# data[].attributes.body
This resource has primary source documents relating to a multitude of topics that includes descriptions of each that make it easy to find good ones. Any time I would use primary sources in a World History class I would use this website to see if any relate to the topic I'm teaching.

# data[].attributes.attachment_link.description
History and Public Policy Program Woodrow Wilson International Center for Scholars One Woodrow Wilson Plaza - 1300 Pennsylvania Ave, NW, Washington, DC 20004-3027 Collection Policy | Questions? Email the project at coldwar@wilsoncenter.org

# data[].attributes.body
Similarly to the Wilson Center Digital Archive, this website has tons of primary sources relating to certain topics and events throughout history. However, this website has more of an American perspective on foreign policy so I would use it when teaching world history, US history, or even political science.

# data[].attributes.attachment_link.readable_text
The National Security Archive promotes the unearthing of evidence around past and current events relating to U.S. foreign, national security and human rights policies, recognizing the importance of usable history for scholars, journalists, politicians, public interest groups, and advocates for civil society. Learn more.

# data[].attributes.attachment_link.description
The National Security Archive promotes the unearthing of evidence around past and current events relating to U.S. foreign, national security and human rights policies, recognizing the importance of usable history for scholars, journalists, politicians, public interest groups, and advocates for civil society. Learn more.

# data[].attributes.body
This website has a collection of records, intelligence reports, and essays all relating to the Cold War from a multitude of perspectives. This could be used to have students read, analyze, and discuss the sources or for them to research a topic on, possibly writing a short essay summarizing a source they find.

# data[].attributes.attachment_link.title
Parallel History Project on Cooperative Security (PHP) - COLLECTIONS

# data[].attributes.attachment_link.description
Das Parallel History Project on Cooperative Security (PHP, das ehemalige Parallel History Project on NATO and the Warsaw Pact), bietet eine neue wissenschaftliche Perspektive für die internationale Zeitgeschichte durch das Sammeln, die Publikation und Interpretation von ehemals geheimen Regierungsdokumenten.

# data[].attributes.body
This website has many primary sources that are well-organized by different topics and sub-topics in history, making it very easy to find sources pertaining to your topic. Similarly to the above resources, this could be used to find primary source documents for students to analyze and is simple enough to navigate that students could even find documents of a particular topic.

# data[].attributes.attachment_link.description
Home | Ancient History Sourcebook | Medieval Sourcebook | Modern History Sourcebook | Byzantine Studies Page Other History Sourcebooks: African | East Asian | Global | Indian | Islamic | Jewish | Lesbian and Gay | Science | Women's

# data[].attributes.body
This website sorts documents relating to foreign policy and sorts them by President and country the document involved. This could be used to examine what US Presidents did foreign policy-wise or to analyze the history of the United States' relations with a country.

# data[].attributes.headline
6. Foreign Relations of the United States

# data[].attributes.subject
6. Foreign Relations of the United States

# data[].attributes.body
This website contains tons of primary source documents relating to US foreign policy. This website is much more difficult to navigate than any of the other websites I've found so far but it still has a lot of useful resources that could be analyzed by students to gain more insight on foreign policy.

# data[].attributes.attachment_link.description
United States Department of State Message of the president of the United States, and accompanying documents, to the two houses of Congress, at the commencement of the first session of the thirty-eighth congress

# data[].attributes.body
World History for us All has tons of unit plans and lesson plans for world history. If I ever need ideas for how to teach a topic, I would look here for inspiration.

# data[].attributes.attachment_link.description
This is the default welcome page used to test the correct operation of the Apache2 server after installation on Ubuntu systems. It is based on the equivalent page on Debian, from which the Ubuntu Apache packaging is derived. If you can…

# data[].attributes.headline
8. United States Holocaust Memorial Museum

# data[].attributes.subject
8. United States Holocaust Memorial Museum

# data[].attributes.body
This website is full of lesson plans, documents, artifacts, pictures, and other resources relating to the Holocaust. When teaching a lesson relating to the Holocaust in any way, I would make sure to check here for additional resources.

# data[].attributes.body
The National Geographic website has many pictures and articles relating to current events and different cultures throughout the world. I would use it to complement any world history lesson and show how it relates to current events.

# data[].attributes.attachment_link.description
Read National Geographic's latest stories about culture and history.

# data[].attributes.body
This website has a lot of free world history lesson plans for teachers to use. I would use this website for help coming up with good lessons but would always adapt what I find to fit my style and classroom.

# data[].attributes.attachment_link.title
History Lessons | Stanford History Education Group

# data[].attributes.attachment_link.description
This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.

# data[].attributes.body
This is a website that I'm already very familiar with, it has tons of primary source documents and activities using primary source documents. I would look here for documents or activities that could enhance any lesson.

# data[].attributes.attachment_link.readable_text
Access thousands of primary sources - letters, photographs, speeches, posters, maps, videos, and other document types - spanning the course of American history. We're always adding more!

Borrow from an ever-expanding collection of document-based activities created by the National Archives, and teachers around the world. Copy and modify activities for your students.

Create your own activities using the online tools. It's as simple as: (1) selecting a tool, (2) choosing your primary sources, and (3) customizing instructions. Learn more >

# data[].attributes.attachment_link.description
Access thousands of primary sources - letters, photographs, speeches, posters, maps, videos, and other document types - spanning the course of American history. We're always adding more! Borrow from an ever-expanding collection of document-based activities created by the National Archives, and teachers around the world. Copy and modify activities for your students.

# data[].attributes.body
This website has primary source documents, lesson plans, activities, and webinars that teachers can use to improve any lesson. I would make sure to check this website often for ways to improve specific lessons and my teaching style in general

# data[].attributes.attachment_link.readable_text
Teacher Resources

The Ashbrook Center offers a variety of resources for teachers:

American History Toolkits - Six topically-focused collections of documents-based resources for teachers of American History, aimed at helping teachers begin the transition away from textbooks.

Exhibits on the American Founding - Each focusing on a different event related to the founding of the American Republic, include primary and secondary source materials, maps, images, and other resources to help you and your students deeply explore key events and ideas in American history.

Exhibits on American History - These resources each focus on a different major theme, event, or idea in American history, with more exhibits to be added over time.

We The Teachers - our blog for teachers, updated weekly with program information, podcasts of webinars and other events, and interesting articles related to documents and American studies.

Lesson Plans - Links to locations containing quality, documents-based lesson plans for multiple grade levels and student audiences.

Presidential Academy - A comprehensive 30-session course covering the entire political and intellectual history of the American experiment in republican self-government. Each session consists of a 60-90 minute lecture from one of the Ashbrook Center's graduate program faculty or a visiting expert in history and a set of primary source readings. Enrich your knowledge and understanding of American history; use the lectures and materials with your students; and be inspired by masterful analysis and discussion of what makes American government unique in the world. PA materials are available through iTunesU, and are serialized through our We The Teachers blog.

Homeschool Resources - For parents of homeschoolers and students, we offer this collection of resources found throughout the site, together on one convenient page.

Standards-Based Search Tool - Search for documents by state academic standard or Common Core English Language Arts for Reading in Social Studies.

Multimedia Resources - All of our multimedia resources, collected in one place.

# data[].attributes.attachment_link.title
Teacher Resources | Teaching American History

# data[].attributes.attachment_link.description
The Ashbrook Center offers a variety of resources for teachers: American History Toolkits - Six topically-focused collections of documents-based resources for teachers of American History, aimed at helping teachers begin the transition away from textbooks.

# data[].attributes.body
This website has videos, pictures, interactive lessons, lesson plans, and primary source documents all relating to US History. This is a one-stop shop for US History resources and I would use it often when creating lesson plans.

