Social Studies News & Professional Development Opportunities
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Teaching Common Ground: The Howard Thurman Curriculum Project
The University of Virginia’s Center for Digital Editing and the Howard Thurman Papers Project invite high school social studies teachers to apply for Teaching Common Ground: The Howard Thurman Curriculum Project, an initiative to co-develop lessons around critical topics in twentieth-century history.
Participants will take a deep dive into the work and life of theologian, educator, and civil rights activist Howard Thurman, thinking deeply about topics such as democracy, racism, facism, and the purposes of education. This project will involve developing and testing lessons for use in the classroom. Each participant will receive a $2,000 stipend.
This program will take place from February–June 2025. The five 2-hour meetings are on the third Tuesday of each month, from 7-9pm Eastern / 4-6pm Pacific.
Learn more and view / complete the application here. Applications are due no later than January 12, 2025.
If you have questions, feel free to respond to this email or email us at [email protected].
The University of Virginia’s Center for Digital Editing and the Howard Thurman Papers Project invite high school social studies teachers to apply for Teaching Common Ground: The Howard Thurman Curriculum Project, an initiative to co-develop lessons around critical topics in twentieth-century history.
Participants will take a deep dive into the work and life of theologian, educator, and civil rights activist Howard Thurman, thinking deeply about topics such as democracy, racism, facism, and the purposes of education. This project will involve developing and testing lessons for use in the classroom. Each participant will receive a $2,000 stipend.
This program will take place from February–June 2025. The five 2-hour meetings are on the third Tuesday of each month, from 7-9pm Eastern / 4-6pm Pacific.
Learn more and view / complete the application here. Applications are due no later than January 12, 2025.
If you have questions, feel free to respond to this email or email us at [email protected].
$2500 Student Award: The 1787 Prize Essay Contest is Now Open!
The 1787 Prize is an essay contest open to all high-school students in grades 11-12 for one $2,500 prize. An essay may be submitted with up to 3 student co-authors, and there is a maximum of 1 submission per high school. Submissions are due in Spring 2025. Learn more.
The 1787 Prize is an essay contest open to all high-school students in grades 11-12 for one $2,500 prize. An essay may be submitted with up to 3 student co-authors, and there is a maximum of 1 submission per high school. Submissions are due in Spring 2025. Learn more.
Research Opportunity
I’m Judson Everitt, a professor in the Department of Sociology at Loyola University Chicago. I’m working with Chris Salituro and one of our doctoral students, Julie Szamocki, conducting a research study on teachers’ work experience and we're looking for participants to interview. We are seeking high school teachers in the Chicago area. In this project, we want to examine teachers’ work practices, work backgrounds, and teachers’ experiences with grading and assessment policies in their district. Interviews will last approximately 60 minutes, and they can be done in-person, via Zoom, or over the phone. All of your info including your name and where you work will be kept confidential.
If you might be interested in participating in this study by providing an interview, please contact me at either [email protected] or via call or text at my cell number 847-946-0047. I'm happy to answer any questions as well.
I’m Judson Everitt, a professor in the Department of Sociology at Loyola University Chicago. I’m working with Chris Salituro and one of our doctoral students, Julie Szamocki, conducting a research study on teachers’ work experience and we're looking for participants to interview. We are seeking high school teachers in the Chicago area. In this project, we want to examine teachers’ work practices, work backgrounds, and teachers’ experiences with grading and assessment policies in their district. Interviews will last approximately 60 minutes, and they can be done in-person, via Zoom, or over the phone. All of your info including your name and where you work will be kept confidential.
If you might be interested in participating in this study by providing an interview, please contact me at either [email protected] or via call or text at my cell number 847-946-0047. I'm happy to answer any questions as well.
Geography helps us understand and engage with the world around us! During Geography Awareness Week (November 18-22), you can inspire your students to become members of the geographically minded global community by understanding how cultural, societal, and political interactions impact the world around us. Let's get ready for an adventure!
Maps, Art, and Environment: Leonardo da Vinci's Innovation Through Observation
Discover how Leonardo da Vinci’s visionary approach to observation reshaped our understanding of landscapes, maps, and the environment in this lesson plan from the NEW Leonardo da Vinci collection, part of Ken Burns in the Classroom. After watching four film clips, your students will practice their observational skills, explore how Leonardo's works influenced the future of art, and respond to the essential question “What do Leonardo da Vinci’s maps and his depictions of landscapes tell us about the world?
Explore Now
Explore Indigenous Cartography with Indigi-Genius
Cartography is the art and science of graphically representing a geographical area on a flat surface such as a map. But for Indigenous communities, cartography is more than just topography or mapping locations — it's about values, culture, and traditional understanding. Use this new video and support materials from Indigi-Genius to explore the importance cartography has on our daily lives.
Learn More
Explore an Interactive Map of World Religions
What can we learn about the way religious groups are populated across the world? Examine this interactive map that reveals the largest religious groups of each country, and use the support materials to inspire deeper conversations into humanity’s diverse – yet shared – history. Then, invite your students to compare and contrast the core beliefs and practices of a variety of world religions.
Explore Now
Explore More PBS LearningMedia Resources
Sail the High Seas with the World's Most Famous Explorers (3-8)
The Importance of Geography (6-12)
Plan Your Travel to "The Big Meeting" with Molly of Denali (K-2)
Interactive Activity: The Lewis and Clark Trail (3-12)
What Is a Country? (PreK-2)
Map Ourselves and Our World with the Pueblo of Acoma (6-8)
Hands-On Activity: Learn About Cardinal Directions (K-5)
Interactive Map: Westward Expansion from 1790 to 1850 (6-12
Maps, Art, and Environment: Leonardo da Vinci's Innovation Through Observation
Discover how Leonardo da Vinci’s visionary approach to observation reshaped our understanding of landscapes, maps, and the environment in this lesson plan from the NEW Leonardo da Vinci collection, part of Ken Burns in the Classroom. After watching four film clips, your students will practice their observational skills, explore how Leonardo's works influenced the future of art, and respond to the essential question “What do Leonardo da Vinci’s maps and his depictions of landscapes tell us about the world?
Explore Now
Explore Indigenous Cartography with Indigi-Genius
Cartography is the art and science of graphically representing a geographical area on a flat surface such as a map. But for Indigenous communities, cartography is more than just topography or mapping locations — it's about values, culture, and traditional understanding. Use this new video and support materials from Indigi-Genius to explore the importance cartography has on our daily lives.
Learn More
Explore an Interactive Map of World Religions
What can we learn about the way religious groups are populated across the world? Examine this interactive map that reveals the largest religious groups of each country, and use the support materials to inspire deeper conversations into humanity’s diverse – yet shared – history. Then, invite your students to compare and contrast the core beliefs and practices of a variety of world religions.
Explore Now
Explore More PBS LearningMedia Resources
Sail the High Seas with the World's Most Famous Explorers (3-8)
The Importance of Geography (6-12)
Plan Your Travel to "The Big Meeting" with Molly of Denali (K-2)
Interactive Activity: The Lewis and Clark Trail (3-12)
What Is a Country? (PreK-2)
Map Ourselves and Our World with the Pueblo of Acoma (6-8)
Hands-On Activity: Learn About Cardinal Directions (K-5)
Interactive Map: Westward Expansion from 1790 to 1850 (6-12
From The Gilder Lehrman Institute
Originally known as Armistice Day, Veterans Day occurs on November 11 in honor of the “eleventh hour of the eleventh day of the eleventh month” of 1918 that marked the end of World War I. In 1954, the name of the holiday was changed to Veterans Day by President Dwight D. Eisenhower.
This weekend, we invite you to visit our Veterans Day resource page to better understand and appreciate the legacy of America’s veterans.
The page includes the following:
Online Exhibition
“World War I and America: A Centennial Exhibition”
Veterans Legacy Program
Since 2021, the Gilder Lehrman Institute has partnered with the Veterans Legacy Program (VLP) to provide free resources that commemorate our nation’s veterans by examining their stories—both on site at America’s national cemeteries—via free professional development, an online exhibition, and lesson plans.
Spotlights on Primary Source Documents
Recruiting posters for African American soldiers, 1918
World War II: Commemorating Pearl Harbor, 1941
A soldier’s reasons for enlisting, 1942
Cadet Nurse Corps, 1943
D-Day correspondence between a soldier and his wife, 1944
Essay
“From These Honored Dead: Memorial Day and Veterans Day in American History” by Kenneth Jackson (History Now #4, Summer 2005)
History Now issues
“World War II: Portraits of Service” (Issue 70, Spring 2024)
“African American Soldiers” (Issue 46, Fall 2016)
“Wartime Memoirs and Letters from the American Revolution to Vietnam” (Issue 43, Fall 2015)
“Perspectives on America’s Wars” (Issue 31, Spring 2012)
“World War II” (Issue 14, Winter 2007)
Inside the Vault
“Honoring America’s First Woman Veteran: The Revolutionary War Service of Margaret Corbin”
“Jewish American Soldiers and Jewish Refugees after World War II”
“D-Day in Maps and Letters from Soldiers and Families”
“World War II Soldiers: Lt. Robert L. Stone”
“The Diary of World War I Nurse Ella Jane Osborn”
“Pearl Harbor”
Explore our Veterans Day resource page
Originally known as Armistice Day, Veterans Day occurs on November 11 in honor of the “eleventh hour of the eleventh day of the eleventh month” of 1918 that marked the end of World War I. In 1954, the name of the holiday was changed to Veterans Day by President Dwight D. Eisenhower.
This weekend, we invite you to visit our Veterans Day resource page to better understand and appreciate the legacy of America’s veterans.
The page includes the following:
Online Exhibition
“World War I and America: A Centennial Exhibition”
Veterans Legacy Program
Since 2021, the Gilder Lehrman Institute has partnered with the Veterans Legacy Program (VLP) to provide free resources that commemorate our nation’s veterans by examining their stories—both on site at America’s national cemeteries—via free professional development, an online exhibition, and lesson plans.
Spotlights on Primary Source Documents
Recruiting posters for African American soldiers, 1918
World War II: Commemorating Pearl Harbor, 1941
A soldier’s reasons for enlisting, 1942
Cadet Nurse Corps, 1943
D-Day correspondence between a soldier and his wife, 1944
Essay
“From These Honored Dead: Memorial Day and Veterans Day in American History” by Kenneth Jackson (History Now #4, Summer 2005)
History Now issues
“World War II: Portraits of Service” (Issue 70, Spring 2024)
“African American Soldiers” (Issue 46, Fall 2016)
“Wartime Memoirs and Letters from the American Revolution to Vietnam” (Issue 43, Fall 2015)
“Perspectives on America’s Wars” (Issue 31, Spring 2012)
“World War II” (Issue 14, Winter 2007)
Inside the Vault
“Honoring America’s First Woman Veteran: The Revolutionary War Service of Margaret Corbin”
“Jewish American Soldiers and Jewish Refugees after World War II”
“D-Day in Maps and Letters from Soldiers and Families”
“World War II Soldiers: Lt. Robert L. Stone”
“The Diary of World War I Nurse Ella Jane Osborn”
“Pearl Harbor”
Explore our Veterans Day resource page
Now is the perfect time to launch your job search, and you’ll find over 62,000 open positions waiting for you on EdWeek Top School Jobs.
Start your search with EdWeek Top School Jobs. Browse open positions at districts around the country. You can search by job category and location.
Don't forget: Sign up for custom job alerts — be sure you know when your dream job comes along.
Visit EdWeek Top School Jobs today to line up your next job!
Start your search with EdWeek Top School Jobs. Browse open positions at districts around the country. You can search by job category and location.
- Teaching jobs: Search over 25,000 teaching jobs nationwide — elementary, middle, high school and specialty.
- Principal jobs: Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
- Administrator jobs: Search over 10,000 jobs, from paraprofessionals to counselors and more.
- Education industry jobs: If you want a change from working in a school system, stay connected to the profession with a job working on products, services, or policy.
Don't forget: Sign up for custom job alerts — be sure you know when your dream job comes along.
Visit EdWeek Top School Jobs today to line up your next job!
Gilder Lehrman Institute of American History is excited to announce a pilot program for high school students called History School Book Club. To help us develop the program, we are asking students to watch 2 half-hour videos of historians talking about their acclaimed books, answer 4–5 content questions in each video, and complete a short survey.
Book Club content is based on our popular weekly book talk series, Book Breaks, and focuses on topics of interest to high school history students. As a reward for providing feedback on our pilot program, participating students will be named Junior Research Assistants and receive a free book as a token of our appreciation.
We welcome participation from
Sign up for the History School Book Club
Signing up is as easy as 1-2-3.
Step 1: Try out Book Club.
Book Club consists of tailored Book Breaks videos. Each unit lasts approximately 30 minutes and features a renowned historian discussing their pivotal work. The units contain 4 or 5 multiple-choice questions as knowledge checks to ensure students learn as they go. Students can complete as few as two video units to move on to Step 2.
Step 2: Complete a brief survey to give feedback on the program.
Next, students need to take a brief survey. This is the part that’s most helpful for us as we work to develop History School Book Club. Completing the survey means that students become Junior Research Assistants for the Gilder Lehrman Institute of American History—a boost for college applications or resumes.
Step 3: Fill out the request form to get a free book.
After completing Step 2, we will email students a Junior Research Assistant certificate, along with a request form to claim one of the following books (while supplies last):
The American Spirit: Who We Are and What We Stand For, by David McCullough
Ends of War: The Unfinished Fight of Lee’s Army after Appomattox, by Caroline E. Janney
Relentless: My Story of the Latino Spirit That Is Transforming America, by Luis Miranda
Any questions? Email us at [email protected].
Book Club content is based on our popular weekly book talk series, Book Breaks, and focuses on topics of interest to high school history students. As a reward for providing feedback on our pilot program, participating students will be named Junior Research Assistants and receive a free book as a token of our appreciation.
We welcome participation from
- Motivated high school students who sign up on their own
- Teachers who integrate the Book Club into their classroom (all participating students will receive a free book)
Sign up for the History School Book Club
Signing up is as easy as 1-2-3.
Step 1: Try out Book Club.
Book Club consists of tailored Book Breaks videos. Each unit lasts approximately 30 minutes and features a renowned historian discussing their pivotal work. The units contain 4 or 5 multiple-choice questions as knowledge checks to ensure students learn as they go. Students can complete as few as two video units to move on to Step 2.
