examples of guided inquiry in practice applicable to their own context. This guide offers an easy solution, offering ready-to-use templates and models for implementing Guided Inquiry Design(R) (GID) in the middle school learning environment.
This updated edition gives teachers and librarians lesson plans created within the proven GID framework, specifically designed for high school students, and provides the supporting information and guidance to use these lesson plans successfully. You'll find the lesson plans and complete units of Guided Inquiry Design® clear and easy to implement and integrate into your existing curriculum, in all areas, from science to humanities to social studies.
Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching.
The inquiry process outlined in the C3 Framework provides an ideal structure for teaching about climate change and debating the roles of citizens and the government.
Experienced teachers and teacher educators agree that crafting compelling questions for inquiry is challenging yet vital for shaping inquiries that support meaningful student learning and action. According to the C3 Framework, compelling questions should "focus on enduring issues and concerns."
In this article the author discusses ways in which she has used the Three-Level Guide literacy strategy as an approach to teaching her students about the history of New Zealand through the interpretation of visual images. She presents an overview of the history of the Three-Level Guide method of teaching and describes how the approach encourages students to use higher-order thinking skills.
The article examines how U.S. school segregation can be used to demonstrate the value of oral histories as a historical methodology for study and as pedagogical resources for teaching. The authors offer guidance on teaching narratives related to the U.S. Supreme Court case of Brown v. the Board of Education of Topeka.
This article describes an inquiry-based approach to a Gender and Women's Studies (GWS) course at Bryan Station High School in Lexington, Kentucky, designed to confront contemporary women's issues. The course consists of a curricular loop of six inquiries devel- oped with the Inquiry Design Model
This article looks back at the history of the field and traces the significance of the C3 framework. "Teachers can draw purpose from this history and borrow strategies to navigate issues associated with integrating inquiry into practice."
"This article discusses the false dichotomy between criticality and historical inquiry. ...We make three assertions: historical inquiry is already critical; history education research and critical scholarship share common commitments; and historical thinking should embrace the tension and other forms of knowledge as necessary to developing as a field. We conceptualize this tension as a space of possibility that repairs the marginalization of and centers Black, Indigenous, Latinx, and Asian American knowledge."
Local history has a profound effect on our communities. It’s up to educators to learn and teach students about the hard history in their own backyards.