# data[].attributes.attachment_link.title
US History Lesson Plans Resources | PBS LearningMedia

# data[].attributes.attachment_link.description
Find supplementary resources for US History lesson plans. Motivate your students with videos and games aligned to state and national standards.

# data[].attributes.headline
4. National Museum of African American History and Culture

# data[].attributes.subject
4. National Museum of African American History and Culture

# data[].attributes.body
This website lets classes explore this museum online and also has primary source documents relating to African American history and culture. I would use this when discussing topics relating to African Americans

# data[].attributes.attachment_link.title
A People’s Journey, A Nation’s Story | National Museum of African American History and Culture

# data[].attributes.body
This website has a huge collection of primary source documents relating to US History. It seems like it would be difficult to find documents that are brief and easy to read but it could still be used to enhance students' historical literacy.

# data[].attributes.attachment_link.title
Search results from Digital Collections, American History

# data[].attributes.body
The National Archives website has primary sources, and resources that gives teachers ideas on how to use primary source documents in their classroom. I would use this website to find primary sources and view the ideas they have for how to use primary sources so that I can use many different methods in order to keep students engaged.

# data[].attributes.attachment_link.description
Request military records and learn about other services for yourself or a family member.

# data[].attributes.body
This website has a massive collection of primary sources that are free to access. I would find primary sources on this website and use text sets which it compiles for teachers in order to build students' historical literacy.

# data[].attributes.attachment_link.readable_text
DPLA provides free digital access to banned books

DPLA has launched The Banned Book Club to ensure that all readers have access to the books they want to read. The Banned Book Club makes e-book versions of banned books available to readers in locations across the United States where titles have been banned via the free Palace e-reader app.

# data[].attributes.attachment_link.description
The Digital Public Library of America brings together the riches of America's libraries, archives, and museums, and makes them freely available to the world.

# data[].attributes.body
This website among other things, has assessments over a wide range of topics that are designed to test students' critical thinking abilities, not just the memorization of facts. I would use or adapt these assessments and use the understanding by design method to base my units off of them.

# data[].attributes.attachment_link.title
History Assessments | Stanford History Education Group

# data[].attributes.attachment_link.description
Beyond the Bubble unlocks the vast digital archive of the Library of Congress to create History Assessments of Thinking (HATs). Explore over 130 easy-to-use assessments that measure students' historical thinking rather than recall of facts. There are 10 "flagship" assessments, each marked with a ribbon.

# data[].attributes.body
This website has many resources and primary sources for teachers except it takes a more critical view of the US government than many other websites would. I read some of Howard Zinn in high school and it gave me a really unique perspective. I would use this website in order to teach some of the more unpleasant stories in American history to give students a holistic understanding of US history

# data[].attributes.attachment_link.readable_text
The Zinn Education Project is my compass in a sea of corporate textbooks, packaged common core curriculum and standardized testing. My entire curriculum is based on lessons that can be found on the Zinn Education Project.

High School Social Studies Teacher, Portland, Ore.

Your support is needed to help more students learn people's history. 100% of Zinn Education Project funding comes from individuals like you. Donate today.

By Ursula Wolfe-Rocca

From voter ID laws to voter-roll purges, gerrymandering to poll closures to the deadly in-person voting conditions during a pandemic, the right to vote is under attack and the stakes are high. It is critical that students learn about the fight for voting rights, past and present.

Nov. 30, 1924: Shirley Chisholm Born...

Teaching About the Violence in Palestine and Israel...

I can UNDERSTAND pessimism, but I don't BELIEVE in it. It's not simply a matter of faith, but of historical EVIDENCE. Not overwhelming evidence, just enough to give HOPE, because for hope we don't need certainty, only POSSIBILITY.

-Howard Zinn

# data[].attributes.attachment_link.title
Zinn Education Project: Teaching People's History

# data[].attributes.attachment_link.description
The Zinn Education Project promotes and supports the teaching of people's history in middle and high school classrooms across the country. Based on the lens of history highlighted in Howard Zinn's best-selling book A People's History of the United States, the website offers free, downloadable lessons and articles organized by theme, time period, and reading level.

# data[].attributes.body
This website has tons of primary sources and lesson plans in addition to letting students take virtual field trips of the museum, and even lets classrooms Skype with museum employees to give students the experience of taking a field trip without spending any money.

# data[].attributes.attachment_link.readable_text
The National WWII Museum is here to help you explore the history and lessons of World War II with your students. Utilizing an object-based learning experience, educational technology, and its world-class exhibits, the Museum uses its rich collection of artifacts, archives, and oral histories to take history beyond the pages of textbooks and into the hands of curious students.

# data[].attributes.attachment_link.title
Educator Resources | The National WWII Museum | New Orleans

# data[].attributes.attachment_link.description
The National WWII Museum is here to help you explore the history and lessons of World War II with your students. Utilizing an object-based learning experience, educational technology, and its world-class exhibits, the Museum uses its rich collection of artifacts, archives, and oral histories to take history beyond the pages of textbooks and into the hands of curious students.

# data[].attributes.body
This website has lesson plans and student activities relating to political science for a variety of ages. I would use this to help me create polisci lessons and to engage students in a variety of way.

# data[].attributes.body
This website has more resources than I could probably ever use relating to the 1st amendment. I would definitely use this website when creating lesson plans over the 1st amendment

# data[].attributes.attachment_link.title
First Amendment Law (U. S. Constitution: The First Amendment)

# data[].attributes.attachment_link.description
An extensive collection of documents, court decisions, essays, and links relating to the First Amendment of the U. S. Constitution.

# data[].attributes.body
This website provides descriptions of 1st amendment cases throughout history. I would use this along with the previous resource to give students specific examples of what the 1st amendment protects and doesn't protect.

# data[].attributes.attachment_link.readable_text
Freedom of Speech: General

How has the Freedom of Speech been interpreted by the Supreme Court? Explore these landmark cases to better understand this important constitutional right.

Schenck v. United States (1919)

Freedom of speech can be limited during wartime. The government can restrict expressions that would create a clear and present danger that they will bring about the substantive evils that Congress has a right to prevent.â€ Read More.

Abrams v. United States (1919)

The First Amendment did not protect printing leaflets urging to resist the war effort, calling for a general strike, and advocating violent revolution. Read More.

Debs v. United States (1919)

The First Amendment did not protect an anti-war speech designed to obstruct recruiting. Read More.

Gitlow v. New York (1925)

The Supreme Court applied protection of free speech to the states through the due process clause of the Fourteenth Amendment. Read More.

Chaplinsky v. New Hampshire (1942)

The First Amendment did not protect â€œfighting wordsâ€ which, by being said, cause injury or cause an immediate breach of the peace. R ead More.Â

West Virginia v. Barnette (1943)

The West Virginia Boardâ€™s policy requiring students and teachers to recite the Pledge of Allegiance was unconstitutional. Reversing Minersville v. Gobitas (1940), the Court held government cannot â€œforce citizens to confess by word or act their faithâ€ in matters of opinion. Read More.

United States v. Oâ€™Brien (1968)

The First Amendment did not protect burning draft cards in protest of the Vietnam War as a form of symbolic speech. Read More.Â

Tinker v. Des Moines (1969)

The Court ruled that students wearing black armbands to protest the Vietnam War was â€œpure speech,â€ or symbolic speech protected by the First Amendment. Read More.

Brandenburg v. Ohio (1969)

The Supreme Court held that the First and Fourteenth Amendments protected speech advocating violence at a Ku Klux Klan rally because the speech did not call for â€œimminent lawless action.â€ Read More.Â

Cohen v. California (1971)

A California statute prohibiting the display of offensive messages violated freedom of expression. Read More.Â

Miller v. California (1973)

This case set forth rules for obscenity prosecutions, but it also gave states and localities flexibility in determining what is obscene. Read More.Â

Island Trees School District v. Pico (1982)

The Supreme Court ruled that officials could not remove books from school libraries because they disagreed with the content of the booksâ€™ messages. Read More.