Step 2: Complete a brief survey to give feedback on the program.
Next, students need to take a brief survey. This is the part that’s most helpful for us as we work to develop History School Book Club. Completing the survey means that students become Junior Research Assistants for the Gilder Lehrman Institute of American History—a boost for college applications or resumes.
Step 3: Fill out the request form to get a free book.
After completing Step 2, we will email students a Junior Research Assistant certificate, along with a request form to claim one of the following books (while supplies last):
The American Spirit: Who We Are and What We Stand For, by David McCullough
Ends of War: The Unfinished Fight of Lee’s Army after Appomattox, by Caroline E. Janney
Relentless: My Story of the Latino Spirit That Is Transforming America, by Luis Miranda
Any questions? Email us at [email protected].
As students begin to prepare in earnest for next spring's AP US History exam, we are pleased to introduce practice multiple choice questions to help with test prep.
These practice questions—offered completely free and designed to be used independently by students—correspond with each of the nine periods covered by the AP US History exam.
Try our new APUSH multiple-choice practice questions here.
Our revised APUSH Study Guide is designed to help students meet and exceed the standards of the College Board’s updated curriculum and rubrics. It’s also easier to navigate and more engaging than ever before--take a look.
We’ve organized the guide around the nine periods included in the APUSH exam. Students can focus on the periods they need to give extra attention—or take a comprehensive approach by working through the guide from the beginning (1491–1607) to the end (1980–Present).
No matter how you and your students decide to approach it, you’ll find new videos from renowned historians as well as test-taking tips from experienced APUSH teachers. Check out the new APUSH Study Guide here.
Explore our new and improved AP US History Study Guide
In addition, the Gilder Lehrman Institute offers the following free course for students preparing for the AP US History Test:
AP United States History
This course—part of the free History U student course program—aims to help students gain a deeper understanding of American history and become more confident in their ability to respond to exam questions.
The course includes thirteen 60-minute lectures that examine each APUSH period in-depth, multiple-choice quizzes, and sample essay questions. Register here.
AP US History (History U)
These practice questions—offered completely free and designed to be used independently by students—correspond with each of the nine periods covered by the AP US History exam.
Try our new APUSH multiple-choice practice questions here.
Our revised APUSH Study Guide is designed to help students meet and exceed the standards of the College Board’s updated curriculum and rubrics. It’s also easier to navigate and more engaging than ever before--take a look.
We’ve organized the guide around the nine periods included in the APUSH exam. Students can focus on the periods they need to give extra attention—or take a comprehensive approach by working through the guide from the beginning (1491–1607) to the end (1980–Present).
No matter how you and your students decide to approach it, you’ll find new videos from renowned historians as well as test-taking tips from experienced APUSH teachers. Check out the new APUSH Study Guide here.
Explore our new and improved AP US History Study Guide
In addition, the Gilder Lehrman Institute offers the following free course for students preparing for the AP US History Test:
AP United States History
This course—part of the free History U student course program—aims to help students gain a deeper understanding of American history and become more confident in their ability to respond to exam questions.
The course includes thirteen 60-minute lectures that examine each APUSH period in-depth, multiple-choice quizzes, and sample essay questions. Register here.
AP US History (History U)
Now Streaming: Themed PD Video Collections Support Teaching about the Holocaust
To ensure teachers have access to professional development on how to teach about the Holocaust, the Museum has organized short videos into themed collections, available on demand. The video collections address a variety of instructional topics and subject areas, while supporting educators with varying levels of experience teaching about the Holocaust.
Produced by Museum educators and historians, these videos cover guidelines for teaching, appropriate pedagogy, resources, and classroom strategies.
WATCH NOW
Explore these and other collections to see how educators can prepare to teach about the Holocaust:
EXPLORE ALL COLLECTIONS
To ensure teachers have access to professional development on how to teach about the Holocaust, the Museum has organized short videos into themed collections, available on demand. The video collections address a variety of instructional topics and subject areas, while supporting educators with varying levels of experience teaching about the Holocaust.
Produced by Museum educators and historians, these videos cover guidelines for teaching, appropriate pedagogy, resources, and classroom strategies.
WATCH NOW
Explore these and other collections to see how educators can prepare to teach about the Holocaust:
EXPLORE ALL COLLECTIONS
Resources to commemorate Indigenous Peoples' Day & Columbus Day
In 2021, the President declared Indigenous Peoples’ Day a federal holiday to be observed on the same day as Columbus Day.
This year the holiday will be commemorated on Monday, October 14. In a happy coincidence, the following day we will celebrate Wunneanatsu Lamb-Cason, an enrolled citizen of the Schaghticoke Tribal Nation, as our 2024 National History Teacher of the Year. Learn more about Lamb-Cason’s (Schaghticoke/HoChunk) achievements as an educator, advocate, author, and storyteller here.
Cheyenne, Wyoming Frontier Days celebration (Carol Highsmith/Library of Congress)
This weekend, the Gilder Lehrman Institute invites everyone—students, teachers, and history enthusiasts—to visit our Indigenous Peoples’ Day and Columbus Day resource page and explore the day from many angles.Indigenous Peoples' Day & Columbus Day resourcesThe page includes the following
Spotlights, Guided Readings, and Essays
Indigenous Peoples' Day & Columbus Day resources Looking for a more in-depth examination of these topics? Check out the following Self-Paced Courses
In 2021, the President declared Indigenous Peoples’ Day a federal holiday to be observed on the same day as Columbus Day.
This year the holiday will be commemorated on Monday, October 14. In a happy coincidence, the following day we will celebrate Wunneanatsu Lamb-Cason, an enrolled citizen of the Schaghticoke Tribal Nation, as our 2024 National History Teacher of the Year. Learn more about Lamb-Cason’s (Schaghticoke/HoChunk) achievements as an educator, advocate, author, and storyteller here.
Cheyenne, Wyoming Frontier Days celebration (Carol Highsmith/Library of Congress)
This weekend, the Gilder Lehrman Institute invites everyone—students, teachers, and history enthusiasts—to visit our Indigenous Peoples’ Day and Columbus Day resource page and explore the day from many angles.Indigenous Peoples' Day & Columbus Day resourcesThe page includes the following
Spotlights, Guided Readings, and Essays
- Secotan, an Algonquian village, ca. 1585
- “Guided Readings: Indian Removal” provides five short readings with questions
- “Cultural Encounters: Teaching Exploration and Encounter to Students” by Joyce Chaplin (Harvard University)
- “A New Era of American Indian Autonomy” by Ned Blackhawk (Yale University)
- “American Indians and the Transcontinental Railroad” by Elliott West (University of Arkansas),
- “Native American Discoveries of Europe” by Daniel K. Richter (University of Pennsylvania)
- “Imperial Rivalries” by Peter C. Mancall (University of Southern California)
- “Exploration” by Benjamin Sacks and Felipe Fernandez-Armesto (Princeton University and the University of Notre Dame)
- “America before Columbus”
- “Europeans and the New World, 1400–1530”
- “Nature, Culture, and Native Americans”
- Digital Exhibition:
- Veterans Legacy Program: World War II Veteran and “Code Talker” Joe Morris Sr.
- Inside the Vault
- The Occupation of Alcatraz
- Book Breaks
- Peter Cozzens: Tecumseh and the Prophet: The Shawnee Brothers Who Defied a Nation
- Nicole Eustace: Cover with Night: A Story of Murder and Indigenous Justice in Early America
- Justin Gage: We Don’t Want the Gates Closed between Us: Native Networks and the Spread of the Ghost Dance
- Samantha Seely: Race, Removal, and the Right to Remain: Migration and the Making of Early America
- Susan Schulten: A History of America in 100 Maps
- “American Indians in Leadership,” History Now 59 (Winter 2021)
- “American Indians,” History Now 28 (Summer 2011)
- “Three Worlds Meet,” History Now 25 (Fall 2010)
- “The Age of Exploration,” History Now 12 (Summer 2007)
- “Letter from Christopher Columbus”
- “Murder on the Frontier: The Paxton Massacre”
- “Native American Policy”
- “Native American Cultures and the Impact of the Boarding Schools”
Indigenous Peoples' Day & Columbus Day resources Looking for a more in-depth examination of these topics? Check out the following Self-Paced Courses
- American Colonies led by Alan Taylor, University of Virginia
- American Indian History: 1900 to the Present led by Donald L. Fixico (Shawnee, Sac and Fox, Muscogee Creek and Seminole), Arizona State University
- American Indian History: Case Studies led by Colin Calloway, Dartmouth College
- American Indian History: Recasting the Narrative led by Ned Blackhawk (Western Shoshone), Yale University
Happening in November at the ALPLM!
IF YOU'RE AN EDUCATOR: Be sure to check out our latest on-line "PD in Your PJ's," which includes FREE CPDUs by clicking HERE!
The Fall performance schedules are posted for our popular one-act plays “Small Beginnings” and “Lilacs & Letters.” Just check our events page before your visit for showtimes.
Plus, on selected dates, you’ll also be treated to live performances of the soundtrack to our newest exhibit.
Freedom in Form: Nine Vignettes for Richard Hunt was specially composed for the exhibit by ALPLM actor, Randy Erwin and is performed by a quartet of musicians including Melissa Blankestyn (saxophone), Ann Collins (violin), Aaron Duncan (trumpet), and Sharon Lombard (cello).
LOOKING AHEAD: Be on look-out for an e-mail alert coming your way later in the month with all the exciting details of ALPLM's participation with this season's Downtown Springfield Holiday Walks!
THANKS FOR READING! TO SEE OUR COMPLETE SCHEDULE OF UPCOMING PROGRAMS AND SPECIAL EVENTS, PLEASE VISIT THE EVENTS PAGE AT PresidentLincoln.Illinois.gov -- and check back frequently for updates!
IF YOU'RE AN EDUCATOR: Be sure to check out our latest on-line "PD in Your PJ's," which includes FREE CPDUs by clicking HERE!
The Fall performance schedules are posted for our popular one-act plays “Small Beginnings” and “Lilacs & Letters.” Just check our events page before your visit for showtimes.
Plus, on selected dates, you’ll also be treated to live performances of the soundtrack to our newest exhibit.
Freedom in Form: Nine Vignettes for Richard Hunt was specially composed for the exhibit by ALPLM actor, Randy Erwin and is performed by a quartet of musicians including Melissa Blankestyn (saxophone), Ann Collins (violin), Aaron Duncan (trumpet), and Sharon Lombard (cello).
LOOKING AHEAD: Be on look-out for an e-mail alert coming your way later in the month with all the exciting details of ALPLM's participation with this season's Downtown Springfield Holiday Walks!
THANKS FOR READING! TO SEE OUR COMPLETE SCHEDULE OF UPCOMING PROGRAMS AND SPECIAL EVENTS, PLEASE VISIT THE EVENTS PAGE AT PresidentLincoln.Illinois.gov -- and check back frequently for updates!
NEW Resource: Explore the Process of Electing the Next President (3-12)
What are the requirements to become a presidential candidate? What are the duties of the president? What is a voter’s role in the election? And how does the Electoral College work? Answer the burning questions your students may have about the presidential election with this brand new video from News Quiz.
Watch Now
NEW Collection: A Citizen's Guide to Preserving Democracy (6-12)
Encourage your students to explore the 10 habits of good citizens and how small actions can help build a stronger democracy! You can inspire your students with real-life examples of Americans who are striving to build a healthier democracy and who embody the spirit of a more informed and engaged citizenry using this new collection.
Explore Collection
Interactive Cartogram: Decode the Electoral College and Predict the Next President (6-12)
Show your students how key events have impacted past presidential elections and predict how the Electoral College will decide the presidency! This engaging resource features support materials that will help strengthen your students’ understanding of how presidential elections work.
Play Now
Explore More PBS LearningMedia Resources
WEBINAR RECORDING: Teacher to Teacher: Tips for Teaching Election 2024
Explore the Election Central Collection (6-12)
Printable: You, Me, Community Teach Your Way Calendar (PreK-2)
Empower Your Students with Civics Skills | Citizen Nation (6-12)
Civics 101: Explore the Separation of Powers (3-8)
Can Social Media Activism Really Work? | Citizen Better (6-12)
Discover the Power of the President (3-8)
What are the requirements to become a presidential candidate? What are the duties of the president? What is a voter’s role in the election? And how does the Electoral College work? Answer the burning questions your students may have about the presidential election with this brand new video from News Quiz.
Watch Now
NEW Collection: A Citizen's Guide to Preserving Democracy (6-12)
Encourage your students to explore the 10 habits of good citizens and how small actions can help build a stronger democracy! You can inspire your students with real-life examples of Americans who are striving to build a healthier democracy and who embody the spirit of a more informed and engaged citizenry using this new collection.
Explore Collection
Interactive Cartogram: Decode the Electoral College and Predict the Next President (6-12)
Show your students how key events have impacted past presidential elections and predict how the Electoral College will decide the presidency! This engaging resource features support materials that will help strengthen your students’ understanding of how presidential elections work.
Play Now
Explore More PBS LearningMedia Resources
WEBINAR RECORDING: Teacher to Teacher: Tips for Teaching Election 2024
Explore the Election Central Collection (6-12)
Printable: You, Me, Community Teach Your Way Calendar (PreK-2)
Empower Your Students with Civics Skills | Citizen Nation (6-12)
Civics 101: Explore the Separation of Powers (3-8)
Can Social Media Activism Really Work? | Citizen Better (6-12)
Discover the Power of the President (3-8)
The Gilder Lehrman Institute is excited to partner with the Queen Sofía Spanish Institute (QSSI) and the Royal Academy of History to share materials that showcase the important role of Spain in the history and independence of the United States.
The project—featuring many resources available in both English and Spanish—will initially focus on the Spanish influence on the American Revolution. We plan to expand the project to cover additional historical eras in the future.
Explore the Spanish Influence on the American Revolution
The free resources on the Spanish Influence on the American Revolution page include:
The project—featuring many resources available in both English and Spanish—will initially focus on the Spanish influence on the American Revolution. We plan to expand the project to cover additional historical eras in the future.
