Weird connections are always engaging when you first hear of them - how about Longfellow's "Midnight Ride of Paul Revere" having more to do with the Civil War that then Revolutionary War?
Why not have students review these photos and tie them to themes you provide or have them generate their own themes? Have them choose just 10 from the 900 and explain why their subset best exemplifies the war.
This series of entries was published weekly on TheAtlantic.com from June 19 through October 30, 2011, running every Sunday morning for 20 weeks. In this collection of 900 photos spread over 20 essays, I tried to explore the events of the war, the lives of the people fighting at the front and working back home, and the effects of the trauma on everyday activity.
Several sections of Matt Ridley's can/should be incorporated into World History or globalism courses; and all teachers should add the book to their reading list. These are the citations for the blizzard of data he uses to support his conclusions - these alone are worth the price of admission.
"Real history" for high school students might just be looking at themselves 45 years ago. This slide show of pictures from a California high school have remarkable quality, color and focus. They also show the suburbanization and consumerism of counterculture to show that this is anything but anti-conformist - or is it?
Just another source of critical thinking questions, some on this list are better than others - but this should be included in any process of compiling an effective list of questions that teach "Thinking about our thinking, while we are thinking, in order to improve it."
Although this was only passed by the Education Committee of the House of Representatives of the State of Oklahoma, AP US History teachers and students should read this bill and consider it's language as a learning experience. What if the nature of the scholarly disciple of history? Are the concerns raised here valid or invalid - why?
Yet another mistaken inventor story.
Moses Naim's book, even selections from it, are well beyond high school seniors - but this book review has enough of his thesis and support to spark some curiosity among students. Taking recent history full circle - this shows them the world they will live in. It is a far different place than the one their parents grew up in.
Another way in which this article is useful to to look into the manner in which we teach history, government and civics. How much do our curricular design and instructional materials reflect what we were taught and how much is really geared toward useable understandings for our students?
In this article Grant Wiggins frames the "Why?" question in terms of the changes that occur in the student. This is a twist on the question because it is not essentially the drive of the teacher, but its useful in that it exposes the common teacher reaction to the question when it is posed to them.
2015 Report from the Equal Justice Initiative that documents racial terror in the United States - the title itself should provoke student interest as well as teacher responsibility. Civil Rights lessons should go beyond Rosa Parks and Martin Luther King.