Bethel School District v. Fraser (1986)

A school could suspend a pupil for giving a student government nomination speech full of â€œelaborate, graphic, and explicit sexual metaphor.â€ Read More.

Texas v. Johnson (1989)

Flag burning as political protest is a form of symbolic speech protected by the First Amendment. Read More.

A criminal ordinance prohibiting the display of symbols that â€œarouse anger, alarm or resentment in others on the basis of race, color, creed, religion or genderâ€ was unconstitutional. The law violated the First Amendment because it punished speech based on the ideas expressed. Read More.Â

The 1996 Communications Decency Act was ruled unconstitutional since it was overly broad and vague in its regulation of speech on the Internet, and since it attempted to regulate indecent speech, which the First Amendment protects. Read More.Â

Watchtower Bible and Tract Society v. Stratton (2002)

City laws requiring permits for political advocates going door to door were unconstitutional because such a mandate would have a â€œchilling effectâ€ on political communication. Read More.Â

United States v. American Library Association (2003)

The federal government could require public libraries to use Internet-filtering software to prevent viewing of pornography by minors. The burden placed on adult patrons who had to request the filters be disabled was minimal. Read More.

Richmond could ban non-residents from public housing complexes if the non-residents did not have â€œa legitimate business or social purposeâ€ for being there. The trespass policy was not overbroad and did not infringe upon First Amendment rights. Read More.

A blanket ban on cross-burning was an unconstitutional content-based restriction on free speech. States could ban cross burning with intent to intimidate, but the cross burning act alone was not enough evidence to infer intent. Read More.Â

The Child On-Line Protection Act violated the First Amendment because it was overbroad, it resulted in content-based restrictions on speech, and there were less-restrictive options available to protect children from harmful materials. Read More.

The First Amendment did not protect a public school student's right to display a banner reading "Bong Hits 4 Jesus". While students have the right to engage in political speech, the right was outweighed by the school's mission to discourage drug use. Read More.

# data[].attributes.attachment_link.title
Freedom of Speech: General - Bill of Rights Institute

# data[].attributes.attachment_link.description
How has the Freedom of Speech been interpreted by the Supreme Court? Explore these landmark cases to better understand this important constitutional right. Schenck v. United States (1919) Freedom of speech can be limited during wartime.

# data[].attributes.body
This website has many descriptions about what the 1st amendment does and doesn't protect and organizes it by topic and subtopics. I especially like how it details how 1st amendment rights extend to students. I would want students to examine their 1st amendment rights to see how they can and can't express themselves in school.

# data[].attributes.body
This is probably the coolest government website I've ever seen. It has lengthy descriptions of tons of Supreme Court cases, descriptions of Supreme Court justices both current and in history, and even lets you take a virtual tour of the Supreme Court. I would use this a ton in a government class to examine laws are interpreted by the Supreme Court and teach students about the current Supreme Court justices and what they tend to do.

# data[].attributes.headline
6. Landmark Decisions of the Supreme Court

# data[].attributes.subject
6. Landmark Decisions of the Supreme Court

# data[].attributes.body
Similarly to Oyez, this website has descriptions of Supreme Court cases and organizes it by issue the case relates to. I would use this so that students can have case studies showing them how the Supreme Court decides what laws do and don't cover.

# data[].attributes.attachment_link.title
Landmark Decisions of the Supreme Court 2006

# data[].attributes.attachment_link.description
Oyez Web site and avery brief discussion of each case, as well as a very brief description of the subsequent ruling by the Court. For more information on a case, including the written majority opinion, concurring opinion(s), and dissenting opinion(s), try one or more of the following sites:Findlaw Supreme Court Center or Cornell Law School's Supreme Court Collection .

# data[].attributes.body
iCivics has interactive games for students to play about different government topics. This website might be a little too childish for high school students but would be good for middle school students.

# data[].attributes.attachment_link.description
Our comprehensive, short-form video series created with the Center for Civic Education explains the text, history, and relevance of the United States Constitution, Bill of Rights, and additional amendments in everyday language. Check out all 35 videos today!

# data[].attributes.body
This website gives an introduction to what prior restraint is, court cases involving it, and questions about the readings. I would use an adapted version of this lesson when teaching prior restraint to my class

# data[].attributes.attachment_link.readable_text
Introduction

If there is anything that the framers clearly intended to prohibit by way of the First Amendment it was prior restraints in the form of licensing laws that existed in England. Licensing laws have rarely been an issue in the United States, but another form of prior restraint (that is, legal restraint before publication) has received judicial attention: injunctions. The Supreme Court has said injunctions preventing the exercise of speech should be viewed very skeptically--they carry "a presumption of unconstitutionality."

In Near v Minnesota in 1931, the Supreme Court considered an injunction issued by Minnesota courts against a scandal sheet called The Saturday Press. Determining several published pieces in the Saturday Press to have been "malicious, scandalous, or defamatory," the state courts enjoined publication of future issues. The Court, in a 5 to 4 opinion by Chief Justice Hughes, reversed, finding "the chief purpose" of the First Amendment being to prevent prior restraints. The Court said that after-publication punishment was much to be preferred: the state is less likely to suppress protected speech, the defendant can enjoy the safeguards of the criminal process, and courts will be in a better position to judge the allegedly unlawful speech. The Court did not rule out, however, upholding a prior restraint in some future case, suggesting that "the publication of sailing dates" or "location of troops in wartime" might be appropriate cases for an injunction.

In 1971, the Nixon Administration went to court to stop publication of "the Pentagon Papers," a series of accounts based on a stolen, classified document entitled, "The History of U. S. Decision-Making on Viet Nam Policy." The Administration argued (among other things) that publication would threaten national security because other nations would be reluctant to deal with the U. S. if their dealings couldn't be kept secret. Acting with unusual haste (the three dissenting justices called the Court's action "irresponsibly feverish"), the Court in New York Times v United States concluded that a prior restraint on publication of excerpts from the Pentagon Papers violated the First Amendment. Two concurring justices indicated that they might have upheld the injunction if it were supported (as it was not) by a narrowly drawn congressional authorization.

U. S. v Progressive presented an issue that could have been a law school hypothetical designed to test the limits of the presumption of unconstitutionality attached to prior restraints. The United States went to court to enjoin publication of an article scheduled to appear in the left-wing magazine,The Progressive. The article, "The H-Bomb Secret: How We Got It and Why We're Telling It," was essentially a how-to-do-it account for anyone wanting to build an atomic bomb. Reasoning that the article presented a clear and present danger of speeding the efforts of foreign nations or terrorist groups interested in developing atomic weapons, a Wisconsin federal district judge issued an injunction against publication. (Later, the story was published outside the United States, making the case moot. To date, no direct harm has been traced to the story, said to aid would-be bomb developers primarily by helping them to avoid "blind alleys.")

THE ELLSBERG ("PENTAGON PAPERS") TRIAL
[Famous Trials Website]

Daniel Ellsberg outside the federal courthouse in Los Angeles during his trial

Cases

Near v. Minnesota (1931)
New York Times Co. v. United States (1971)
United States v. Progressive, Inc. (1979)

Daniel Ellsburg, the Defense Department analyst who provided newspapers with copies of classified documents on the Viet Nam War, thus triggering the "Pentagon Papers" (NY Times v. U.S.) litigation.