Explore the Spanish Influence on the American Revolution
The free resources on the Spanish Influence on the American Revolution page include:
- A historical timeline
- Lesson plans
- Primary sources
- Videos
- Scholarly essays
- The Portal of Hispanic History in America
Just in time for Constitution and Citizenship Day on September 17, the Gilder Lehrman Institute of American History is excited to introduce our new Citizenship Hub. Educators can use this page to
Take the Citizenship Test
We hope you enjoy these free resources and encourage you to share this page with other K–12 educators and anyone else who may wish to test their civic knowledge!
- Take the US Naturalization Exam—available in short, intermediate, and full formats—and receive real-time feedback on your results
- Let students test their knowledge (and compete against classmates) in hands-on, interactive quizzes created in partnership with Kahoot!, the acclaimed global learning platform
- Watch brief educational videos with acclaimed historians and civic figures in which they explore the historical significance behind each test question
- Use free teaching resources aligned with history and civics standards for grades 3–12, including lesson plans and multimedia content to encourage classroom discussions on civic engagement
Take the Citizenship Test
We hope you enjoy these free resources and encourage you to share this page with other K–12 educators and anyone else who may wish to test their civic knowledge!
World of 8 Billion Video Contest
The World of 8 Billion student video contest brings technology and creativity into middle and high school classes. The contest challenges students to create a short video connecting world population growth to one of three global challenges: Child Wellbeing, Rainforest Ecosystems, and Sanitation. 80+ cash prizes will be awarded, and participating teachers will receive free curriculum resources. The deadline for submissions is March 5, 2025. New this year, the World of 8 Billion will be awarding mini-grants of $100-500 to support educators who need additional resources to teach the contest in their classroom. Learn more and apply by 11/15/24 at worldof8billion.org/grant.
The World of 8 Billion student video contest brings technology and creativity into middle and high school classes. The contest challenges students to create a short video connecting world population growth to one of three global challenges: Child Wellbeing, Rainforest Ecosystems, and Sanitation. 80+ cash prizes will be awarded, and participating teachers will receive free curriculum resources. The deadline for submissions is March 5, 2025. New this year, the World of 8 Billion will be awarding mini-grants of $100-500 to support educators who need additional resources to teach the contest in their classroom. Learn more and apply by 11/15/24 at worldof8billion.org/grant.
Just Launched:
Explore the NEW Civics Collection on PBS LearningMedia
Check out the NEW Civics Collection! This premium collection offers a robust set of media-rich resources to help you teach your middle and high school students about American citizenship, our constitutional democracy, and the complexities of our government. Use the engaging videos, interactive lessons, maps, images, and accompanying support materials to integrate media into your instruction and connect each core topic to one of more of our nation's founding documents.
Note: More resources will continue to be published over the next few months. Keep checking back in to see what's new!
Explore Collection
Explore the NEW Civics Collection on PBS LearningMedia
Check out the NEW Civics Collection! This premium collection offers a robust set of media-rich resources to help you teach your middle and high school students about American citizenship, our constitutional democracy, and the complexities of our government. Use the engaging videos, interactive lessons, maps, images, and accompanying support materials to integrate media into your instruction and connect each core topic to one of more of our nation's founding documents.
Note: More resources will continue to be published over the next few months. Keep checking back in to see what's new!
Explore Collection
The Gilder Lehrman Institute is proud to announce the 2024 State History Teachers of the Year.
See the full list of 2024 State History Teachers of the Year here.
Many state winners have gone on to work with the Institute, including as master teachers for programs such as History School and Gilder Lehrman professional development initiatives.
Congratulations to this year's winner from Illinois!
Danielle Hegerty
Grayslake Central High School
Grayslake, IL
See the full list of 2024 State History Teachers of the Year here.
Many state winners have gone on to work with the Institute, including as master teachers for programs such as History School and Gilder Lehrman professional development initiatives.
Congratulations to this year's winner from Illinois!
Danielle Hegerty
Grayslake Central High School
Grayslake, IL
Welcome back to school, educators! The National Constitution Center has free, standards-aligned, innovative teaching tools and resources for back-to-school planning to help you implement an impactful civic education program this school year.
1. Explore the Constitution 101 teacher-led curriculum, which has 15 course modules, each offering classroom-ready lesson plans, engaging videos, student activities, assessments, and more. You can implement the semester-long course, or pick and choose the modules that fit best into your existing schedule. Or, dive into the new Constitution 101 with Khan Academy student course. A complement to the teacher-led curriculum, the student course uses a mastery-based approach that allows students to progress at their own pace.
2. Register your class for a live, virtual museum experience, which brings the fun and excitement of a field trip right to your classroom with exhibit tours, workshops, and demonstrations. Your students can engage directly with the Center's Education team during these fast-paced sessions.
3. Browse the Classroom Resource Library to discover hundreds of additional engaging resources for students to apply what they've learned, including fun, light-lift activities.
4. Sign up for our newsletter to keep in touch. We'll let you know about upcoming events and share timely resources that will enhance your current curriculum.
Our team is committed to providing you with the tools you need to teach the U.S. Constitution—contact us directly for support at [email protected].
1. Explore the Constitution 101 teacher-led curriculum, which has 15 course modules, each offering classroom-ready lesson plans, engaging videos, student activities, assessments, and more. You can implement the semester-long course, or pick and choose the modules that fit best into your existing schedule. Or, dive into the new Constitution 101 with Khan Academy student course. A complement to the teacher-led curriculum, the student course uses a mastery-based approach that allows students to progress at their own pace.
2. Register your class for a live, virtual museum experience, which brings the fun and excitement of a field trip right to your classroom with exhibit tours, workshops, and demonstrations. Your students can engage directly with the Center's Education team during these fast-paced sessions.
3. Browse the Classroom Resource Library to discover hundreds of additional engaging resources for students to apply what they've learned, including fun, light-lift activities.
4. Sign up for our newsletter to keep in touch. We'll let you know about upcoming events and share timely resources that will enhance your current curriculum.
Our team is committed to providing you with the tools you need to teach the U.S. Constitution—contact us directly for support at [email protected].
5 reasons to choose our MA in American History for your professional development
- Exceptional price: Complete ten courses at $750 per 3-credit course to earn a master's degree in American history.
- World-class professional development: Study with renowned, award-winning professors from Columbia, Gettysburg, Harvard, UVA, Yale, and more.
- A community of like-minded educators: Join a close-knit network of supportive and collaborative K–12 educators to exchange ideas and create lasting professional connections.
- High-quality remote education: Get your degree from Gettysburg College, a renowned liberal arts college, in partnership with the Gilder Lehrman Institute.
- Flexible and convenient: Take courses in fall, spring, and winter—join us as your schedule permits.
Learn more and begin your MA application
Registration is now open for Spring 2025 courses in the Gettysburg College–Gilder Lehrman MA in American History.
Pursue a master's degree in American history that is affordable on a teacher’s salary—complete 10 courses at just $750 per course—and provides unprecedented access to top scholars. Visit this page to begin your application.
Here are the Spring 2025 courses on offer:
- American Art and Material Culture of the 18th and 19th Centuries with Jennifer Van Horn, University of Delaware
- The American Civil War with Allen Guelzo, Princeton University
- American Political History Since 1945 with Beverly Gage, Yale University
- Democracy in the Early Republic with Andrew Robertson, Lehman College and The Graduate Center, CUNY
- The Fight for Women's Rights: 1820–1920 with Catherine Clinton, University of Texas at San Antonio
- Historiography and Historical Methods with Andrew Robertson, Lehman College and The Graduate Center, CUNY
- The History of Latina and Latino People in the US with Geraldo Cadava, Northwestern University
Apply now and join us for graduate courses this spring
Would you like to learn more about a World War II Veteran in your family or community? The Gilder Lehrman Institute of American History is pleased to introduce the World War II Veteran Research Guide.
This online research guide shows you how to investigate the lives of people who served in the US military during World War II. As you work through this guide, you will learn how to
The Gilder Lehrman Institute is proud to partner with the National Cemetery Administration’s Veterans Legacy Program to offer this research guide, as well as free professional development, lesson plans, and other online resources. Visit this page to learn more.
This online research guide shows you how to investigate the lives of people who served in the US military during World War II. As you work through this guide, you will learn how to
- Find a Veteran or Service member in a cemetery near you using the National Cemetery Administration and Veterans Legacy Memorial websites
- Read a military gravestone for important clues about who someone was, what they believed, and how they may have died
- Trace the life of a Veteran or Service member in the federal censuses from 1950 and earlier to gain insight into a Veteran’s circumstances before the war and how their lives may have changed as a result of their military service
The Gilder Lehrman Institute is proud to partner with the National Cemetery Administration’s Veterans Legacy Program to offer this research guide, as well as free professional development, lesson plans, and other online resources. Visit this page to learn more.
History U from Gilder Lehrman provides students with the opportunity to explore American history with top scholars—completely free of charge.
Each History U course includes:
- Video lectures led by acclaimed and award-winning historians such as Ned Blackhawk and David Blight
- Primary sources and in-depth readings
- Short quizzes to review your knowledge
- A certificate of completion for the course
History U students use these courses—30 courses in total spanning 500 years of American history—in a number of ways, including
- Summer viewing to prepare for upcoming classes and AP tests
- An addition to college applications to showcase breadth and depth of knowledge
- A supplement to class discussions and a resource for upcoming assignments and projects
- An extra credit opportunity in AP History, AP US Government & Politics, and other social science and humanities courses
Started in 2020, Book Breaks has become a much-loved weekend activity for history lovers, teachers, and students worldwide. Airing every Sunday at 2 p.m. ET, the program features award-winning authors discussing new and notable works in American history, followed by a Q&A with the home audience.
We are excited to announce that beginning with our Sunday, June 16 program—and continuing for all future programs--Book Breaks will be free for everyone.
As of today, you no longer need to sign in or create an account to join Book Breaks. To register, simply click the program link provided in our weekly email or visit our new and improved Book Breaks homepage.
Book Breaks
In addition, we are opening up the full Book Breaks archive to the public. The archive contains more than 185 sessions with some of the world’s most acclaimed historians, including David Blight, Lonnie Bunch, Ken Burns, Eric Foner, Annette Gordon-Reed, Peniel Joseph, Jon Meacham, Khalil Gibran Muhammad, Brenda Stevenson, Elizabeth Varon, and three 2024 Pulitzer Prize winners.
View the Book Breaks archive
Any questions? Please email [email protected].
We are delighted to make our conversations with the nation’s leading historians more accessible than ever—and we hope to see you Sunday.
A Study Assessing Diffusion of Media Literacy Policy in Illinois
Illinois teachers have been invited to participate in Assessing levels of media literacy policy diffusion and awareness in Illinois high schools (IRB: STU00220752), a Northwestern University research study conducted by Primary Investigator Dr. Michael A. Spikes ([email protected]) of the Medill School of Journalism, Media, Integrated Marketing Communications, and Co-Investigators Dr. Yonty Friesem of Columbia College Chicago, and Dr. Anna Kozlowska-Barrios of the University of Illinois Chicago and the Illinois Media Literacy Coalition.
The study aims to measure the extent of awareness and application of the Public Act 102-0055, requiring every public high school in Illinois to include a unit of instruction on media literacy in its curriculum. Even if you have never heard about this law or have not applied it in your curriculum, we encourage you to take this survey. This will allow us to learn about the potential barriers or challenges you have encountered.
To participate in this study, you will need to be a current social studies or english language arts teacher, or work as a school library specialist (or equivalent title working within a school library) at a school located in the state of Illinois who speaks English.
This study comes in the form of an online survey, that can be accessed by clicking the link below.
https://bit.ly/MLEinILSurvey
We expect that the survey will take approximately 10 minutes to finish. You may also be asked to participate in a follow up interview that will be scheduled at another time.
There will be no compensation given for completing this survey.
Illinois teachers have been invited to participate in Assessing levels of media literacy policy diffusion and awareness in Illinois high schools (IRB: STU00220752), a Northwestern University research study conducted by Primary Investigator Dr. Michael A. Spikes ([email protected]) of the Medill School of Journalism, Media, Integrated Marketing Communications, and Co-Investigators Dr. Yonty Friesem of Columbia College Chicago, and Dr. Anna Kozlowska-Barrios of the University of Illinois Chicago and the Illinois Media Literacy Coalition.
The study aims to measure the extent of awareness and application of the Public Act 102-0055, requiring every public high school in Illinois to include a unit of instruction on media literacy in its curriculum. Even if you have never heard about this law or have not applied it in your curriculum, we encourage you to take this survey. This will allow us to learn about the potential barriers or challenges you have encountered.
To participate in this study, you will need to be a current social studies or english language arts teacher, or work as a school library specialist (or equivalent title working within a school library) at a school located in the state of Illinois who speaks English.
This study comes in the form of an online survey, that can be accessed by clicking the link below.
https://bit.ly/MLEinILSurvey
We expect that the survey will take approximately 10 minutes to finish. You may also be asked to participate in a follow up interview that will be scheduled at another time.
There will be no compensation given for completing this survey.
2024 Civics Essay ContestWinners Announced!
THANK YOU for your help in promoting this year's Civics Essay Contest.
We are thrilled that this year's contest saw incredible participation, with 800 entries pouring in from 48 states and the District of Columbia.
After a rigorous and thorough evaluation, our judges have selected the top three winners in each category: elementary, middle, and high school.
You can read the impressive winning essays and find out more about the winners on our civics education page.
We look forward to working with you again next spring. If you would like to promote the winners from your state, you can use our media release or contact Molly Justice for more information.
THANK YOU for your help in promoting this year's Civics Essay Contest.
We are thrilled that this year's contest saw incredible participation, with 800 entries pouring in from 48 states and the District of Columbia.
After a rigorous and thorough evaluation, our judges have selected the top three winners in each category: elementary, middle, and high school.
You can read the impressive winning essays and find out more about the winners on our civics education page.
We look forward to working with you again next spring. If you would like to promote the winners from your state, you can use our media release or contact Molly Justice for more information.
The New AP US History Study Guide Is Here!
The Gilder Lehrman Institute’s AP US History Study Guide (APUSH) has been helping students and teachers prepare for the APUSH exam for years. But, as you know, the College Board announced several changes for the 2024 exam, scheduled for May 10.
We took this opportunity to give the study guide a complete overhaul. We’ve updated it with a fresh new look, but more importantly, the new site is designed to help students meet and exceed the standards of the College Board’s updated curriculum and rubrics.
It’s also easier to navigate and more engaging than ever before--take a look.
