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The National Council for History Education (NCHE) is excited to announce a new partnership with the Library of Congress Teaching with PrimarySources program (TPS). About the Teaching with PrimarySources Program (TPS) The Teaching with PrimarySources program has been the Library of Congresss premier educational outreach program.
This blog offers a practical guide for district administrators on selecting and implementing HQIM in social studies, detailing how these materials enhance student achievement, promote critical thinking, and prepare students for active civic participation. All teachers receive HQIM professionaldevelopment.
When students engage with history, geography, and civics, they develop the ability to analyze texts, draw connections between concepts, and retain new information more effectively. Incorporate Inquiry-Based Learning: Engage students in discussions, debates, and primarysource analysis to deepen comprehension and critical thinking.
Integrate Science and Social Studies into Literacy Blocks Embedding content-rich instruction within literacy blocks allows students to develop reading, writing, and speaking skills while gaining essential knowledge. Planning Support: Provide common planning time, cross-grade collaboration, and resource-sharing tools.
These pilot experiences were invaluable we observed firsthand how students engaged in compelling questions, analyzed primarysources, and developed their own interpretations of historical events. Others worried about the complexities of multilingual learners engaging with rigorous primarysources.
Teaching the Bill of Rights for Educators Katie Munn Fri, 05/12/2023 - 08:50 Body A virtual professionaldevelopment workshop for K–12 educators. This online workshop will explore how to engage learners of all grade levels in the active exploration of primarysources that teach about the rights embodied in the Bill of Rights.
Instead of letting groups form organically, assign clear roles like: Discussion Leader Recorder Timekeeper Presenter “I assign roles to make sure everyone is responsible, but I also give students a chance to own their role and adapt as they go,” says Kati Hash , a high school world geography and civics teacher.
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