Erwin Knoll (L), editor of the Progressive Magazine, at the heighth of the controversy surrounding his decision to publish an article on how to make an atomic bomb (LIFE).
Questions
1. Do you agree that after-the-fact punishment should be preferred to prior restraints? Injunctions don't land anyone in jail (unless they are violated)--is that a point in their favor?
2. What burden should the government have to meet to sustain a prior restraint?
3. Should prior restraints be sustained against speech that threatens specific individuals such as a story headlined, "Witnesses in the Federal Witness Protection Program--Where Are They Now?"?
4. One seemingly innocuous statement in published reports about the Pentagon Papers was attributed to Soviet leader Leonid Brezhnev. The Soviets knew that the quoted statement was made inside a Soviet limousine--a limousine that the CIA had succeeded in bugging. As a result, the bug was removed by the Soviets. Does this incident suggest that courts should defer to Administration judgments that there is a national security need to enjoin publication?
5. Should it make a constitutional difference whether the government seeks an injunction based on a federal statute authorizing such injunctions or whether it relies on inherent powers of the executive branch?
6. Do you find it surprising that much of the established media supported The Progressive in its litigation to lift the injunction against its publishing the how-to-build-it guide to atomic bombs?
7. What, if any, public policy goals are served by publication of information concerning the building of atomic weapons?

# data[].attributes.attachment_link.description
Introduction If there is anything that the framers clearly intended to prohibit by way of the First Amendment it was prior restraints in the form of licensing laws that existed in England. Licensing laws have rarely been an issue in the United States, but another form of prior restraint (that is, legal restraint before publication) has received judicial attention: injunctions.

# data[].attributes.body
This website has several different lesson plans for teachers to use relating to major topics in government. I would use these lessons when teaching these topics, either for inspiration or I would use an adapted version of the lessons.

# data[].attributes.attachment_link.description
Find lesson plans, activities and worksheets for your classroom.

# data[].attributes.body
This lesson has many teaching strategies and lesson plans for various government topics. I would use these lessons and the other resources it provides in order to make sure my students build critical thinking skills.

# data[].attributes.attachment_link.readable_text
Go Premium

Get unlimited, ad-free access to all of TeacherVision's printables and resources for as low as $2.49 per month. We have a plan for every budget.
Select a plan
All plans include a free trial and enjoy the same features. Cancel anytime.
Learn more about Premium

# data[].attributes.attachment_link.description
Get unlimited, ad-free access to all of TeacherVision's printables and resources for as low as $2.49 per month. We have a plan for every budget. Select a plan All plans include a free trial and enjoy the same features. Cancel anytime. Learn more about Premium

# data[].attributes.body
This website contains hundreds if not thousands of archaeology resources relating to African-Americans. This website could be used to include elements of archaeology into US or Kansas history when examining issues relating to African Americans.

# data[].attributes.attachment_link.keywords[]
african diaspora archaeology and history

# data[].attributes.attachment_link.title
African-American Archaeology and African Diaspora Archaeology Resources

# data[].attributes.attachment_link.description
African American Archaeology Resources, African American Cultures and History, African Diaspora Archaeology and History, Christopher C. Fennell, Historical Archaeology, African-American Archeology, Black History

# data[].attributes.body
The following website has many archaeological resources which are well-organized and includes ways students can be a steward of archaeology. I would use this resource throughout a history course to show students that archaeology is often where history comes from.

# data[].attributes.attachment_link.readable_text
Box Office Archaeology (Book)

Description:
Box Office Archaeology
Refining Hollywood's Portrayals of the Past
Julie M Schablitsky (Editor)
256 pp. / 6.00 x 9.00 / May, 2007
Paperback (978-1-59874-056-1)
Hardback (978-1-59874-055-4)

Description:
Wikipedia page for Indiana Jones.

Dr. Henry Walton "Indiana" Jones, Jr., often shortened to "Indy", is the title character of the Indiana Jones franchise. George Lucas created the character in homage to the action heroes of 1930s film serials.

Interactive

Literature

Description:
Project Archaeology: Investigating Shelter is a supplementary science and social studies curriculum unit for grades 3 through 5 and easily adaptable for middle and high school U.S. History classes. It consists of nine comprehensive lessons guiding students through the archaeological study of shelter including geography, historic photos, oral histories, a toolkit of scientific concepts, and a final performance of understanding. The lessons connect students to the human past through discovery. Students learn how archaeologists study the past and investigate a real archaeological site! Explore a slave cabin, farm house, colonial home, and several Native American shelters right from your classroom!

SCAPOD - South Carolina Archaeology Public Outreach Division

Description:
The South Carolina Archaeology Public Outreach Division was established in 2010 with a mission to encourage knowledge of South Carolina's cultural heritage and archaeology.

By using the slogan 'Preserving Heritage through Archaeology Education,' SCAPOD will ensure the studies of cultural heritage and archaeology are used as innovative educational tools to help people learn about history and diversity. SCAPOD will encourage sustainable support for the preservation of cultural resources within the state of South Carolina.

The website includes teaching resources and lesson plans.

State of Louisiana, Division of Archaeology

Description:
Various teaching materials, PowerPoint presentations, activity guides, and more can be found here.

# data[].attributes.attachment_link.title
Public Links Database - Society for Historical Archaeology

# data[].attributes.attachment_link.description
Box Office Archaeology (Book) Description: Box Office Archaeology Refining Hollywood's Portrayals of the Past Julie M Schablitsky (Editor) 256 pp. / 6.00 x 9.00 / May, 2007 Paperback (978-1-59874-056-1) Hardback (978-1-59874-055-4) Description: Wikipedia page for Indiana Jones. Dr. Henry Walton "Indiana" Jones, Jr., often shortened to "Indy", is the title character of the Indiana Jones franchise.

# data[].attributes.body
This is a documentary that explores the very early history of humans. I would use this video to begin a world history course, showing students that this is the beginning of human history.

# data[].attributes.attachment_link.description
Becoming Human is an interactive documentary experience that tells the story of our origins.

# data[].attributes.body
This website has information relating to evolution for students to explore. I would use this early in a world history lesson to show students how the world has evolved over time.

# data[].attributes.attachment_link.description
The most comprehensive evolutionary science resource on the Internet.

# data[].attributes.body
This website has some archaeology lesson plans that could be used in the classroom. I would adapt these lesson plans to help build students' critical thinking skills.

# data[].attributes.attachment_link.title
Archaeology Lesson Plans & Activities - Archaeology Resources - SAA Archaeology for the Public

# data[].attributes.attachment_link.description
A collection of sample lesson plans and activities on archaeological topics from the SAA's Public Education Committee.

# data[].attributes.body
This website has many archaeological resources and lesson plans as well as online interactive resources. I would use all of them to give students a holistic understanding of archaeology.

# data[].attributes.attachment_link.description
For preservation -Students who know about archeology will have a greater appreciation for sites that are historically and culturally significant. Hopefully, this will lead to less looting and vandalism and greater support for stewardship in the future. An ethic grounded in archeological stewardship can also shape students' consideration of other people and their heritage.

# data[].attributes.body
This website has many resources, including lesson plans, interactive games, activities, and exhibits for teachers to use. I would use all of these to show students what archaeology is and how it impacts them.

# data[].attributes.attachment_link.description
Archaeology has broad educational appeal and application.

# data[].attributes.body
This website has lesson plans and projects that teachers can use to add some archaeological elements to a history lesson. I would use this website similarly to the others, adapting lesson plans to fit my teaching style and the needs of my students.

# data[].attributes.attachment_link.title
AIA Lesson Plans - Archaeological Institute of America

# data[].attributes.attachment_link.description
The AIA creates and provides teacher resources relevant to archaeology. These projects focus on ancient material culture and stress archaeological approaches and ways of thinking. Background information for the teacher will specify the nature of the evidence that survives. Some projects can be adapted for use with college students and adults.