We’ve organized the guide around the nine periods included in the APUSH exam. Students can focus on the periods they need to give extra attention—or take a comprehensive approach by working through the guide from the beginning (1491–1607) to the end (1980–Present).
No matter how you and your students decide to approach it, you’ll find new videos from renowned historians and instructional videos featuring experienced APUSH teachers who offer tips and tricks to maximize each student’s score potential.
Check out the new APUSH Study Guide today by going to gilderlehrman.org/ap-us-history.
Explore our new and improved AP US History Study GuideIn addition, the Gilder Lehrman Institute offers the following free courses for students preparing for the AP US History Test:
AP United States History
This course—part of the free History U student course program—aims to help students gain a deeper understanding of American history and become more confident in their ability to respond to exam questions.
The course includes thirteen 60-minute lectures that examine each APUSH period in-depth, multiple-choice quizzes, and sample essay questions. Register here.
AP United States History: Strategies and Techniques
Originally broadcast live in 2023 via the History School summer course series, this course focuses on strategies and techniques intended to help you master the different types of assessments included in APUSH coursework and on the exam.
Students will learn how to approach the multiple-choice questions, short-answer questions, document-based questions, and long essay questions featured on the APUSH exam in order to get the highest possible score. Register here.
AP US History (History U)AP US History: Strategies and Techniques (History School)
Our mailing address is:
The Gilder Lehrman Institute of American History
49 West 45th Street
2nd Floor
New York, NY 10036
The Gilder Lehrman Institute’s AP US History Study Guide (APUSH) has been helping students and teachers prepare for the APUSH exam for years. But, as you know, the College Board announced several changes for the 2024 exam, scheduled for May 10.
We took this opportunity to give the study guide a complete overhaul. We’ve updated it with a fresh new look, but more importantly, the new site is designed to help students meet and exceed the standards of the College Board’s updated curriculum and rubrics.
It’s also easier to navigate and more engaging than ever before--take a look.
We’ve organized the guide around the nine periods included in the APUSH exam. Students can focus on the periods they need to give extra attention—or take a comprehensive approach by working through the guide from the beginning (1491–1607) to the end (1980–Present).
No matter how you and your students decide to approach it, you’ll find new videos from renowned historians and instructional videos featuring experienced APUSH teachers who offer tips and tricks to maximize each student’s score potential.
Check out the new APUSH Study Guide today by going to gilderlehrman.org/ap-us-history.
Explore our new and improved AP US History Study GuideIn addition, the Gilder Lehrman Institute offers the following free courses for students preparing for the AP US History Test:
AP United States History
This course—part of the free History U student course program—aims to help students gain a deeper understanding of American history and become more confident in their ability to respond to exam questions.
The course includes thirteen 60-minute lectures that examine each APUSH period in-depth, multiple-choice quizzes, and sample essay questions. Register here.
AP United States History: Strategies and Techniques
Originally broadcast live in 2023 via the History School summer course series, this course focuses on strategies and techniques intended to help you master the different types of assessments included in APUSH coursework and on the exam.
Students will learn how to approach the multiple-choice questions, short-answer questions, document-based questions, and long essay questions featured on the APUSH exam in order to get the highest possible score. Register here.
AP US History (History U)AP US History: Strategies and Techniques (History School)
Our mailing address is:
The Gilder Lehrman Institute of American History
49 West 45th Street
2nd Floor
New York, NY 10036
The Illinois Geographic Alliance, LLC (IGA) is pleased to announce a new Teacher Conference Travel Support Program and the continuation of the Teacher Lesson Plan Development Program to provide stipends to support in-service, K-12 educators in Illinois.
Please see below for information about the programs and guidelines for applications.
Questions can be emailed to [email protected].
TEACHER CONFERENCE TRAVEL SUPPORT PROGRAM
The Illinois Geographic Alliance, LLC (IGA) is pleased to announce a new program that provides a travel stipend for a K-12 teacher to attend a geography-related professional conference. A stipend amount of up to $1500 may be requested for travel to a geography conference outside of Illinois, while a stipend amount of up to $500 may be requested for travel to a geography-related conference within Illinois. Stipends are intended to offset travel costs associated with attending a conference, such as conference registration, airfare, mileage, and lodging. Teachers who are awarded a travel stipend will attend the conference on behalf of IGA. Following the conference, stipend awardees are required to share their conference experiences with other IGA teachers during the “Geography Education in the 21st Century” annual conference held each fall or through another suitable IGA event.
Applicant Eligibility: Any in-service K-12 educator in a public or private school located in Illinois is eligible to apply for the program. Applicants must also be an IGA member. First-time applicants will be given priority over applicants who have received a stipend previously.
Conference Eligibility: An applicant may propose a travel stipend to attend any geography-related professional conference or workshop. Example conferences include the National Council for Geographic Education (NCGE), American Association of Geographers (AAG), ESRI’s User Conference (ESRI UC), Illinois Geographical Society (IGS), or the Illinois GIS Association (ILGISA).
Eligible Expenses: Eligible expenses include conference registration, airfare, mileage, and lodging. Please note that the program does not allow for reimbursement of meals or per diem.
Travel Stipend: The stipend will be dispersed as a reimbursement after travel is completed. Applicants may apply for up to $1500 to cover travel-related expenses for a conference outside of Illinois (e.g., NCGE, ESRI UC), or up to $500 for a conference held within Illinois (e.g., IGS, ILGISA). Please save all receipts for travel-related expenses for reimbursement.
Deadline: The program will remain open throughout the year and applications will be reviewed on a rolling basis until all allocated funds for the program are awarded. Applications should be submitted at least two months before the anticipated travel.
Applications: Applications should include the following:
TEACHER LESSON PLAN DEVELOPMENT PROGRAM
The Illinois Geographic Alliance, LLC (IGA) is pleased to announce the continuation of a program that provides a stipend up to $500 for a K-12 teacher to support the development of a geography-related lesson plan for the classroom. Teachers may use the stipend for any lesson-related expense (salary, materials, etc.). Once completed, teachers are required to submit the lesson and a post-project summary to IGA for posting on the IGA website to share with other geography educators in Illinois. Although not required, program participants are encouraged to present their completed lesson plan at the IGA’s “Geography Education in the 21st Century” annual conference held each fall.
Eligibility: Any in-service K-12 educator in a public or private school located in Illinois is eligible to apply for the program. Applicants must also be an IGA member.
Stipend: The stipend will be dispersed once the completed lesson and post-project summary has been submitted and accepted by the IGA. Applicants may apply for up to $500 to cover any lesson-related expenses (salary, classroom materials, etc.).
Deadline: The program will remain open throughout the year and applications will be reviewed on a rolling basis until all allocated funds for the program are awarded.
Applications: Applications should be no more than one page in length, and should include the following:
Lesson Plan and Post-Project Summary: At the conclusion of the project, please submit the completed lesson plan and a brief post-project summary report by e-mail attachment to [email protected].
The lesson plan should be submitted using the provided template. Please follow the instructions that are included to ensure that the lesson plan is complete and formatted correctly.
The post-project summary should be approximately 1-2 pages in length and include the following:
Please see below for information about the programs and guidelines for applications.
Questions can be emailed to [email protected].
TEACHER CONFERENCE TRAVEL SUPPORT PROGRAM
The Illinois Geographic Alliance, LLC (IGA) is pleased to announce a new program that provides a travel stipend for a K-12 teacher to attend a geography-related professional conference. A stipend amount of up to $1500 may be requested for travel to a geography conference outside of Illinois, while a stipend amount of up to $500 may be requested for travel to a geography-related conference within Illinois. Stipends are intended to offset travel costs associated with attending a conference, such as conference registration, airfare, mileage, and lodging. Teachers who are awarded a travel stipend will attend the conference on behalf of IGA. Following the conference, stipend awardees are required to share their conference experiences with other IGA teachers during the “Geography Education in the 21st Century” annual conference held each fall or through another suitable IGA event.
Applicant Eligibility: Any in-service K-12 educator in a public or private school located in Illinois is eligible to apply for the program. Applicants must also be an IGA member. First-time applicants will be given priority over applicants who have received a stipend previously.
Conference Eligibility: An applicant may propose a travel stipend to attend any geography-related professional conference or workshop. Example conferences include the National Council for Geographic Education (NCGE), American Association of Geographers (AAG), ESRI’s User Conference (ESRI UC), Illinois Geographical Society (IGS), or the Illinois GIS Association (ILGISA).
Eligible Expenses: Eligible expenses include conference registration, airfare, mileage, and lodging. Please note that the program does not allow for reimbursement of meals or per diem.
Travel Stipend: The stipend will be dispersed as a reimbursement after travel is completed. Applicants may apply for up to $1500 to cover travel-related expenses for a conference outside of Illinois (e.g., NCGE, ESRI UC), or up to $500 for a conference held within Illinois (e.g., IGS, ILGISA). Please save all receipts for travel-related expenses for reimbursement.
Deadline: The program will remain open throughout the year and applications will be reviewed on a rolling basis until all allocated funds for the program are awarded. Applications should be submitted at least two months before the anticipated travel.
Applications: Applications should include the following:
- Applicant name, mailing address, school, and grade level
- Name of the conference
- Paragraph describing the benefits of attending the conference to the applicant’s teaching or professional development
- Estimated travel budget with itemized costs (e.g., conference registration, airfare, lodging) for eligible expenses
TEACHER LESSON PLAN DEVELOPMENT PROGRAM
The Illinois Geographic Alliance, LLC (IGA) is pleased to announce the continuation of a program that provides a stipend up to $500 for a K-12 teacher to support the development of a geography-related lesson plan for the classroom. Teachers may use the stipend for any lesson-related expense (salary, materials, etc.). Once completed, teachers are required to submit the lesson and a post-project summary to IGA for posting on the IGA website to share with other geography educators in Illinois. Although not required, program participants are encouraged to present their completed lesson plan at the IGA’s “Geography Education in the 21st Century” annual conference held each fall.
Eligibility: Any in-service K-12 educator in a public or private school located in Illinois is eligible to apply for the program. Applicants must also be an IGA member.
Stipend: The stipend will be dispersed once the completed lesson and post-project summary has been submitted and accepted by the IGA. Applicants may apply for up to $500 to cover any lesson-related expenses (salary, classroom materials, etc.).
Deadline: The program will remain open throughout the year and applications will be reviewed on a rolling basis until all allocated funds for the program are awarded.
Applications: Applications should be no more than one page in length, and should include the following:
- Applicant name, mailing address, school, and grade level
- Description of the project
- Identification of one or more of the Geography Standards in the Illinois Social Science Standards that relate(s) to the lesson plan
- Budget description
Lesson Plan and Post-Project Summary: At the conclusion of the project, please submit the completed lesson plan and a brief post-project summary report by e-mail attachment to [email protected].
The lesson plan should be submitted using the provided template. Please follow the instructions that are included to ensure that the lesson plan is complete and formatted correctly.
The post-project summary should be approximately 1-2 pages in length and include the following:
- Description about how the lesson was piloted in a classroom
- Summarize/explain how the lesson was received by students as well as if the lesson objectives were successfully met
- Summarize/explain any revisions or improvements they made to the lesson after the pilot.
We invite you to explore a selection of resources from the Gilder Lehrman Institute that examines Dr. King's legacy and the Civil Rights Movement.
MARTIN LUTHER KING JR. DAY RESOURCES
Videos
Self-Paced Courses
Spotlights on Historical Documents
Lesson Plans
History U Student Courses
History Now Essays
MARTIN LUTHER KING JR. DAY RESOURCES
MARTIN LUTHER KING JR. DAY RESOURCES
Videos
- Book Breaks:
- Jonathan Eig discusses King, A Life
- Anna Malaika Tubbs discusses The Three Mothers: How the Mothers of Martin Luther King Jr., Malcolm X, and James Baldwin Shaped a Nation
- Mark Whitaker discusses Saying It Loud: 1966―The Year Black Power Challenged the Civil Rights Movement
- Hamilton Cast Read Alongs:
- Martin & Anne: The Kindred Spirits of Dr. Martin Luther King, Jr. and Anne Frank
- Memphis, Martin, and the Mountaintop: The Sanitation Strike of 1968
- Inside the Vault: The March on Washington
- The March on Washington: A Virtual Tour
Self-Paced Courses
- African American History since Emancipation
- Black Writers in American History
- The Revolutionary Lives of Malcolm X and Martin Luther King Jr.
Spotlights on Historical Documents
- Medical Committee for Civil Rights pamphlet on the March on Washington
- Robert Kennedy on civil rights, 1963
- Civil rights posters, 1968
Lesson Plans
- “Martin Luther King Jr.’s ‘I Have a Dream Speech’”
- “The Civil Rights Movement: Dr. Martin Luther King Jr. and Malcolm X”
History U Student Courses
- Black Women's History
- The History of American Protest
- Race and Rights in America
- The Revolutionary Lives of Malcolm X and Martin Luther King Jr.
History Now Essays
- “A Place in History: Historical Perspective on Martin Luther King Jr. Day”
- “Different Perspectives on the Civil Rights Movement”
- “The Civil Rights Movement: Major Events and Legacies”
- “African American Religious Leadership and the Civil Rights Movement”
- “The Passage of the Civil Rights Act”
- “Teaching the Civil Rights Act of 1964”
MARTIN LUTHER KING JR. DAY RESOURCES
EDUCATOR RESOURCES:
ATTACKS IN ISRAEL AND THE OUTBREAK OF WAR IN THE REGION
ATTACKS IN ISRAEL AND THE OUTBREAK OF WAR IN THE REGION
- Processing Attacks in Israel and the Outbreak of War in the Region - Facing History & Ourselves: “Help students process violence, terror, and the loss of life in the wake of attacks in Israel and Israel's declaration of war against Hamas.”
- How to talk to your children about conflict and war – UNICEF: “8 tips on how to approach the conversation with children and to provide them with support and comfort.”
- Handle With Care: Supporting Young People During Crises Learning for Justice: “People are continuously struggling to respond when traumatizing events occur in our communities, across the country and around the world. For families, educators, and community members who must respond to the needs of children as a traumatizing event unfolds, we’ve gathered recommendations and resources to support you.”
- How do I talk to my kids about violence in the news? and Explaining the News to Our Kids - Common Sense Media: “Even when we're struggling, our kids look to us for answers. Knowing how and when to talk with kids—and when to listen—can help. Get age-appropriate ideas for talking and listening.”
