JUV 973 H127h
Readings to help educators teach about racial issues, inspired by the shootings in Charleston, SC in June 2015, providing valuable information about the history of racial violence, and contextualizing the history of race relations in the U.S.
Developed to support the teaching of American History in K-12 schools and colleges, from the Department of History and the College of Education at the University of Houston.
For Teachers and Students from the Gilder Lehrman Institute of American History
History Classroom from History.com
Teachers from the Library of Congress. “More than 10 million primary sources online.”
Teaching about Congress from the Dirksen Congresional Center
See more resources in a guide on HIstory Teaching Resources from Sam Houston State Univ.
|Teaching history||907.1 (upstairs stacks)|
|Teaching social studies||372.83 (downstairs stacks)|
Multicultural Social Studies: Using Local History in the Classroom, by Anita C. Danker 300.71273 D23m
Teaching Ethnic Diversity with Film: Essays and Resources for Educators in History, Social Studies, Literature and Film Studies, edited by Carole Gerster with Laura W. Zlogar 370.117 T22
How Students Learn: History, Mathematics, and Science in the Classroom, M. Suzanne Donovan and John D. Bransford, editors 370.1523 N213
Integrating Inquiry Across the Curriculum, edited by Richard H. Audet, Linda K. Jordan 371.39 In812
Building a History Curriculum: Guidelines for Teaching History in Schools, prepared by the Bradley Commission on History in Schools 372.89043 B728b
Building a History-Centered Curriculum for Kindergarten through Grade Four: Guidelines for Using Themes and Selecting Content, prepared by the National Council for History Education 372.89043 N213e
Building a United States History Curriculum: A Guide to Using Themes and Selecting Content, prepared by the National Council for History Education 372.89043 N213u
Hands On History: A Resource for Teaching Mathematics, edited by Amy Shell-Gellasch 510.712 H192
Historical Empathy and Perspective-Taking in the Social Studies, edited by O.L. Davis Jr., Elizabeth Anne Yeager, and Stuart J. Foster 907 H629h
Past Into Present: Effective Techniques for First-Person Historical Interpretation, by Stacy F. Roth 907 R742p
History.edu: Essays on Teaching with Technology, Dennis A. Trinkle, Scott A. Merriman, editors 907.1 H629
The Historian's Toolbox: A Student's Guide to the Theory and Craft of History, by Robert C. Williams 907.2 W675h
Teaching History in the Digital Classroom, by D. Antonio Cantu and Wilson J. Warren 907.85 C169t
Lessons from History: Essential Understandings and Historical Perspectives Students Should Acquire, edited by Charlotte Crabtree 973.071 L566
Uncovering Our History: Teaching with Primary Sources, by Susan H. Veccia 973.071 V491u
A to Zoo: Subject Access to Children's Picture Books, by
Carolyn W. Lima and John A. Lima
REF 011.62 L628
Historical Fiction: A Guide to the Genre, by Sarah L. Johnson
REF 808.8381 J637h
America as Story: Historical Fiction for Middle and Secondary
Schools, by Rosemary K. Coffey and Elizabeth F. Howard.
America in Historical Fiction: A Bibliographic Guide, by
REF 813.081 V332a
Literature Connections to American History, K-6: Resources to
Enhance and Entice, by Lynda G. Adamson
REF 973.016 AD19l
American History for Children and Young Adults, by Vandelia
REF 973.016 V332a
What Was It Like?: Teaching History and Culture through Young Adult
Literature, by Linda J. Rice
"So who were Vasco da Gama, Myles Standish and Hernando Cortez and why did we spend so much time learning about them in our history classes? Did they deserve so much of our attention?
Which begs the bigger question: How well is history being taught in schools? And who determines what gets taught - and what doesn't make it into the history books?
Kenneth Davis, author of "Don't Know Much About History," and Mark Cline Lucey, a social studies teacher at Vermont Commons School discuss the state of history instruction in schools, and methods some teachers are using to make the subject more exciting and accessible to their students."