# data[].attributes.body
This website has many lesson plans and other resources relating to archaeology. I would use them to help think of creative and fun archaeology lessons.

# data[].attributes.attachment_link.title
Teaching Archaeology | Joukowsky Institute for Archaeology | Brown University

# data[].attributes.attachment_link.description
The Joukowsky Institute is one of the founders of Think Like an Archaeologist, a program for 6th grade students in the Providence Public Schools, developed collaboration with RISD Museum at the Rhode Island School of Design and Brown University's Haffenreffer Museum of Anthropology.

# data[].attributes.body
This website has lesson plans and other archaeological resources that are all free for teachers to use. I would use these resources to give students a better idea of how archaeologists think and work.

# data[].attributes.attachment_link.title
Archaeology Lesson Plans, Games, & Activities - Archaeology for Teachers

# data[].attributes.body
This website was show to us by Dr. Kuester and I love how easily accessible it is. It shows how economically free each country in the world is, ranks them, and lets you click on a country to find out more about it. I could see using this in the classroom by having students research a country using this website.

# data[].attributes.attachment_link.readable_text
Promoting Economic Opportunity, Individual Empowerment & Prosperity

For twenty-seven years, the Index of Economic Freedom has measured the impact of liberty and free markets around the globe, and the 2021 Index confirms the formidable positive relationship between economic freedom and progress.

# data[].attributes.attachment_link.title
Index of Economic Freedom: Promoting Economic Opportunity and Prosperity by Country

# data[].attributes.attachment_link.description
For twenty-seven years, the Index of Economic Freedom has measured the impact of liberty and free markets around the globe, and the 2021 Index confirms the formidable positive relationship between economic freedom and progress.

# data[].attributes.body
This website demonstrates topics in economics through The Office. I would use this to help engage students with economics and introduce a particular topic.

# data[].attributes.attachment_link.description
Video clips from the television show the office that illustrate economics concepts.

# data[].attributes.body
This website has lesson plans and includes methods of integrating economics into other subjects, such as US history. I would definitely use this website to help create lesson plan for economics and would also use it to supplement history lessons.

# data[].attributes.attachment_link.title
Teachers - Foundation For Teaching Economics

# data[].attributes.attachment_link.description
The Foundation for Teaching Economics (FTE) was founded in 1975 to promote excellence in economic education by helping teachers of economics become more effective educators. FTE focuses its efforts on the high school and middle school grade levels and provides professional development programs and teaching resources, which target primarily, but not exclusively, the social studies ...

# data[].attributes.body
This website has many economics videos. I would use them to supplement my econ lessons to provide introductions to whatever topics I am teaching.

# data[].attributes.body
This YouTube channel has many fun economics videos that explore the economics of movies, similarly to Dr. Kuester's economics of the Office website. This channel also has an econ rap video which could be a fun introduction to the topic. I would use the videos on the channel to introduce a topic and hook students.

# data[].attributes.attachment_link.keywords[]
economics macroeconomics "business cycles" keynes hayek "central banking" fed liberty movies film education econstories econpop

# data[].attributes.attachment_link.description
EconStories is a new media channel dedicated to improving economic and financial literacy for people of all ages through open, honest and engaging storytelling.

# data[].attributes.body
The Economist is a news outlet that mostly covers topics of economics and business. It could be used to show students how what they are learning in class relates to real world problems.

# data[].attributes.attachment_link.readable_text
Joe Biden, America's president, urged Israel's prime minister, Binyamin Netanyahu, to extend a four-day truce with Hamas, which is due to end on Monday, to allow for the release of more hostages...

Israeli forces killed eight Palestinians in the occupied West Bank...

Nearly 100 people died as a result of flooding in Somalia, according to the country's news agency...

China's industrial profits rose 2.7% year on year in October, marking a third consecutive month of growth...

# data[].attributes.attachment_link.title
The Economist | World News, Economics, Politics, Business & Finance

# data[].attributes.attachment_link.description
Authoritative global news and analysis. Offering fair-minded, fact-checked coverage of world politics, economics, business, science and tech, culture and more

# data[].attributes.body
This website has free activites, games, and simulations all relating to economics. I would use this website for ideas about how to make my class more interactive and engaging.

# data[].attributes.attachment_link.title
Econoclass: Resources for Economics Teachers

# data[].attributes.attachment_link.description
Games, activities, and resources for high school economics classes.

# data[].attributes.body
This website has economic simulations organized by topic. I would use this website in order to encourage students to think critically about economics.

# data[].attributes.attachment_link.description
Group of three online games: "Mafia Manager" (a multiplayer economic simulation), "Entrepreneur" (a startup simulation), and "Tycoon" (a business simulation). Entrepreneur is meant to realistically simulate the challenges of running a business. Tycoon is a simulation of a global economy with hundreds of products and thousands of firms. Mafia Manager is more like a role-play game in which players can attack or co-operate with other players.

# data[].attributes.body
This website has lesson plans detailing how to teach economics in a meaningful and engaging manner. I would use the simulations on this website in order to get my students to think like economists.

# data[].attributes.attachment_link.title
Teaching Economics As If People Mattered

# data[].attributes.attachment_link.description
We're pleased to make these high-school economics lesson plans available, free of charge. Each one includes everything you need to get started and all are mapped into NCEE standards.

# data[].attributes.body
This game is a virtual stock market simulation that would allow students to buy and sell stocks with other players around the world. I would need to scaffold this activity before allowing students to play, but I think it would give them a deeper understanding of what the stock market is and how it works.

# data[].attributes.attachment_link.readable_text
Trade Stocks.
Make Money.*
Earn Bragging Rights.

Build your portfolio and react to the markets in real time. Compete against your friends or coworkers to earn your spot at the top of the leaderboards.

Login required to play.*We're talking virtual cash, not real money. This is strictly a simulation.

# data[].attributes.attachment_link.description
Build your portfolio and react to the markets in real time. Compete against your friends or coworkers to earn your spot at the top of the leaderboards. Login required to play. *We're talking virtual cash, not real money. This is strictly a simulation.

# data[].attributes.body
This game uses Google Maps Street View to drop the player into a random location in the world, or any location of the teacher's choosing, and asks them to figure out where they are. This game could be used to help students apply their knowledge of climate, geography, and world languages, to pinpoint where they are.

# data[].attributes.attachment_link.readable_text
Get dropped anywhere from the busy streets of New York to the beautiful beaches of Bali.
Join 50 million players now!

Discover the world

Discover the world in your own pace and earn medals in our single player mode.

Play with your friends

Put your skills to the test against your friends and family. Create your own private party and play together.

Compete against others

Test your ability against players all across the world. Earn badges and compete against others in tournaments and events!

If you've forgot your password, click on "Already have an account?" in the upper right corner, and then on "Forgot your password?". Enter the email address which is connected to your account, and we'll send you an email with a link to reset your password! Don't forget to check you spam email if it may have gotten caught there.

If you are not receiving an email you might have enabled Google/Facebook login. If so, send an email to info@geoguessr.com and we will help you further. If you've forgotten which email you signed up with, no worries! Contact us at info@geoguessr.com and we'll help you out!

Become a geography expert and have fun at the same time! Seterra is an entertaining and educational geography game that gives you access to over 400 customizable quizzes. Seterra will challenge you with quizzes about countries, capitals, flags, oceans, lakes and more!

# data[].attributes.attachment_link.description
GeoGuessr is a geography game which takes you on a journey around the world and challenges your ability to recognize your surroundings.

# data[].attributes.body
Google Earth is a great resource to show geographical features and show different kinds of maps. I would use Google Earth when introducing a particular region or country.