The Gilder Lehrman Institute of American History is pleased to announce the publication of our new issue of History Now, The Reception and Impact of the Declaration of Independence, 1776–1826.
The fifth entry in a series of History Now issues marking the 250th anniversary of the Declaration of Independence, this issue examines aspects of the domestic influence of the Declaration in its first fifty years. Among the earliest to respond to the Declaration were African Americans, who cited it in their own arguments for rights and freedom. The Declaration's rhetoric had personal implications for women as well, instilling in them a desire for equality. As the essays in this issue show, the consequences of the Declaration for all Americans were immediate and lasting.
The following five original essays are featured in the issue:
"The Proclamation, Reading, and Immediate Reception of the Declaration of Independence" by John R. Vile, Professor of Political Science and Dean of the University Honors College, Middle Tennessee State University
"The Revolutionary Era West, Before and After American Independence" by Jessica Choppin Roney, Associate Professor of History and Director of Undergraduate Studies, Temple University
"Lemuel Haynes, Young African American Patriot of the 1770s" by John Saillant, Professor of English, Western Michigan University
"Judith Sargent Murray and the Declaration of Independence" by Sheila L. Skemp, Clare Leslie Marquette Professor of American History, University of Mississippi
"Trumbull's Declaration, and Ours" by Richard Brookhiser, Senior Editor, National Review
The essays are accompanied by a wealth of educational resources from the Gilder Lehrman archives, including timelines, previously published issues of History Now on related topics, and episodes of Book Breaks and Inside the Vault on the Revolutionary era.
The issue's special feature is a complete transcript of Lemuel Haynes's 1776 essay, "Liberty Further Extended: Or Free Thoughts on the Illegality of Slave-Keeping," with an audio recording of a key passage from the essay as read by an actor.Read "The Reception and Impact of the Declaration of Independence, 1776–1826"K–12 educators and students in the Gilder Lehrman Affiliate School Program can read all issues of History Now for free.
Simply go to the History Now homepage and log in. If you are not in our Affiliate School Program, visit this page to create a free account.
We invite everyone else to subscribe to History Now here. You will receive instant access to our new issue and the complete History Now archive.
The fifth entry in a series of History Now issues marking the 250th anniversary of the Declaration of Independence, this issue examines aspects of the domestic influence of the Declaration in its first fifty years. Among the earliest to respond to the Declaration were African Americans, who cited it in their own arguments for rights and freedom. The Declaration's rhetoric had personal implications for women as well, instilling in them a desire for equality. As the essays in this issue show, the consequences of the Declaration for all Americans were immediate and lasting.
The following five original essays are featured in the issue:
"The Proclamation, Reading, and Immediate Reception of the Declaration of Independence" by John R. Vile, Professor of Political Science and Dean of the University Honors College, Middle Tennessee State University
"The Revolutionary Era West, Before and After American Independence" by Jessica Choppin Roney, Associate Professor of History and Director of Undergraduate Studies, Temple University
"Lemuel Haynes, Young African American Patriot of the 1770s" by John Saillant, Professor of English, Western Michigan University
"Judith Sargent Murray and the Declaration of Independence" by Sheila L. Skemp, Clare Leslie Marquette Professor of American History, University of Mississippi
"Trumbull's Declaration, and Ours" by Richard Brookhiser, Senior Editor, National Review
The essays are accompanied by a wealth of educational resources from the Gilder Lehrman archives, including timelines, previously published issues of History Now on related topics, and episodes of Book Breaks and Inside the Vault on the Revolutionary era.
The issue's special feature is a complete transcript of Lemuel Haynes's 1776 essay, "Liberty Further Extended: Or Free Thoughts on the Illegality of Slave-Keeping," with an audio recording of a key passage from the essay as read by an actor.Read "The Reception and Impact of the Declaration of Independence, 1776–1826"K–12 educators and students in the Gilder Lehrman Affiliate School Program can read all issues of History Now for free.
Simply go to the History Now homepage and log in. If you are not in our Affiliate School Program, visit this page to create a free account.
We invite everyone else to subscribe to History Now here. You will receive instant access to our new issue and the complete History Now archive.
Help Discover the Untold Stories of the American Revolution
The stories of over 80,000 men and women who lived through the American Revolution are waiting to be told. Will you help us tell them?To commemorate the 250th anniversary of the War for Independence, the National Park Service is collaborating with the National Archives on a special project to transcribe the Revolutionary War Pension and Bounty-Land-Warrant Application Files, NARA Record Group 15, M804.
This collection, containing the memories and experiences of Revolutionary War veterans and their widows, has largely gone untapped by all but the most expert and intrepid researchers. We're calling upon you to volunteer as a Citizen Archivist to help transcribe these incredible records. Together, we can not only make the Revolutionary War Pension Files more accessible, but we have the opportunity to uncover new, untold stories of the men and women who lived through the times that tried men's and women's souls.
Direct Link: https://www.archives.gov/citizen-archivist/missions/revolutionary-war-pension-files
The stories of over 80,000 men and women who lived through the American Revolution are waiting to be told. Will you help us tell them?To commemorate the 250th anniversary of the War for Independence, the National Park Service is collaborating with the National Archives on a special project to transcribe the Revolutionary War Pension and Bounty-Land-Warrant Application Files, NARA Record Group 15, M804.
This collection, containing the memories and experiences of Revolutionary War veterans and their widows, has largely gone untapped by all but the most expert and intrepid researchers. We're calling upon you to volunteer as a Citizen Archivist to help transcribe these incredible records. Together, we can not only make the Revolutionary War Pension Files more accessible, but we have the opportunity to uncover new, untold stories of the men and women who lived through the times that tried men's and women's souls.
Direct Link: https://www.archives.gov/citizen-archivist/missions/revolutionary-war-pension-files
The Gilder Lehrman Institute is thrilled to announce the release of Their Full Measure, a digital exhibition created with the support of the National Cemetery Administration's Veterans Legacy Program.
This exhibition examines the experiences of nineteen military service personnel in the Revolutionary War, Civil War, World War I, World War II, the Cold War, and Iraq and Afghanistan.
Stories told in this exhibition include
This exhibition examines the experiences of nineteen military service personnel in the Revolutionary War, Civil War, World War I, World War II, the Cold War, and Iraq and Afghanistan.
Stories told in this exhibition include
- Margaret Corbin, the first woman to earn a military pension
- James Reese Europe, a bandleader and lieutenant in the Harlem Hellfighters
- Perry Watkins, a sergeant and gay rights activist
Professional Development Opportunities from the Geographic Society of Chicago
Become a member today!
Join The Geographic Society of Chicago as we celebrate our 125th Anniversary, we have events planned throughout the year that you won't want to miss!
As a member, you will have access to all of our educational programs, virtual travel series, special events and more. You'll also be supporting a non-profit that brings educational tools and programming to Chicago-area schools and teachers.
Join now →
Visit our website 24/7 at geographicsociety.org.
Geographic Society of Chicago | 3759 N. Ravenswood Suite 129, Chicago, IL 60613
Become a member today!
Join The Geographic Society of Chicago as we celebrate our 125th Anniversary, we have events planned throughout the year that you won't want to miss!
As a member, you will have access to all of our educational programs, virtual travel series, special events and more. You'll also be supporting a non-profit that brings educational tools and programming to Chicago-area schools and teachers.
Join now →
Visit our website 24/7 at geographicsociety.org.
Geographic Society of Chicago | 3759 N. Ravenswood Suite 129, Chicago, IL 60613
Law Related Education
The newsletter of the ISBA’s Standing Committee on Law Related Education for the Public
Bring free Hamilton Education Program resources to your school
We’re thrilled to invite you to access the Hamilton Education Program Online, an easily adaptable, 100% free resource that allows K-12 students to explore the world of Hamilton and America’s Founding Era.
The program features a wealth of materials, including information about more than 45 Founding Era figures, 14 events, and 24 key documents, as well as 175 supporting documents and video clips from Hamilton.
This free program is open to all K-12 educators, home schoolers, and parents. Visit this page to learn more and register!
Sign up for the Hamilton Education Program Online
Want to learn more about what you can find on the Hamilton Education Program website? Visit our News page to read "In the Room Where It Happens: 5 Easy Steps to Working with the EduHam Online Website."
We’re thrilled to invite you to access the Hamilton Education Program Online, an easily adaptable, 100% free resource that allows K-12 students to explore the world of Hamilton and America’s Founding Era.
The program features a wealth of materials, including information about more than 45 Founding Era figures, 14 events, and 24 key documents, as well as 175 supporting documents and video clips from Hamilton.
This free program is open to all K-12 educators, home schoolers, and parents. Visit this page to learn more and register!
Sign up for the Hamilton Education Program Online
Want to learn more about what you can find on the Hamilton Education Program website? Visit our News page to read "In the Room Where It Happens: 5 Easy Steps to Working with the EduHam Online Website."
The Gilder Lehrman Institute of American History is pleased to announce the publication of the newest issue of History Now: “Asian American Immigration and US Policy.” A landmark moment for History Now, this is the sixty-fifth issue, and the first one to be devoted entirely to Asian American history.
This issue charts the changes in US immigration policy, and the shifts in world politics, that led to an increase in the number of Asian immigrants, who would contribute in countless ways to American life and culture. The following four original essays are featured in the issue:
Read “Asian American Immigration and US Policy”K–12 educators and students in the Gilder Lehrman Affiliate School Program can read all issues of History Now for free.
Simply go to the History Now homepage and log in. If you are not in our Affiliate School Program, visit this page to create a free account.
We invite everyone else to subscribe to History Now here. You will receive instant access to our new issue and the complete History Now archive!
This issue charts the changes in US immigration policy, and the shifts in world politics, that led to an increase in the number of Asian immigrants, who would contribute in countless ways to American life and culture. The following four original essays are featured in the issue:
- “The Repeal of Asian Exclusion” by Jane Hong, Associate Professor of History, Occidental College
- “The Good Immigrants: How the Yellow Peril Became the Model Minority” by Madeline Y. Hsu, Professor of History and Asian American Studies, University of Texas at Austin
- “I파도와 메아리: Waves and Echoes of Korean Migration to the United States” by Kira Donnell (Director of Justice, Equity, Diversity, and Inclusion at the Center for Equity and Excellence in Teaching and Learning, San Francisco State University), Soojin Jeong (PhD Candidate in East Asian Studies, University of California Irvine), and Grace J. Yoo (Professor of Asian American Studies, San Francisco State University)
- “Indians in the United States: Movements and Empire” by Sherally K. Munshi, Professor of Law, Georgetown Law
Read “Asian American Immigration and US Policy”K–12 educators and students in the Gilder Lehrman Affiliate School Program can read all issues of History Now for free.
Simply go to the History Now homepage and log in. If you are not in our Affiliate School Program, visit this page to create a free account.
We invite everyone else to subscribe to History Now here. You will receive instant access to our new issue and the complete History Now archive!
Free Asian American History Unit from Educurious
This unit facilitates deeper, more transferable learning by engaging students in authentic projects designed to build core content knowledge while developing contemporary skills such as communication, collaboration, problem-solving, critical thinking, and creativity. The unit has been developed in partnership with the Institute for Science and Mathematics Education at the University of Washington.
The free, open-education resource (OER) unit titled 'Kể Chuyện- Vietnamese American Experiences' was released last year and is available for free on the Educurious website: https://educurious.org/courses/ke-chuyen-vietnamese-american-experiences/ for teachers, schools, or districts who are searching for a ready made, and very cool unit around AAPI American History.
This unit facilitates deeper, more transferable learning by engaging students in authentic projects designed to build core content knowledge while developing contemporary skills such as communication, collaboration, problem-solving, critical thinking, and creativity. The unit has been developed in partnership with the Institute for Science and Mathematics Education at the University of Washington.
The free, open-education resource (OER) unit titled 'Kể Chuyện- Vietnamese American Experiences' was released last year and is available for free on the Educurious website: https://educurious.org/courses/ke-chuyen-vietnamese-american-experiences/ for teachers, schools, or districts who are searching for a ready made, and very cool unit around AAPI American History.
Driving Force Institute (DFI) - Why History Matters: American History Teachers Speak Out
Driving Force Institute (DFI), a non-profit dedicated to engaging students in learning American history, has just announced our newest venture: spotlighting the voices of teachers in a new book, Why History Matters: American History Teachers Speak Out. We are seeking social studies and American history teachers who would like to share their stories in their own words. We are interested in original submissions of up to 1,000 words and will award $500 to each author selected for inclusion in the book. Submission and topic information is available here: https://drivingforceinstitute.org/f/teachers-in-your-own-words-tell-us-why-history-matters.
DFI works with thousands of educators and reaches millions of K-12 students with its award-winning short-form video initiative “Untold History,” developed in partnership with The New York Historical Society, Smithsonian National Museum of American History, iCivics, White House Historical Association, and American Battlefield Trust. In our work with educators, we are regularly struck by the passion social studies and history teachers bring to their work and the enthusiasm their students show. We decided to provide a platform for teachers to share their unique stories that can inspire others and show what can be accomplished when we allow teachers to teach. We intend to release the book at the end of 2022 and will be promoting it and the authors to media in their communities and nationally.
Jessica Schwartz Hahn
Driving Force Institute for Public Engagement
571-239-3260
[email protected] | https://www.drivingforceinstitute.org
Driving Force Institute (DFI), a non-profit dedicated to engaging students in learning American history, has just announced our newest venture: spotlighting the voices of teachers in a new book, Why History Matters: American History Teachers Speak Out. We are seeking social studies and American history teachers who would like to share their stories in their own words. We are interested in original submissions of up to 1,000 words and will award $500 to each author selected for inclusion in the book. Submission and topic information is available here: https://drivingforceinstitute.org/f/teachers-in-your-own-words-tell-us-why-history-matters.
DFI works with thousands of educators and reaches millions of K-12 students with its award-winning short-form video initiative “Untold History,” developed in partnership with The New York Historical Society, Smithsonian National Museum of American History, iCivics, White House Historical Association, and American Battlefield Trust. In our work with educators, we are regularly struck by the passion social studies and history teachers bring to their work and the enthusiasm their students show. We decided to provide a platform for teachers to share their unique stories that can inspire others and show what can be accomplished when we allow teachers to teach. We intend to release the book at the end of 2022 and will be promoting it and the authors to media in their communities and nationally.
