I'm teaching a unit on the history of urbanization and am looking for film depictions of Victorian/Industrial-era cities, particularly slums. I'll be using Jacob Riis' photographs from New York and want to accompany scenes from popular movies.

So far on my list are Gangs of New York and various film adaptations of Dickens novels. Does anyone have any recommendations?

I’m teaching grade 12’s on practicum, teaching assessing significance/defending points with evidence through World War Two. I haven’t taught history before plus I’m a student teacher so don’t have a big tool kit of ideas. We do a lot of learning the content through practicing the skills, but I’m having trouble thinking of more activities than “look at this evidence packet, come to a conclusion”. My classes aren’t super talkative so pair work seems to work best but I’m just trying to make it more fun than “small lecture on skill/topic context, now look at evidence, now do written practice of the skill”. Any general class structure ideas or activities are greatly appreciated :)

My school is doing a door decorating contest for Halloween. I want to make my door something that bridges history and Halloween but am struggling to think of any ideas.

So far the only idea I’ve come up with is historical puns like “Napoleon BONEapart” “MUMMY Theresa” and “Frank-EINSTEIN”, but I’m not sure I even like that idea.

Any suggestions?

Made a poster for the Boston tea party for history but it’s boring to make a normal poster so I made it better.

Hi,

I’m taking my social studies classes to Ellis Island soon, and I was wondering if anyone has any good lesson resources or ideas that students can complete while they are on the island?

I am drawing a blank at what to have them do! The last few years I just let them wander around without an assignment but I don’t feel like they pay attention enough to what they are seeing.

Edit: looking for something that works for 7th grade!

I'm 8 years in and when I started everything was very "inquiry design model" based and my state standards are also pretty rooted in the inquiry process deal. So my summative assessments and units were usually centered around "using the lesson materials to serve learning the process of doing the claim and writing it." Answer the big opened ended compelling question sorta deal. Which isn't bad necessarily but kinda hits a wall if you can't get the kids to eventually jump up to doing their own research. Which I just can't do with my lower classes.

So I've been pivoting back to covering the content a little more (which I find much more enjoyable) and trying to keep the claim writing related to more specific content or primary sources. And I think I'll do one big paper a quarter as one of my assessments.

So my question is this: what do you think the ideal way to assess at the end of a unit? More traditional mix of TF/MC/vocaby stuff, short answers, and all that? A DBQ and an essay? Always an essay? I've been trying so far to have all writing stuff the kids do happen in my actual classroom to avoid AI slop but that puts a limit on how much they can write unless I'm devoting a week of classes to a big essay. Thanks!

I am a new history teacher! My bread and butter is US History. I am teaching Ancient. I am having trouble coming up with lesson plans that really catch the kids attention. Luckily I have gotten through river valley civilizations.

I’m headed into mythology and religion. Getting into Classical Greece soon! What are some ideas/resources I can use to really engage the students. I’m excited for these lessons. I just need some help for high school

As stated in the title, there are rumors that I will be taking the AP U.S. history class next year. The teacher who is teaching it currently will still be in the building, and I know I can ask him for guidance; however, I wanted to ask you all, "What are your suggestions for preparing to teach this course?" Next year, when I teach this, it will be my 3rd year as a teacher and my first AP class. I will also have completed 4 classes in my masters in American History.

I've been working on a paper version of a history game EraPin I built, mainly for classrooms where getting everyone onto a device isn't always practical.

The idea is simple: one historical photo per day, with a geography clue and a time clue. Students mark where they think it happened on a map, guess the year, and explain what led them there.

The WWI set goes one year per day: Sarajevo in 1914, Gallipoli in 1915, the Somme in 1916, US entry into the war in 1917, and the Armistice in 1918.

It's five rounds with an answer key for the teacher. There's also a QR code on each page if students want to try the interactive version.

Free PDF, no sign-up:

https://teach.erapin.com/free/wwi?utm_source=reddit&utm_medium=social&utm_campaign=free_wwi

Would this work as a five-minute starter in your classroom , or is there something you'd change about the worksheet?

Based on a suggestion in the comments, there's now a partner version: two photos per day from the same year but different sides of the war, plus a compare sheet. Free here: https://teach.erapin.com/free/wwi-two-sides?utm_source=reddit&utm_medium=social&utm_campaign=free_wwi_two_sides

A little history-writing move to try: after a student uses a piece of evidence, ask, ‘What does that help you show?’ Have them explain it out loud, then put that explanation into the paragraph.

If the explanation just repeats the fact, there's still some thinking to do. What is the claim? How does this particular detail support it? Students can trade paragraphs and underline the sentence where that connection actually happens. If neither partner can find it, they have a useful place to start revising.

I've put a worked example and a short practice into a free one-page AP History handout. The example is World History, but the same check works with U.S. History evidence. No signup or purchase needed:

https://cllearninglabs.com/resources/ap-history-facts-to-argument

I'm Mark, a former history teacher and the founder of CL Learning Labs. This is a resource from my company, and the PDF includes a brief mention and link to Coach for AP World History, our separate paid product. The handout stands on its own and can be used without Coach.

How do you help students tell the difference between giving evidence and explaining what it shows?

 My kids and I built an Android game called POTUS KO. It's answers U.S. history questions to train a boxer, then fight presidents from Washington to Reagan, and each president has a page of stories that kind of inform how they fight... It is on Android right now. https://play.google.com/store/apps/details?id=com.pettigrewlab.potusko

Yeah... it helps me to get downloads, but the truth is I'd like to ask history teachers if this is helpful for making that history more approachable, or does it insert the idea of friction in a way that isn't helpful.

Feel free to play with your students. Open for feedback. If you need a round fitting for your teaching content, let me know - I can provide this for free.

I am starting the process of pursuing a degree to teach history (preferably high school/community college age) but I dont have the foggiest idea of where to begin or what colleges/degree plans would set me up for success. I am currently 12 years into an air force career (enlisted medical provider type job) and plan to retire within 10 years, so wont be able to attend in person 100% of the time. Can anyone here help me with some pointers or things they wished they'd known/done before starting this career path?

Looking for suggestions/advice for teaching unit 3 with a project (or projects) or some kind of variation. I traditionally use lecture and the suggested primary source readings from the CED, but I’d like to try a different approach to this unit.
Thanks in advance!

I am working on an article for a publication about teachers who invite community members into the classroom to serve as visiting experts, advisors, and authentic audiences for student work. I am curious about how these outsiders can help students become more curious, develop a stronger grasp on material, and get exposure to possible careers of interest.

I am looking to hear from teachers of history, government, and econ. How do your units or assessments incorporate guests? How do students benefit? What are the challenges? How do you meet them? Please feel free to respond here or chat with me. I can share my email address and we can either talk or email. Appreciate it!