# data[].attributes.attachment_link.readable_text
Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

# data[].attributes.attachment_link.description
Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

# data[].attributes.body
This website has videos of interviews with different people who live north of the 60 degree line of latitude talk about climate change. I think that teaching climate change is an important part of geography and videos from this website would be great in that lesson or unit. I just wish the videos were subtitled.

# data[].attributes.body
Wendover is a YouTube channel that mostly has educational videos relating to geography. I would show their videos to give students a more in-depth look into the geography of a country or other geography-related topics

# data[].attributes.attachment_link.keywords[]
education animated aviation wendover productions half as interesting

# data[].attributes.attachment_link.description
Wendover Productions is all about explaining how our world works. From travel, to economics, to geography, to marketing and more, every video will leave you with a little better understanding of our world. New videos go out every other Tuesday.

# data[].attributes.body
The World Fact Book contains lots of information about every country. This could be used to have students complete research projects about the culture of a particular country.

# data[].attributes.body
This game has to do with political geography and has the player redistrict an area. It would take quite a bit of scaffolding in order for students to understand the point of this game but I think it could be fun and engaging for them in both a government and geography class.

# data[].attributes.body
This video shows the spread of religion across the world. It could be used in a geography or world history course in able to show students where each popular current day religion came from, and the events that transpired to cause it to spread.

# data[].attributes.attachment_link.title
Animated map shows how religion spread around the world

# data[].attributes.body
Too often we tend to think of Africa as one uniform place. However, it is just as diverse, and ever-changing as any other continent, and this video tries to explain this. I would show this video as an introduction to any unit about Africa to help studetns understand this fact.

# data[].attributes.attachment_link.title
UpFront - Reality Check: Africa is not a country

# data[].attributes.body
This map shows the amount of corruption in each country in the world. Even cooler, it allows you to change the year so students could see how levels of corruption changed throughout the world over time. I would use this map how less corrupt countries are the ones we typically think of being more powerful and with a better quality of life.

# data[].attributes.attachment_link.title
Corruption Perceptions Index 2017 - News

# data[].attributes.attachment_link.description
Transparency International is the global civil society organisation leading the fight against corruption.

# data[].attributes.headline
10. Mr. Tredinnick's Social Studies Class

# data[].attributes.subject
10. Mr. Tredinnick's Social Studies Class

# data[].attributes.body
This website shows this teacher's course plans for nearly every course relating to social studies. Every course page is extremely in-depth to the point that I think I could teach an entire class just using what is on this website without too many issues. Anytime I need to find resources, assessments, assignments, PowerPoint presentations, or lesson plans for any subject, I would check his website.

# data[].attributes.attachment_link.description
Welcome to the website for Mr. Tredinnick, Social Studies Teacher at the Zoo Academy. To help reduce our own carbon footprint, courses will be offered as a paperless google classroom again in the...

# data[].attributes.body
Jigsaw Reading is a strategy that has students, for example, break off into 4 groups. Each group would read a something different, discuss it with the groups, then break into groups of 4 (one who read each article) and teach what they read to their classmates. This strategy is effective when students need to comprehend information from several different readings. Each student has had the reading summarized for them by another student.

# data[].attributes.body
Cooperative Learning puts students in groups and gives them all a specific job to do. When using cooperative learning, it's important to give all students specific and challenging jobs so that one student can't do all the work.

# data[].attributes.attachment_link.description
Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success.

# data[].attributes.body
Think-Pair-Share is a method of discussions that first has students think about a particular topic or reading, share their thoughts with a partner, and then with the class. It is used to make students feel more confident in their answer before sharing and gives students time to think through the topic before expressing their opinion on it.

# data[].attributes.attachment_link.readable_text
Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates. Discussing with a partner maximizes participation, focuses attention and engages students in comprehending the reading material.

# data[].attributes.attachment_link.title
Think-Pair-Share | Classroom Strategy | Reading Rockets

# data[].attributes.attachment_link.description
Think-pair-share (TPS) is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading. This strategy requires students to (1) think individually about a topic or answer to a question; and (2) share ideas with classmates.

# data[].attributes.body
This strategy has students tackle real-world problems relating to the content. It can be used in order to engage students with the topic and encourage them to think critically about a real-world problem. I would have an expert in that field discuss the problem with the students and help guide them through finding a particular solution, it would help in making the students feel valued and important.

# data[].attributes.attachment_link.readable_text
by Robert Delisle

To organize education so that natural active tendencies shall be fully enlisted in doing something, while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what needs to be done to improve social conditions.

. Dewey 1916, 1944, p. 137

All education involves either problem solving or preparation for problem solving. From mathematical calculations ("What does this equal?") to literary analysis ("What does this mean?") to scientific experiments ("Why and how does this happen?") to historical investigation ("What took place, and why did it occur that way?"), teachers show students how to answer questions and solve problems. When teachers and schools skip the problem-formulating stage-handing facts and procedures to students without giving them a chance to develop their own questions and investigate by themselves-students may memorize material but will not fully understand or be able to use it. Problem-based learning (PBL) provides a structure for discovery that helps students internalize learning and leads to greater comprehension.

Origin of Problem-Based Learning

The roots of problem-based learning can be traced to the progressive movement, especially to John Dewey's belief that teachers should teach by appealing to students' natural instincts to investigate and create. Dewey wrote that "the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible" (Dewey 1916, 1944, p. 154). For Dewey, students' experiences outside of school provide us with clues for how to adapt lessons based on what interests and engages them:

Methods which are permanently successful in formal education . . . go back to the type of situation which causes reflection out of school in ordinary life. They give pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results (Dewey 1916, 1944, p. 154).

More than 80 years after that was written, students still learn best by doing and by thinking through problems. Educators who use problem-based learning recognize that in the world outside of school, adults build their knowledge and skills as they solve a real problem or answer an important question-not through abstract exercises. In fact, PBL originally was developed for adults, to train doctors in how to approach and solve medical problems.

Traditionally, medical schools taught doctors by requiring them to memorize a great deal of information and then to apply the information in clinical situations. This straightforward approach did not fully prepare doctors for the real world where some patients might not be able to identify their symptoms or others might show multiple symptoms. Though students memorized basic medical information for tests in their courses, they did not know how to apply the information to real-life situations and so quickly forgot it.

Recognizing that Dewey's maxim held true for medical education, Howard Barrows, a physician and medical educator at McMaster University in Hamilton, Ontario, Canada, wanted to develop methods of instructing physicians that fostered their own capabilities for reflection outside of school in ordinary life. For Barrows, the ultimate objective of medical education was

to produce doctors capable of managing health problems of those who seek their services, in a competent and humane way. To do this, the doctors . . . must have both knowledge and the ability to use it (Barrows 1985, p. 3).

While most medical schools focused on providing knowledge, Barrows thought this was just the first of three interdependent elements:

(1) an essential body of knowledge, (2) the ability to use . . . knowledge effectively in the evaluation and care of . . . patients' health problems, and (3) the ability to extend or improve that knowledge and to provide appropriate care for future problems which they must face (Barrows 1985, p. 3).

Medical schools generally agreed on the content that should be taught; how this material should be learned remained an issue. Barrows developed problem-based learning to

allow [medical] students to integrate, use, and reuse newly learned information in the context of patients' problems; the symptoms, signs, laboratory data, course of illness, etc., provide cues for retrieval in the clinical context (Barrows 1985, p. 5).

This led to his first educational objective for PBL:

The medical students we educate must acquire basic science knowledge that is better retained, retrieved, and later used in the clinical context (Barrows 1985, p. 5).