Jessica Schwartz Hahn
Driving Force Institute for Public Engagement
571-239-3260
[email protected] | https://www.drivingforceinstitute.org
As the state affiliate of the National History Day program, the Abraham Lincoln Presidential Library and Museum oversees the Illinois History Day competitions across the state each year. Seeking to cultivate the growth and development of young historians, while also inspiring a love of history, Illinois History Day encourages students to choose a topic related to National History Day’s annual theme, conduct research on the topic, and present their findings in one of five categories: Research Paper, Exhibit, Documentary, Performance, or Website.
Illinois students compete in two divisions, Junior (6th-8th grade) and Senior (9th -12th), across four regions -- Northern, Central, Southern, and Chicago Metro. Within each of these regions, students participate in local and regional competitions to determine who will advance to the state competition held in Springfield each spring. Students who rank highest at the state competition advance to the National History Day competition at the University of Maryland. At the national competition, Illinois students compete against students from 57 other affiliate National History Day states or regions.
To stay up to date on this program please keep an eye on the Illinois History Day page and feel free to email the Affiliate Coordinator at [email protected].
Illinois students compete in two divisions, Junior (6th-8th grade) and Senior (9th -12th), across four regions -- Northern, Central, Southern, and Chicago Metro. Within each of these regions, students participate in local and regional competitions to determine who will advance to the state competition held in Springfield each spring. Students who rank highest at the state competition advance to the National History Day competition at the University of Maryland. At the national competition, Illinois students compete against students from 57 other affiliate National History Day states or regions.
To stay up to date on this program please keep an eye on the Illinois History Day page and feel free to email the Affiliate Coordinator at [email protected].
Lincoln Home National Historic Site offers a variety of classroom resources for teachers, including distance learning opportunities. For more information about education programs, email [email protected] or call 217-391-3251.
Listen to the C-SPAN in the Classroom Podcast!
- Podcasts- Visit this page to access each episode of our bi-weekly podcast: C-SPAN in the Classroom! This site also includes each of the C-SPAN Classroom resources featured in each episode. Additionally, this page features a 12-episode student-centered podcast series from the Center for C-SPAN Scholarship & Engagement at Purdue University.
A common misconception about C-SPAN programming is that we only feature coverage of the U.S. House and Senate. While we are certainly known for our gavel-to-gavel coverage of Congress when they are in session, this year marks the 10th anniversary of our American History TV programming that airs each weekend on C-SPAN3.
This summer our three Teacher Fellows mined our archive of history programming to create and organize Bell Ringers and other resources that relate specifically to state history, showcasing historical events for all 50 states, Puerto Rico and the District of Columbia. The content is organized alphabetically by state on our new State History Resources page.
Want your students to view our Lessons and Bell Ringers at home or on their individual devices? Consider creating a generic account for your classes to use, or use the following log-in:
Username: students
Password: C-SPANCLASSROOM
For resources from all 50 states, visit our State History Resources page, but below is a sampling of some of our state-specific resources:
This summer our three Teacher Fellows mined our archive of history programming to create and organize Bell Ringers and other resources that relate specifically to state history, showcasing historical events for all 50 states, Puerto Rico and the District of Columbia. The content is organized alphabetically by state on our new State History Resources page.
Want your students to view our Lessons and Bell Ringers at home or on their individual devices? Consider creating a generic account for your classes to use, or use the following log-in:
Username: students
Password: C-SPANCLASSROOM
For resources from all 50 states, visit our State History Resources page, but below is a sampling of some of our state-specific resources:
- Bell Ringer: Settlement of the Ozarks (2 Clips)
- Bell Ringer: Coloradan Native Americans in the Paleolithic Period (4:23)
- Bell Ringer: The History of Illinois Waterways (2 Clips)
- Bell Ringer: The Emergence of Jazz in New Orleans (4:15)
- Bell Ringer: The Automotive Industry in Detroit (2:46)
- Bell Ringer: American West: Boundaries and Borderlands (17:20)
- Bell Ringer: The Reclamation Act and the Huntley Irrigation Project (3:48)
- Bell Ringer: Vermont and the Formation of the Green Mountain Boys (3:16)
- Bell Ringer: Freedom Summer School in Mississippi (4:57)
- Bell Ringer: The Erie Canal (4:40)
- Bell Ringer: Tobacco and the Growth of Winston-Salem (6:54)
- Bell Ringer: The French and Indian War and Pontiac's War (3:37)
- Bell Ringer: The Nation's Capital and the Compromise of 1790 (3:40)
- Bell Ringer: Pojoaque Pueblo in New Mexico (7:28)
We need your help to turn our collection of handwritten correspondence between anti-slavery activists in the 19th century into texts that can be more easily read and researched by students, teachers, historians, and big data applications. In this project, we’re asking our volunteers to help transcribe Boston Public Library’s extensive collection of handwritten correspondence between anti-slavery activists in the 19th century into texts that can be more easily read and researched by students, teachers, historians, and big data applications.
Get involved right now at www.antislaverymanuscripts.org!
Get involved right now at www.antislaverymanuscripts.org!
New Transcription Project: Scribes of the Cairo Geniza
Scribes of the Cairo Geniza is an international collaboration led by the Penn Libraries in partnership with universities, libraries, and scholars to sort and transcribe thousands of medieval fragments. A geniza is a storeroom or repository for old, used, and damaged sacred texts in the Jewish tradition. The Cairo Geniza (whose contents mostly date from the 10th-13th centuries CE) is an important source for learning about the social, economic, political, and religious lives of Jews and other inhabitants of the Mediterranean world. Hidden for centuries in an attic in Cairo, over 300,000 fragments of pre-modern and medieval Jewish texts—from everyday receipts to biblical works—have yet to be fully deciphered. Scholars who study these texts come away with a transformed sense of the history of the region, and we hope you do too!
This is your chance to work with others to unlock the secrets of one of the greatest archives of the Middle Ages! In the first step of the project, volunteers sort fragments into Hebrew or Arabic script. In the second step, volunteers transcribe easy-to-read Hebrew and Arabic fragments. Zooniverse designed an interface that allows someone with no experience in these languages to transcribe fragments. Everyone can try their hand with the #genizascribes!
Help us transcribe these fragments from the Cairo Geniza at scribesofthecairogeniza.org. You can also join us on the Talk boards to ask questions, discuss what you’re seeing, and be a part of the community. Come learn the history of everyday lives of medieval Jews, Christians, and Muslims!
Scribes of the Cairo Geniza partners include the University of Pennsylvania Libraries, the Princeton Geniza Lab, the e-Lijah Lab and the Centre for Interdisciplinary Research of the Cairo Genizah at the University of Haifa, the Library of the Jewish Theological Seminary, the Genizah Research Unit at Cambridge University Library, The University of Manchester Library, the Bodleian Libraries at University of Oxford, and the Zooniverse community.
Scribes of the Cairo Geniza is an international collaboration led by the Penn Libraries in partnership with universities, libraries, and scholars to sort and transcribe thousands of medieval fragments. A geniza is a storeroom or repository for old, used, and damaged sacred texts in the Jewish tradition. The Cairo Geniza (whose contents mostly date from the 10th-13th centuries CE) is an important source for learning about the social, economic, political, and religious lives of Jews and other inhabitants of the Mediterranean world. Hidden for centuries in an attic in Cairo, over 300,000 fragments of pre-modern and medieval Jewish texts—from everyday receipts to biblical works—have yet to be fully deciphered. Scholars who study these texts come away with a transformed sense of the history of the region, and we hope you do too!
This is your chance to work with others to unlock the secrets of one of the greatest archives of the Middle Ages! In the first step of the project, volunteers sort fragments into Hebrew or Arabic script. In the second step, volunteers transcribe easy-to-read Hebrew and Arabic fragments. Zooniverse designed an interface that allows someone with no experience in these languages to transcribe fragments. Everyone can try their hand with the #genizascribes!
Help us transcribe these fragments from the Cairo Geniza at scribesofthecairogeniza.org. You can also join us on the Talk boards to ask questions, discuss what you’re seeing, and be a part of the community. Come learn the history of everyday lives of medieval Jews, Christians, and Muslims!
Scribes of the Cairo Geniza partners include the University of Pennsylvania Libraries, the Princeton Geniza Lab, the e-Lijah Lab and the Centre for Interdisciplinary Research of the Cairo Genizah at the University of Haifa, the Library of the Jewish Theological Seminary, the Genizah Research Unit at Cambridge University Library, The University of Manchester Library, the Bodleian Libraries at University of Oxford, and the Zooniverse community.
Big Questions Blog from ICSS member Dan Fouts.
This blog celebrates the power of Big Questions. Discover lucid examples of Big Questions and resources that inspire teachers & students.
Dan has been teaching high school in the Chicagoland area since 1993 using Big Questions in his AP Government, US history and philosophy classes.
https://socratesquestions.wordpress.com/
This blog celebrates the power of Big Questions. Discover lucid examples of Big Questions and resources that inspire teachers & students.
Dan has been teaching high school in the Chicagoland area since 1993 using Big Questions in his AP Government, US history and philosophy classes.
https://socratesquestions.wordpress.com/
Government and Guns Part I: Seize the Teaching Moment
from Socrates Questions blog by Dan Fouts
Sometimes Big Questions don’t direct learning; they emerge from it.
Lost in thought and feelings of despair over the latest tragedy in Florida, I decided to ditch my regularly scheduled government programming and opt instead to hold a congressional hearing simulation on gun control. My classroom will become the Senate Judiciary Committee considering a bill called the Concealed Carry Reciprocity Act. This bill passed the House of Representatives in the fall and is slated for debate in the Senate this spring. In a nutshell, the bill says that any person from a state which has legalized concealed carry can travel into any state which has outlawed the practice. Essentially then, should this bill become law, a person’s right to concealed carry would have to be honored by all 50 states. Students assume the roles of actual Senate Judiciary Committee members who question other students who are playing the role of interest group representatives giving testimony on their positions for and against the bill.
With this latest tragedy fresh in the minds of legislators, the chances of this bill passing the Senate are slim. Yet, this activity is a valuable chance to explore why it is so hard for our society to agree on gun issues. Also, this is a golden opportunity to dive deeper into how all aspects of our government work together to try to address problems.
Consider just some of the areas of government touched by this issue:
What about the Big Questions?
After the simulation is over, each student will generate a Big Question about the gun issue which emerged as a result of what they learned during the simulation. It’s hard to predict exactly what the students will want to ask but I’m confident the questions will lend fresh perspectives on an issue whose resolution is long overdue.
In the next post I will share some of their Big Questions!
If you try this activity out, let me know how it goes! @dmfouts
from Socrates Questions blog by Dan Fouts
from Socrates Questions blog by Dan Fouts
Sometimes Big Questions don’t direct learning; they emerge from it.
Lost in thought and feelings of despair over the latest tragedy in Florida, I decided to ditch my regularly scheduled government programming and opt instead to hold a congressional hearing simulation on gun control. My classroom will become the Senate Judiciary Committee considering a bill called the Concealed Carry Reciprocity Act. This bill passed the House of Representatives in the fall and is slated for debate in the Senate this spring. In a nutshell, the bill says that any person from a state which has legalized concealed carry can travel into any state which has outlawed the practice. Essentially then, should this bill become law, a person’s right to concealed carry would have to be honored by all 50 states. Students assume the roles of actual Senate Judiciary Committee members who question other students who are playing the role of interest group representatives giving testimony on their positions for and against the bill.
With this latest tragedy fresh in the minds of legislators, the chances of this bill passing the Senate are slim. Yet, this activity is a valuable chance to explore why it is so hard for our society to agree on gun issues. Also, this is a golden opportunity to dive deeper into how all aspects of our government work together to try to address problems.
Consider just some of the areas of government touched by this issue:
- Civil liberties (2nd Amendment)
- Supreme Court ( U.S. v. Heller and McDonald v. Chicago )
- Congress (bicameral legislature, filibuster, hearing, committees, mark-up)
- Political parties and ideology (liberal, conservative, polarization, single-issue voters, party discipline)
- Interest groups (information, advocacy, upper-class bias)
- Campaigns and Elections (Pacs and SuperPacs, Citizens United, FEC)
- Federalism (full-faith and credit clause, 10th Amendment, 14th Amendment selective incorporation)
- Presidency (informal/formal powers, executive orders)
What about the Big Questions?
After the simulation is over, each student will generate a Big Question about the gun issue which emerged as a result of what they learned during the simulation. It’s hard to predict exactly what the students will want to ask but I’m confident the questions will lend fresh perspectives on an issue whose resolution is long overdue.
In the next post I will share some of their Big Questions!
If you try this activity out, let me know how it goes! @dmfouts
from Socrates Questions blog by Dan Fouts
Book by ICSS Author
Vital Witnesses
Using Primary Sources in History and Social Studies
MARK NEWMAN
The use of primary sources as texts in the classroom is growing. Teachers realize these vital witnesses provide opportunities to motivate students and improve learning. They bring students closer to the people, places, and events being studied and help students improve content knowledge while building skills. Recent trends in standards, such as Common Core, and the increasing use of the Document-Based Questions also promote primary source use.
The strong push to use primary sources in teaching history and social studies creates a need among teachers for more information on what they are and how they can be used effectively in the classroom. Vital Witnesses meets this need by providing teachers with a comprehensive guide to primary sources and their use in the classroom. Primary sources are defined, and the various types are described. Classroom-tested activities and strategies are offered to teachers for addressing the needs of all learners and for accommodating Common Core standards and the C3 Framework for State Social Studies Standards.
Available from:
Rowman & Littlefield Publishers
Pages: 100 • Size: 6 x 9
978-1-4758-1053-0 • Paperback • September 2014 • $23.95
978-1-4758-1054-7 • eBook • September 2014 • $22.99
Vital Witnesses
Using Primary Sources in History and Social Studies
MARK NEWMAN
The use of primary sources as texts in the classroom is growing. Teachers realize these vital witnesses provide opportunities to motivate students and improve learning. They bring students closer to the people, places, and events being studied and help students improve content knowledge while building skills. Recent trends in standards, such as Common Core, and the increasing use of the Document-Based Questions also promote primary source use.
