Oral history research projects are assignments that can foster student engagement and learning in undergraduate survey history courses. However, existing scholarship indicates that these assignments are seldom used in undergraduate survey courses. Since the aims of undergraduate survey history courses are to satisfy graduation requirements, foster…

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. Findings from…

The benefits of the flipped classroom (FC) model in students' learning are claimed in many recent studies. These benefits are typically accounted to the pedagogically efficient use of classroom time for engaging students in active learning. Although there are several relevant studies for the deployment of the FC model in Science, Technology,…

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their…

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas.Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their…

The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in eighth-grade history/social studies and science classes in two…

Kentucky has been a leader in the movement to more rigorous college and career ready standards to support their students' success in the 21st century. Kentucky was the first state to adopt new college and career ready standards (CCRS)--termed the Kentucky Core Academic Standards. Many of Kentucky's districts have moved proactively and…

The purpose of this phenomenological study was to examine the experiences of secondary social studies teachers who implemented Common Core State Standards for English Language Arts & Literacy in history/social studies, science and technical subjects in social studies courses requiring End of Course Tests at secondary schools in one suburban…

Broadly defined, digital moviemaking integrates a variety of media (images, sound, text, video, narration) to communicate with an audience. There is near-ubiquitous access to the necessary software (MovieMaker and iMovie are bundled free with their respective operating systems) and hardware (computers with Internet access, digital cameras, etc.).…

Addresses curriculum and course design by organizing some important considerations of elementary school history and social-science study into a three-step plan for implementation that discusses the selection and organization of topics, their classroom presentation, and the resources available to help align the elementary curriculum with the…

Outlines the characteristics of a good history program for kindergarten through grade four, analyzing the Massachusetts History and Social Science Curriculum Framework and the Core Knowledge Sequence as they apply to elementary instruction. Also describes and evaluates principles of teaching history to young children. (Author/SLD)

Described is how a Wyoming school district developed a program that offers fourth-graders, engaged in local community studies, first-hand experience in their heritage. An exposition that featured exhibits and stations depicting contemporary and historic social and economic practices was developed. (RM)

Discusses the integrated curriculum and the California Framework for History-Social Science Education as an example of the integrated curriculum. Shows how the Framework unifies the curriculum and offers a model to combine the content and processes advocated by the Framework. (LS)

Compares the California Framework for History-Social Science Education with the California Framework for English-Language Arts. Depicts the two frameworks and shows how teachers can implement both through interdisciplinary applications. Suggests how the two subject areas can be integrated. (LS)

Reveals how preservice education majors feel about the California Framework for History-Social Science Education. Summarizes responses to a questionnaire dealing with the Framework's philosophy, scope and sequence. Presents students' ideas for methods of implementing the Framework. (LS)