This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
The archive includes primarysources such as images, cartoons, and documents. The website gives you an overview of each issue along with a chart of primarysources to help students come to a conclusion. Each topic has background information, sources for student research.
But despite my students’ success in producing rich products from their work on formative performance tasks, arguments, and taking informed actions, the sensory experience of walking into my classroom did not reflect the intellectual energy that I knew was pulsing in my students’ heads. It was just unnervingly quiet most days. Imagine that!
From studying African and Black American history, I developed what Joyce E. King calls “ diaspora literacy ” to contend with the reflection of white supremacy in my paternal lineage and its connection to worldhistory. My wife and I chose Aniefuna because in studying Black history, we learned that our land was never lost.
After going over key terms and background information (as suggested by Wolfe-Rocca in the PDF version of the activity), I arranged my students in groups of four and they investigated six of the included documents. interview was instrumental in elevating the discourse within my secondary history classroom.
We organize all of the trending information in your field so you don't have to. Join 5,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content