The strong push to use primary sources in teaching history and social studies creates a need among teachers for more information on what they are and how they can be used effectively in the classroom. Vital Witnesses meets this need by providing teachers with a comprehensive guide to primary sources and their use in the classroom. Primary sources are defined, and the various types are described. Classroom-tested activities and strategies are offered to teachers for addressing the needs of all learners and for accommodating Common Core standards and the C3 Framework for State Social Studies Standards.
Available from:
Rowman & Littlefield Publishers
Pages: 100 • Size: 6 x 9
978-1-4758-1053-0 • Paperback • September 2014 • $23.95
978-1-4758-1054-7 • eBook • September 2014 • $22.99
Illinois Mock Trial Teams
The Illinois Trial Team is a highly competitive collegiate mock trial team representing the University of Illinois at Urbana-Champaign. Having competed in the national collegiate mock trial tournament this past year, the team is composed of some of the top competitors in the collegiate mock trial circuit, and is coached by real attorneys and law school faculty alike. The team is currently in the process of developing a high school mock trial clinic aimed at giving Illinois competitors the opportunity to learn the skills and techniques which have led to our team’s success, including various tournament wins, attorney awards, and witness awards. This year, we plan on holding a reduced fee pilot program in preparation for a larger clinic next year. We are looking to receive feedback which will help shape our program, as well as gauge interest. If you are interested, please fill out the Google Form below. Any other questions regarding the program can be addressed to Vanessa Aceves at [email protected]. Your feedback is much appreciated!
Link to feedback survey: https://goo.gl/forms/GmCzFrWqIHlV2Qt03
Jack Duffley
Illinois Trial Team | President
Katy Karayannis
Illinois State Bar Association | High School Mock Trial Invitational
Mock Trial Coordinator
The Illinois Trial Team is a highly competitive collegiate mock trial team representing the University of Illinois at Urbana-Champaign. Having competed in the national collegiate mock trial tournament this past year, the team is composed of some of the top competitors in the collegiate mock trial circuit, and is coached by real attorneys and law school faculty alike. The team is currently in the process of developing a high school mock trial clinic aimed at giving Illinois competitors the opportunity to learn the skills and techniques which have led to our team’s success, including various tournament wins, attorney awards, and witness awards. This year, we plan on holding a reduced fee pilot program in preparation for a larger clinic next year. We are looking to receive feedback which will help shape our program, as well as gauge interest. If you are interested, please fill out the Google Form below. Any other questions regarding the program can be addressed to Vanessa Aceves at [email protected]. Your feedback is much appreciated!
Link to feedback survey: https://goo.gl/forms/GmCzFrWqIHlV2Qt03
Jack Duffley
Illinois Trial Team | President
Katy Karayannis
Illinois State Bar Association | High School Mock Trial Invitational
Mock Trial Coordinator
As you begin planning your spring lessons: The Illinois Holocaust Museum’s literature-based teaching trunk program provides K – 12 educators with a wide array of resources for classroom units on character education, human rights, the Holocaust and/or genocide. Each trunk allows educators to create meaningful, age/grade appropriate lessons employing award – winning fiction, non-fiction, historical reference materials, as well as DVDs and teaching posters. The focus of each trunk has been carefully developed to address State and National Learning Standards, including Common Core State Standards.
For further information and detail on each trunk click here
Inside the Trunks
*The curriculum framework binder contains an introduction to each trunk; synopses of select books and films with rationale, discussion questions, and activities; additional resources; and professional readings.
Reserve Your Teaching Trunk Today!
Generously supported by: Bank of America; The Jacob J. Fink Charitable Foundation; J.P. Morgan Chase; Kraft Foods; Motorola Foundation; RBC Wealth Management; State Farm; Bruce and Elizabeth White.
Education Services are supported with generous grants from: Dr. Scholl Foundation; Leah Gutman Education Fund; John and Eunice Johnson Education Fund; Harry & Sadie Lasky Foundation; Francis L. Lederer Foundation; Francis L. Lederer Foundation; MetLife Foundation; Charles & M.R. Shapiro Foundation; and an anonymous foundation.
Additional endowment support is provided by: The Mayor Richard M. and Maggie C. Daley Education Fund; The Harvey L. Miller Family Foundation Program Endowment Fund; and Teachers Educational Endowment Fund.
For further information and detail on each trunk click here
Inside the Trunks
- Reference and resources materials
- Classroom sets (30 copies)
- Literature Circle sets
- Read –aloud titles
- DVDs
- Posters
- Curriculum Framework Binder*
*The curriculum framework binder contains an introduction to each trunk; synopses of select books and films with rationale, discussion questions, and activities; additional resources; and professional readings.
Reserve Your Teaching Trunk Today!
Generously supported by: Bank of America; The Jacob J. Fink Charitable Foundation; J.P. Morgan Chase; Kraft Foods; Motorola Foundation; RBC Wealth Management; State Farm; Bruce and Elizabeth White.
Education Services are supported with generous grants from: Dr. Scholl Foundation; Leah Gutman Education Fund; John and Eunice Johnson Education Fund; Harry & Sadie Lasky Foundation; Francis L. Lederer Foundation; Francis L. Lederer Foundation; MetLife Foundation; Charles & M.R. Shapiro Foundation; and an anonymous foundation.
Additional endowment support is provided by: The Mayor Richard M. and Maggie C. Daley Education Fund; The Harvey L. Miller Family Foundation Program Endowment Fund; and Teachers Educational Endowment Fund.
Echoes & Reflections is the premiere source for Holocaust education and professional development which utilizes the unparalleled expertise and resources from three world leaders in education: the Anti-Defamation League, USC Shoah Foundation, and Yad Vashem, to empower teachers and students with the insight needed to question the past and foresight to impact the future.
They offer an array of webinars, which are also free.
Contact:
Ben Tanzer
Ben Tanzer|Director of Marketing and Communications, Echoes & Reflections
120 S. LaSalle Street, Suite 1150 I Chicago, IL 60603
Office: 312-533-3924 I Cell: 312-622-3536 I Fax: 312-782-1142 I [email protected]
WWW Virtual Library: International Affairs Resources is a cost-free academic Internet directory that is part of the volunteer-run WWW Virtual Library System, with over 2000 carefully selected, annotated links in 34 international affairs categories. It is frequently maintained, receives worldwide use daily, and is designed for teachers, scholars, students, researchers, diplomats, and the interested public, among others.
This Virtual Library would be useful to high school social studies and foreign language teachers. This directory is supported by Elizabethtown College, PA, USA and has recently relocated to https://internationalaffairsresources.com. All external links to any former URLs of this site since 1999 will automatically be forwarded to the new URLs.
Users of this Virtual library can identify cost-free, authoritative, reliable, ongoing sources of statistics, information, and analysis in International Studies, worthy of regular consultation, and also benefit from general tips for more effective Internet use in academics and in serious international studies research. Please note the “Tips for Quality Internet Research in International Studies” section on the index page.
The site is linked on hundreds of library, university, governmental, military, NGO, and IGO websites, including Oxford University’s Bodleian Library (http://ox.libguides.com/c.php?g=422732&p=2886656) and Sciences Po (http://sciencespo.libguides.com/science-politique/relations_internationales-defense), France’s top Political Science program. With the search term “resources for international relations students,” as well as several others, it is usually in the Top Ten on Google. Individual pages are also well-ranked under their relevant search terms. It was recently noted at http://www.freetech4teachers.com/2017/10/the-www-virtual-library-international.html and www.educatorstechnology.com/2017/10/7-good-new-edtech-tools-to-try-out.html.
Professor Wayne A. Selcher, Ph.D.
Professor of International Studies Emeritus
Department of Politics, Philosophy, and Legal Studies
Nicarry Hall
Elizabethtown College
One Alpha Drive
Elizabethtown, Pennsylvania 17022-2298
U.S.A.
Editor, WWW Virtual Library: International Affairs Resources since 1999
Homepage: https://internationalaffairsresources.com/about
This Virtual Library would be useful to high school social studies and foreign language teachers. This directory is supported by Elizabethtown College, PA, USA and has recently relocated to https://internationalaffairsresources.com. All external links to any former URLs of this site since 1999 will automatically be forwarded to the new URLs.
Users of this Virtual library can identify cost-free, authoritative, reliable, ongoing sources of statistics, information, and analysis in International Studies, worthy of regular consultation, and also benefit from general tips for more effective Internet use in academics and in serious international studies research. Please note the “Tips for Quality Internet Research in International Studies” section on the index page.
The site is linked on hundreds of library, university, governmental, military, NGO, and IGO websites, including Oxford University’s Bodleian Library (http://ox.libguides.com/c.php?g=422732&p=2886656) and Sciences Po (http://sciencespo.libguides.com/science-politique/relations_internationales-defense), France’s top Political Science program. With the search term “resources for international relations students,” as well as several others, it is usually in the Top Ten on Google. Individual pages are also well-ranked under their relevant search terms. It was recently noted at http://www.freetech4teachers.com/2017/10/the-www-virtual-library-international.html and www.educatorstechnology.com/2017/10/7-good-new-edtech-tools-to-try-out.html.
Professor Wayne A. Selcher, Ph.D.
Professor of International Studies Emeritus
Department of Politics, Philosophy, and Legal Studies
Nicarry Hall
Elizabethtown College
One Alpha Drive
Elizabethtown, Pennsylvania 17022-2298
U.S.A.
Editor, WWW Virtual Library: International Affairs Resources since 1999
Homepage: https://internationalaffairsresources.com/about
Teaching American History.org is excited to unveil another great resource for teachers and students! We’re offering free American History Toolkits to help you teach several major eras and topics in our Nation’s history.
Toolkits are topically-focused collections, each made up of resources from around TeachingAmericanHistory.org, and organized to provide for easy access to a variety of materials.
Topics include:
Each Toolkit contains:
To learn more and download your free Toolkits, visit: https://teachingamericanhistory.org/resource-type/toolkit/
Our whole purpose at TeachingAmericanHistory.org is to provide teachers like you with resources you need to thrive. We hope you (and your students) will find these Toolkits useful classroom resources.
Toolkits are topically-focused collections, each made up of resources from around TeachingAmericanHistory.org, and organized to provide for easy access to a variety of materials.
Topics include:
- The American Founding
- Expansion & Sectionalism
- Civil War & Reconstruction
- The Progressive Era
- The Great Depression and World War 2
- Civil Rights
Each Toolkit contains:
- Guiding Questions for the topic as a whole, with criteria for good answers
- A curated list of 10 essential documents from TAH.org’s Document Library
- Relevant Webinars, Podcasts, and YouTube videos
- Other documents-based resources from around TAH.org
- Lesson Plans that complement the documents and more!
To learn more and download your free Toolkits, visit: https://teachingamericanhistory.org/resource-type/toolkit/
Our whole purpose at TeachingAmericanHistory.org is to provide teachers like you with resources you need to thrive. We hope you (and your students) will find these Toolkits useful classroom resources.
NCSS Committees
Be an NCSS Leader!
Serve on an NCSS Operations CommitteeOperations committees carry out board-mandated operations, duties, and policies, as well as many of the necessary business and organizational functions of NCSS. Operations committees relate their work to Board directives, the long-range plan of NCSS, and the leadership theme of the year set by the Board. They make recommendations to the board and provide advice.
You must be a member of NCSS to serve on a committee, serving on one committee at any time. NCSS is committed to expanding participation of underrepresented groups. Beginning teachers, elementary teachers, and minorities are encouraged to apply. Appointments will be made by the House of Delegates in November and NCSS President-Elect in June for terms that will begin the following July 1.
Online Committee Application
Be an NCSS Leader!
Serve on an NCSS Operations CommitteeOperations committees carry out board-mandated operations, duties, and policies, as well as many of the necessary business and organizational functions of NCSS. Operations committees relate their work to Board directives, the long-range plan of NCSS, and the leadership theme of the year set by the Board. They make recommendations to the board and provide advice.
You must be a member of NCSS to serve on a committee, serving on one committee at any time. NCSS is committed to expanding participation of underrepresented groups. Beginning teachers, elementary teachers, and minorities are encouraged to apply. Appointments will be made by the House of Delegates in November and NCSS President-Elect in June for terms that will begin the following July 1.
Online Committee Application
The Unfinished Lives Educational Initiative
The Unfinished Lives Educational Initiative is groundbreaking as it will be the first introduction and discussion of the Holocaust in which Middle and High School teachers can instruct and lead without requiring them to become Holocaust teaching certified.
This unique initiative does not attempt to chronicle the Holocaust (too complex) but rather personalize this event through the portrayal of extraordinary people chronicling their lives, showing their works and telling their compelling stories a midst the tumultuous historical times in which they lived . (Similar to the Ann Frank story concept which has endured for now over 70 years.)
Unfinished Lives Presentation
YouTube Video of Unfinished Lives Presentation
The Unfinished Lives Educational Initiative is groundbreaking as it will be the first introduction and discussion of the Holocaust in which Middle and High School teachers can instruct and lead without requiring them to become Holocaust teaching certified.
This unique initiative does not attempt to chronicle the Holocaust (too complex) but rather personalize this event through the portrayal of extraordinary people chronicling their lives, showing their works and telling their compelling stories a midst the tumultuous historical times in which they lived . (Similar to the Ann Frank story concept which has endured for now over 70 years.)
Unfinished Lives Presentation
YouTube Video of Unfinished Lives Presentation
Inspire your students with a Field Trip to the Illinois Holocaust Museum
Explore artifacts, hear from eyewitness speakers, and teach your students the universal lessons of the Holocaust, Genocide, and
Human Rights
"As the decision makers of tomorrow children must understand the consequences of indifference and hate. They must not be bystanders, they must always be proactive and have the courage to speak up and care."
-Holocaust Survivor, Aaron Elster
In Our Voices Tour
For Grades 7th-12th
Explore the history of the Holocaust by taking an inquiry-based walk through our Karkomi Permanent Exhibition. Investigate the experiences of Holocaust survivors, witnesses, resistors, and rescuers through artifacts and testimony. Analyze the human and moral implications of individual choice, responsibility, and memory through connecting galleries and themes. Discover what influences our decision to act as bystanders or upstanders.
Length: 3 hours
Available Times: 9:30, 10:30, 11:30, 2:00 (weekdays), 11:00 (weekends), 5:00 (Thursday evenings)
Group Size: 160 students maximum
Click here for more information
Make a Difference:
The Harvey L. Miller Family Youth Exhibition
Field Trips for 3rd through 6th grades
- Peek inside school lockers to find surprising stories about Rosa Parks, Anne Frank and others who took a stand.
