Remove Government Remove History Remove Primary Sources
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Teaching with Primary Sources in Social Studies

Studies Weekly

Teaching with Primary Sources in Social Studies Feb. 25, 2025 Studies Weekly Its often difficult to connect students to the real-world, real-time applications of events from history and the real people who lived them. The primary source. We let the people of history tell their own story.

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The Week That Was In 234

Moler's Musing

We layered in Annotate & Tell for close reading and sourcing, and we used Graph & Tell to compare data with perspective. Students analyzed primary sources, revised flawed writing, and built arguments from multiple viewpoints. No one complained, and the government made sure everything was perfect.

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Social Studies Thick Slides

HistoryRewriter

The last time I wrote about Thick Slides, I used them for a Primary Source Scavenger Hunt. They have used this protocol with middle to high school grades covering history and government topics. They are a fun and engaging formative or summative assessment that gives students some structure for writing.

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Teacher Spotlight: Ginny Boles and why MAHG is important

Teaching American History

Ginny Boles needed to build her content knowledge in American history. Paradoxically, her love of this history had led her to major in classics as an undergraduate at UCLA, so as to read the Latin and Greek texts the Founding Fathers read as they formulated their plans for self-government. Next, her father called.

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Preparing for a One-Day Seminar

Teaching American History

One-Day seminars are the easiest way to engage with Teaching American History in person. For a few hours, teachers can dive into the content of primary source documents through a discussion with colleagues facilitated by a scholar. The post Preparing for a One-Day Seminar appeared first on Teaching American History.

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The Week That Was In 234

Moler's Musing

We tackled the Boston Tea Party with Number Mania to dig into key details and wrapped up with an inquiry lesson on “having a voice in government.” It was a solid day of learning that tied the content to something personal and familiar for the students, making the history feel less distant and more relevant. Onward to the next lesson!

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Fray-I: Teaching Students to Question AI Like a Historian

Moler's Musing

Its still a work in progress, but its already changing how my students interact with both history and technology. Heres the flow : Students engage with content a primary source, textbook excerpt, or short video. Students question the bot like they would a biased newspaper article, a government document, or a historical speech.