Barrows designed a series of problems that went beyond conventional case studies. He didn't give students all the information but required them to research a situation, develop appropriate questions, and produce their own plan to solve the problem. This cultivated students' "clinical reasoning process" as well as their understanding of the tools at their disposal. He found that PBL also developed students' abilities to extend and improve their knowledge to keep up in the ever-expanding field of medicine and to learn how to provide care for new illnesses they encountered. Students who were taught through PBL became "self-directed learners" with the desire to know and learn, the ability to formulate their needs as learners, and the ability to select and use the best available resources to satisfy these needs. Barrows and Tamblyn defined this new method, problem-based learning, as "the learning that results from the process of working toward the understanding or resolution of a problem" (Barrows and Tamblyn 1980, p. 18). They summarized the process as follows:

1. The problem is encountered first in the learning sequence, before any preparation or study has occurred.

2. The problem situation is presented to the student in the same way it would present in reality.

3. The student works with the problem in a manner that permits his ability to reason and apply knowledge to be challenged and evaluated, appropriate to his level of learning.

4. Needed areas of learning are identified in the process of work with the problem and used as a guide to individualized study.

5. The skills and knowledge acquired by this study are applied back to the problem, to evaluate the effectiveness of learning and to reinforce learning.

6. The learning that has occurred in work with the problem and in individualized study is summarized and integrated into the student's existing knowledge and skills (Barrows and Tamblyn 1980, pp. 191-192).

Problem-Based Learning and the School Improvement Movement

Although the PBL method outlined in the preceding section originally was designed for medical schools, it has been adopted by a growing number of K-12 schools working to raise student achievement. Students educated for the world of the 21st century must develop habits of thinking, researching, and problem solving to succeed in a rapidly changing world. Yet, too many children in traditional education are not developing these increasingly vital abilities.

Thinking and problem-solving skills are not explicitly measured on a national basis. But studies show that while students are making progress in learning basic skills, only a small percentage perform at desired grade levels and master higher-order thinking.

For example, on the National Assessment of Educational Progress (NAEP) reading test, 57 percent of 17-year-olds scored below the level necessary to "find, understand, summarize, and explain relatively complicated literary and informational material" (National Center for Education Statistics 1996, p. 114). Only 10 percent of students scored in the top two levels (proficient and advanced) on the NAEP history test. And while more than half of 17-year-olds (59 percent) could answer "moderately complex procedures and reasoning," only 7 in 100 showed a mastery of "multi-step problem solving and algebra" (National Center for Education Statistics 1996, p. 122). In science, less than half (47 percent) could "analyze scientific procedures and data," with only 10 percent able to "integrate specialized scientific information" (National Center for Education Statistics 1996, p. 126). Clearly, while students are taught the basics, they are unable to proceed to understanding and using advanced knowledge.

Problem-based learning fits right into the movement for higher standards and greater achievement. PBL asks students to demonstrate an understanding of the material, not just to parrot back information with a few word changes. Research and teachers' experience have demonstrated that active instructional techniques like PBL can motivate bored students and raise their understanding and achievement. These student-centered strategies build critical thinking and reasoning skills, further students' creativity and independence, and help students earn a sense of ownership over their own work.

In classrooms where educators employ active learning strategies, students talk to each other, not through the teacher, and they initiate and manage many of their own activities. In these classes, the teacher serves as a guide to learning, providing room for students to increase their independence and build their own creativity. The teachers rely less on textbooks, using them as only one of a number of valid information sources that include everything from the Internet to community members. Similarly, schools using active learning become more flexible, allowing teachers greater freedom to direct their students and structure their own courses. They recognize that helping students master information needed to solve a problem and building their analytical reasoning skills are at least as important as memorizing a predetermined answer.

Present State of Problem-Based Learning

Since Barrows first used PBL at McMaster University in the mid-1960s, PBL "has caused a small revolution in the medical community" (Albanese and Mitchell 1993), and it was cited by a U.S. News and World Report issue reviewing medical schools:

Since the late 1970s, New Mexico has been a pioneer in reforming medical education and training. . . . It was the first U.S. medical school to embrace a curriculum built around a case study method-the problem-based approach adopted six years later by Harvard (Sarnoff 1996, pp. 92-94).

PBL is presently used in more than 60 medical schools worldwide and also in schools of dentistry, pharmacy, optometry, and nursing. It is also used in high schools, middle schools, and elementary schools in cities, suburban counties, and rural communities. Teachers have been trained at the Problem-Based Learning Institute in Springfield, Illinois; the Center for Problem-Based Learning at the Illinois Mathematics and Science Academy in Chicago; and the Center for the Study of Problem-Based Learning at Ventures In Education in New York City.

PBL offers K-12 teachers a structured method to help their students build thinking and problem-solving skills while students master important subject knowledge. It empowers students with greater freedom while providing a process that teachers can use to guide and lead students. Most of all, PBL transfers the active role in the classroom to students through problems that connect to their lives and procedures that require them to find needed information, think through a situation, solve the problem, and develop a final presentation.

At this point, you may wish to look at one of the "practical" chapters (Chapters 7 to 11) before proceeding. Reading through some actual PBL problems may help you understand the background information in Chapters 2 to 6.

# data[].attributes.attachment_link.description
by Robert Delisle To organize education so that natural active tendencies shall be fully enlisted in doing something, while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what needs to be done to improve social conditions. .

# data[].attributes.body
Having students prepare a presentation to present to their class and improve their social skills, public speaking ability, and teaching a topic to others is the best way to learn it. If I used this method, I would make sure to scaffold public speaking as much as possible, as it can be scary for some students

# data[].attributes.attachment_link.readable_text
During a visit to the United Arab Emirates, I was invited to speak to college students to learn more about how the country is preparing the next generation for a post-oil future. I met with students who were required to present their final projects in a 3-minute pitch to members of the ruling family. Now, that's pressure. It was mandatory because learning the art of public-speaking is no longer an option to succeed in the 21st century; it's fundamental.

Educators who I've met across the Middle East, Europe and Asia, say they are elevating the art of public speaking to a core requirement along with math and science. Chris Anderson, the curator of TED, encourages schools in the U.S. to make "presentation literacy" a requirement in grade school. In Anderson's book, TED Talks, he writes: "At a time when the right idea presented the right way can ripple across the world at the speed of light...public speaking is the key to unlocking empathy, stirring excitement, sharing knowledge and insights, and promoting a shared dream."

Simply put, schools in the United States should be giving students more opportunities to practice public speaking-not less. But there's a wrinkle.

According to a recent article in The Atlantic, some American middle-school and high-school students are advocating for the elimination of mandatory in-class presentations. A 15-year-old student quoted in the article said, "Stop forcing students to present in front of the class and give them a choice not to."

Their anxiety is real. In his book, Social, UCLA psychology professor Matthew Lieberman writes, "Our brains crave the positive evaluation of others almost to an embarrassing degree." That's why most of us get anxious about public-speaking. Anxiety can turn into full-blown panic attacks or create life-long fears.

As an author whose books are used in public-speaking classes around the world, I can add perspective that might satisfy both students and teachers. First, I'll explain why public-speaking skills are more important than ever. Second, I'll offer four alternatives teachers can use to help students overcome their anxiety and enjoy public-speaking. Yes, they can learn to enjoy it, which will give them a competitive advantage in the knowledge economy.
Public-Speaking Skills Are More important Than Ever
Persuasion-one person convincing another person to change their mind-is now responsible for 25% of America's total income, according to University of Illinois economist and historian, Deirdre McCloskey. The percentage will rise to 40% soon, she assured me. It's a terrible idea to reduce public speaking opportunities in class at a time when students need the skill to succeed.

In Thank You for Being Late, globalist and author Thomas Friedman argues that the lifelong skills people need to compete in the future still include the "three Rs--reading, writing, and arithmetic--and more of the four Cs--creativity, collaboration, communication, and coding."