- Give advice to kids in sticky situations or tell their own stories on video.
- Make a pledge to be an upstander in their own community.
BECOME A WITNESS (GRADES 6+)
Learn about the power of one voice to take a stand for positive change. Explore how questions of identity, human behavior, community, and culture connect to an introductory study of the history and lessons of the Holocaust. Topics include pre-war Jewish life, the Kindertransports, and post-war immigration.
MEMORY, ACTION, COMMUNITY (GRADES 5+)
Discover ways to become more actively involved in your local and global communities through hands-on activities in Make a Difference: The Harvey L. Miller Family Youth Exhibition. Learn how identity, social responsibility, and community tie into a discussion of universal human and civil rights and introductory study of the Holocaust, including pre-war Jewish life, the Kindertransports, and post-war immigration.
TAKE A STAND (GRADES 3+)
Through hands-on, interactive activities, discover what it takes to care for yourself and others, learn how to speak up for those being bullied, and understand core values of respect, compassion, justice, and citizenship.Develop the strategies and tools necessary to not only identify a problem, but also to identify and overcome any obstacles to solving that problem. This tour option does not include the Karkomi Permanent Exhibition.
Register Here
Opportunity Scholarships to subsidize admission and/or transportation available!
Illinois Holocaust Museum & Education Center
9603 Woods Drive
Skokie, IL 60077
Start a National History Club Chapter at Your School
The National History Club Inc. (NHC) inspires students and teachers to start History Club chapters at high schools, middle schools, and within other student and community programs. Members of local History Club chapters participate in local and national programs, and create their own projects and activities. The NHC also provides chapters with resources and services that will help them increase the activity and impact of their History Club. To date, 500+ History Club chapters at high schools and middle schools in 44 states have joined the NHC, and there are over 14,000 student members.
When you join the National History Club, you join students and teachers from around the country—and the world—in discovering, learning, reading, writing, teaching, and living history. The NHC's main goal is to bring together students and teachers with a real passion for history, helping them learn from each other's ideas, experiences, and stories, which are distributed through our tri-annual eNewsletter, monthly eUpdates, and other communication methods.
We do not limit the scope of activities that a chapter may participate in—each club is allowed to navigate its own course. This allows for a wide-range of really interesting activities that are displayed in each Newsletter and on our website. Schools are free to decide whether their chapter will be a regular History Club (open to all) or a History Honor Society (with specific requirements for induction). The NHC also co-sponsors multiple award programs to recognize outstanding student members, Advisors, and chapters. For more information on the NHC and to find out how to join, please visit: www.nationalhistoryclub.org
The National History Club Inc. (NHC) inspires students and teachers to start History Club chapters at high schools, middle schools, and within other student and community programs. Members of local History Club chapters participate in local and national programs, and create their own projects and activities. The NHC also provides chapters with resources and services that will help them increase the activity and impact of their History Club. To date, 500+ History Club chapters at high schools and middle schools in 44 states have joined the NHC, and there are over 14,000 student members.
When you join the National History Club, you join students and teachers from around the country—and the world—in discovering, learning, reading, writing, teaching, and living history. The NHC's main goal is to bring together students and teachers with a real passion for history, helping them learn from each other's ideas, experiences, and stories, which are distributed through our tri-annual eNewsletter, monthly eUpdates, and other communication methods.
We do not limit the scope of activities that a chapter may participate in—each club is allowed to navigate its own course. This allows for a wide-range of really interesting activities that are displayed in each Newsletter and on our website. Schools are free to decide whether their chapter will be a regular History Club (open to all) or a History Honor Society (with specific requirements for induction). The NHC also co-sponsors multiple award programs to recognize outstanding student members, Advisors, and chapters. For more information on the NHC and to find out how to join, please visit: www.nationalhistoryclub.org
Learning Bird
Learning Bird was founded on the principle that students learn best when the content they are engaging with is interesting and relevant to them. This is why we work in collaboration with schools and communities to integrate local Indigenous culture, language, history, and teachings into the content. We help communities infuse their voices into classrooms across Canada, to the benefit of all students.
Our content is delivered through a variety of models (videos, audio files, presentations, and handouts), and includes different voices and examples. We present this content through our web-based platform that allows teachers to easily find and share resources with their classes. We even have a local-server option for schools that don’t have a strong enough connectivity for reliable content streaming.
We encourage you to check out our site, www.learningbird.com, for general information, and to join if you are interested in participating.
Illinois State Bar Association and Illinois Judges Association
Free MaterialsThe Illinois State Bar Association has Law-Related Resources for Teachers, grades K-12, at http://www.isba.org/teachers. ISBA also publishes a free quarterly on-line newsletter for teachers. Included at the link are:
· High School Mock Trial Information
· Abraham Lincoln in Illinois
· Law Day
· ISBA Public and Law-Related Education Publications
· Law-Related Education (LRE) Newsletter
· ISBA Lesson Plans and Activities
· School Success Stories
· Lawyers in Classrooms
· CARE - Credit Abuse Resistance Education
The Illinois Judges Association welcomes opportunities to be in the classroom, including the 7 Reasons to Leave the Party, discussing the legal effects of drinking, and Courtroom in the Classroom, discussing the law through the use of a search of the locker at school case. Information available at http://www.ija.org.
Free MaterialsThe Illinois State Bar Association has Law-Related Resources for Teachers, grades K-12, at http://www.isba.org/teachers. ISBA also publishes a free quarterly on-line newsletter for teachers. Included at the link are:
· High School Mock Trial Information
· Abraham Lincoln in Illinois
· Law Day
· ISBA Public and Law-Related Education Publications
· Law-Related Education (LRE) Newsletter
· ISBA Lesson Plans and Activities
· School Success Stories
· Lawyers in Classrooms
· CARE - Credit Abuse Resistance Education
The Illinois Judges Association welcomes opportunities to be in the classroom, including the 7 Reasons to Leave the Party, discussing the legal effects of drinking, and Courtroom in the Classroom, discussing the law through the use of a search of the locker at school case. Information available at http://www.ija.org.
NCSS Award and Grant Selection Committees NCSS is looking for members to serve on awards selection committees. The selection committees review nominations and select recipients of NCSS awards and grants. Committee members serve a three-year term and most committee work is accomplished online or by telephone. Members are also asked to make a reasonable effort to attend the award winner session, awards presentation, and assist the committee chair when need arises during the review or at the NCSS conference.
Applications are accepted on a rolling basis
Click here to volunteer
Outstanding Elementary, Middle Level, or Secondary Social Studies Teacher of the Year awards recognize social studies teachers who have made outstanding contributions through her exceptional teaching in K-6, 5-8, or 7-12. Committee members evaluate nominations and forward the results to the Committee chair. Communications are through e-mail and/or telephone. Members are asked to make a reasonable effort to attend the award winner session, awards presentation, and assist the Committee chair when need arises during the review or at the NCSS conference.
Eligibility: NCSS members who are current or previous elementary, middle, secondary level social studies teachers, administrators, teacher education faculty, or consultants are eligible to apply for the corresponding grade level committee. Familiarity with the National Curriculum Standards for Social Studies is desirable. Previous recipients of NCSS or state council teacher of the year awards are especially encouraged to apply.
The Award for Global Understanding recognizes a social studies educator or team of educators who have made notable contributions in helping social studies students increase their understanding of the world.
Eligibility: NCSS members who are current or previous elementary, middle, secondary level social studies teachers, administrators, teacher education faculty, and/or consultants with a familiarity with the National Curriculum Standards for Social Studies are eligible to serve on the Award for Global Understanding selection committee. Global/multicultural education practitioners or specialists and previous recipients of the award are encouraged to apply.
Grant for the Enhancement of Geographic Literacy recognizes an exemplary program of geographic education that encourages the integration of geography into the social studies curriculum/classroom and enhances the geographic literacy of students at the classroom, district or state level.
Eligibility: NCSS members who are current or previous social studies educators elementary, administrators, teacher education faculty, or consultants are eligible to serve on this committee. Experience with program, curriculum or teacher evaluation, a background as a geography education practitioner or specialist;and familiarity with National Geography Standards and National Curriculum Standards for Social Studies is desired.
Carter G. Woodson Book Awards recognize elementary, middle level, and secondary outstanding social science books appropriate for young readers and young adult readers which depict race-ethnicity in the U.S. Committee members evaluate all nominated books. Committee members may be asked to assist with award-winning book author presentation sessions, awards presentation, and book signings at the NCSS Annual Conference
Eligibility: NCSS members who are current or previous social studies educators elementary, administrators, teacher education faculty, or consultants who are one or more of the following are eligible to serve on the committee:
Click here to volunteer
Applications are accepted on a rolling basis
Click here to volunteer
Outstanding Elementary, Middle Level, or Secondary Social Studies Teacher of the Year awards recognize social studies teachers who have made outstanding contributions through her exceptional teaching in K-6, 5-8, or 7-12. Committee members evaluate nominations and forward the results to the Committee chair. Communications are through e-mail and/or telephone. Members are asked to make a reasonable effort to attend the award winner session, awards presentation, and assist the Committee chair when need arises during the review or at the NCSS conference.
Eligibility: NCSS members who are current or previous elementary, middle, secondary level social studies teachers, administrators, teacher education faculty, or consultants are eligible to apply for the corresponding grade level committee. Familiarity with the National Curriculum Standards for Social Studies is desirable. Previous recipients of NCSS or state council teacher of the year awards are especially encouraged to apply.
The Award for Global Understanding recognizes a social studies educator or team of educators who have made notable contributions in helping social studies students increase their understanding of the world.
Eligibility: NCSS members who are current or previous elementary, middle, secondary level social studies teachers, administrators, teacher education faculty, and/or consultants with a familiarity with the National Curriculum Standards for Social Studies are eligible to serve on the Award for Global Understanding selection committee. Global/multicultural education practitioners or specialists and previous recipients of the award are encouraged to apply.
Grant for the Enhancement of Geographic Literacy recognizes an exemplary program of geographic education that encourages the integration of geography into the social studies curriculum/classroom and enhances the geographic literacy of students at the classroom, district or state level.
Eligibility: NCSS members who are current or previous social studies educators elementary, administrators, teacher education faculty, or consultants are eligible to serve on this committee. Experience with program, curriculum or teacher evaluation, a background as a geography education practitioner or specialist;and familiarity with National Geography Standards and National Curriculum Standards for Social Studies is desired.
Carter G. Woodson Book Awards recognize elementary, middle level, and secondary outstanding social science books appropriate for young readers and young adult readers which depict race-ethnicity in the U.S. Committee members evaluate all nominated books. Committee members may be asked to assist with award-winning book author presentation sessions, awards presentation, and book signings at the NCSS Annual Conference
Eligibility: NCSS members who are current or previous social studies educators elementary, administrators, teacher education faculty, or consultants who are one or more of the following are eligible to serve on the committee:
- ethnic studies practitioners or specialists;
- classroom teachers who use children’s/young people’s literature in social studies instruction;
- reviewers of children/young people literature.
Click here to volunteer
Free Materials To Teach About The Japanese American Internment
Fred Korematsu is remembered for his courageous fight against the Japanese American Internment which led to the WWII 1944 Supreme Court case, Korematsu v. United States. Fred Korematsu was exonerated almost 40 years later and was eventually awarded the Presidential Medal of Freedom by President Clinton.
FREE MATERIALS TO TEACH ABOUT THE JAPANESE AMERICAN INTERNMENT AND FRED KOREMATSU
The Korematsu Institute (www.korematsuinstitute) wants to send you a FREE Teaching Kit that helps teachers instruct on the life of Fred Korematsu and the overall Japanese American internment during World War II.
PLEASE SHARE THE WORD ABOUT OUR MATERIALS WITH YOUR TEACHERS
Please inform your teachers about the FREE Teaching Kit. Help us spread the word about this pivotal story in U.S. History.
The Korematsu Institute (www.korematsuinstitute.org) has a wealth of free teaching materials that help students learn about Fred and the Japanese American internment during World War II. Some items include:
* a K-12 teaching guide,
* a Fred Korematsu classroom poster,
* the 24 minute version of the Emmy Award winning video, "Of Civil Wrongs and Rights, the Fred Korematsu Story."
Fred Korematsu is remembered for his courageous fight against the Japanese American Internment which led to the WWII 1944 Supreme Court case, Korematsu v. United States. Fred Korematsu was exonerated almost 40 years later and was eventually awarded the Presidential Medal of Freedom by President Clinton.
FREE MATERIALS TO TEACH ABOUT THE JAPANESE AMERICAN INTERNMENT AND FRED KOREMATSU
The Korematsu Institute (www.korematsuinstitute) wants to send you a FREE Teaching Kit that helps teachers instruct on the life of Fred Korematsu and the overall Japanese American internment during World War II.
PLEASE SHARE THE WORD ABOUT OUR MATERIALS WITH YOUR TEACHERS
Please inform your teachers about the FREE Teaching Kit. Help us spread the word about this pivotal story in U.S. History.
The Korematsu Institute (www.korematsuinstitute.org) has a wealth of free teaching materials that help students learn about Fred and the Japanese American internment during World War II. Some items include:
* a K-12 teaching guide,
* a Fred Korematsu classroom poster,
* the 24 minute version of the Emmy Award winning video, "Of Civil Wrongs and Rights, the Fred Korematsu Story."
Start a Rho Kappa Chapter Today!
RHO KAPPA National Social Studies Honor Society is the only national organization for high school
juniors and seniors that recognizes excellence in the field of social studies. Membership in RHO
KAPPA is an honor bestowed upon students by a local chapter for accomplishments in social studies
and overall academic achievement. Any accredited high school can apply to start a chapter, through
which students will be inducted into the RHO KAPPA Social Studies Honor Society.
For more information visit rhokappa.socialstudies.org
or call 301-588-1800 x 107
or e-mail at [email protected].
RHO KAPPA National Social Studies Honor Society is the only national organization for high school
juniors and seniors that recognizes excellence in the field of social studies. Membership in RHO
KAPPA is an honor bestowed upon students by a local chapter for accomplishments in social studies
and overall academic achievement. Any accredited high school can apply to start a chapter, through
which students will be inducted into the RHO KAPPA Social Studies Honor Society.
For more information visit rhokappa.socialstudies.org
or call 301-588-1800 x 107
or e-mail at [email protected].