Simply put: As the forces of globalization, automation and artificial intelligence combine to disrupt every career and to eliminate millions of jobs, the ability to communication, inspire, collaborate and motivate became more important, not less. Today, anyone who is better at presenting their ideas can see a sudden, massive increase in wealth that is unprecedented in human history.

Given the fact that public-speaking is more important today than ever, it makes no sense to reduce the time students spend in school devoted to honing the craft. Here are four proven alternatives that will help students get better at public speaking without the panic.
Four Alternatives To In-Class Presentations
Social anxiety is exacerbated when people feel as though they've lost control. Give them a sense of control over their choices, and they'll feel better about the assignment. Teachers, don't put so much emphasis on one presentation at the end of the term. Instead, find ways to build the skill of public-speaking every day, throughout the entire curriculum.

1. Make public-speaking a daily habit. School 21 in Stratford, London, elevates public speaking to the same level as math and reading. The difference is that they give children the ability to shine in different contexts. Some are terrified of delivering a presentation in front of a group, but are more talkative when paired up with another classmate to discuss a subject. In doing so, they are taught to listen to alternative views, challenge ideas, and argue for their positions. It builds their confidence, increases empathy, and raises their empathy.

2. Turn presentations into conversations. The thought of giving "a presentation" sends even successful CEOs into panic mode. I've seen it happen. The trick is to soften the assignment. Ask for "conversations" instead. After all, a good presentation is like having a conversation with friends. In conversation, you speak simply, use informal language, and tell stories.

Teachers, don't assign the majority of a student's grade to just one presentation at the end of the semester. Give them opportunities to share parts of their project or assignments throughout the school year and give them options on how to do so. If they choose to use slides, they can. If they choose to bring in their artwork and explain it, they can. If you'd like to use a whiteboard or chalkboard to visualize your topic, you can. If they choose to create a rap song around their project, they can. Turn "presentations" into fun activities to share your students' exciting ideas and skills.

3. Record a presentation followed by a live Q&A. For some presentations, give students a choice between two options. Option A is to deliver the presentation live in front of the class. Option B is to record the presentation at home or, better yet, in a location that's relevant to the subject. The video is played in class and the teacher/students can ask questions about the topic after the video ends. As students begin to learn that people respond positively to their ideas, it will give them more confidence to speak up more in class.

4. Encourage Team Presentations. Twice a year I teach a communication course in the office of executive education at Harvard. My students are real estate developers from around the world who have more than 20 years of experience in their fields. They all have to perform an individual presentation for their final assignment. You'd think that wealthy, successful leaders would be confident about delivering a 10-minute presentation, but many are anxious for weeks ahead of the presentation.

One strategy that alleviates anxiety, boosts confidence, and enhances collaboration is to assign team presentations before individual presentations (which we save for the last two weeks of the program). In team presentations, four or five students collaborate on a presentation around one assigned topic. They build slides, assign roles, and finally deliver the team presentation in front of peers and faculty members. Many students tell me the team presentations alleviate anxiety because no one person is carrying the entire load. The team presentations also build their confidence because they've had exposure to the stress of presenting in front of their peers.

Team presentations among a small group of students give them a small exposure to the anxiety-just enough to stretch them, but not enough to trigger a full-blown panic attack. Once they see their teammates react positively and they receive the approval of their peers, it gives an anxious student more confidence to go it alone.

In the age of ideas, public-speaking is the single greatest skill that students need to learn, grow and inspire the rest of us to dream bigger. If students enjoy the process of building their public-speaking skills, they'll learn to love it.

# data[].attributes.attachment_link.title
Don't Abolish In-Class Presentations, Teach Students To Enjoy Public Speaking

# data[].attributes.attachment_link.description
During a visit to the United Arab Emirates, I was invited to speak to college students to learn more about how the country is preparing the next generation for a post-oil future. I met with students who were required to present their final projects in a 3-minute pitch to members of the ruling family.

# data[].attributes.body
Analyzing primary sources can help students build critical thinking skills, learn to think like a historian, and provide a deeper connection with the content than a simple lecture. I would be sure to scaffold this beforehand and provide guiding questions that help the students comprehend what they are reading.

# data[].attributes.attachment_link.title
Teaching Tools | Resources for Teachers from Scholastic

# data[].attributes.body
BDA strategies help students more easily digest what they are reading. When using this strategy in a social studies class I would start by having students think of what they already know about whatever they are reading about, then have some guiding questions for them to fill out while they read, and after they read, have a short class discussion about what the writer was trying to say in the reading.

# data[].attributes.attachment_link.description
The strategies below are used to guide students to actively participate before, during and after reading. The intent is that they will continue to use these strategies when they encounter more challenging texts. These strategies are part of the Guided Reading philosophy and are an essential part of any literacy program.

# data[].attributes.body
Formative assessments are methods of checking for students' understanding before the assessment. I would make sure to use these as often as possible, ideally after every new topic is taught.

# data[].attributes.attachment_link.description
If you are already registered on our website, you can sign in by selecting your partner organization below, then entering your email address and password on the next screen.

# data[].attributes.body
UBD has teachers think of summative assessment questions first, then plan the entire unit around them. I would use UBD in order to make sure that I am covering all the content that students will be tested over.

# data[].attributes.attachment_link.readable_text
Cite this guide: Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/.

Overview

Understanding by Design is a book written by Grant Wiggins and Jay McTighe that offers a framework for designing courses and content units called "Backward Design." Instructors typically approach course design in a "forward design" manner, meaning they consider the learning activities (how to teach the content), develop assessments around their learning activities, then attempt to draw connections to the learning goals of the course. In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course. Once the learning goals have been established, the second stage involves consideration of assessment. The backward design framework suggests that instructors should consider these overarching learning goals and how students will be assessed prior to consideration of how to teach the content. For this reason, backward design is considered a much more intentional approach to course design than traditional methods of design.

This teaching guide will explain the benefits of incorporating backward design. Then it will elaborate on the three stages that backward design encompasses. Finally, an overview of a backward design template is provided with links to blank template pages for convenience.

The Benefits of Using Backward Design
"Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results... in short, the best designs derive backward from the learnings sought."
In Understanding by Design, Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity.

As previously stated, backward design is beneficial to instructors because it innately encourages intentionality during the design process. It continually encourages the instructor to establish the purpose of doing something before implementing it into the curriculum. Therefore, backward design is an effective way of providing guidance for instruction and designing lessons, units, and courses. Once the learning goals, or desired results, have been identified, instructors will have an easier time developing assessments and instruction around grounded learning outcomes.

The incorporation of backward design also lends itself to transparent and explicit instruction. If the teacher has explicitly defined the learning goals of the course, then they have a better idea of what they want the students to get out of learning activities. Furthermore, if done thoroughly, it eliminates the possibility of doing certain activities and tasks for the sake of doing them. Every task and piece of instruction has a purpose that fits in with the overarching goals and goals of the course.

As the quote below highlights, teaching is not just about engaging students in content. It is also about ensuring students have the resources necessary to understand. Student learning and understanding can be gauged more accurately through a backward design approach since it leverages what students will need to know and understand during the design process in order to progress.
"In teaching students for understanding, we must grasp the key idea that we are coaches of their ability to play the 'game' of performing with understanding, not tellers of our understanding to them on the sidelines."
The Three Stages of Backward Design
"Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities."

The Backward Design Template

A link to the blank backward design template is provided here ( https://jaymctighe.com/resources/), and it is referred to as UbD Template 2.0. The older version (version 1.0) can also be downloaded at that site as well as other resources relevant to Understanding by Design. The template walks individuals through the stages of backward design. However, if you are need of the template with descriptions of each section, please see the table below. There is also a link to the document containing the template with descriptions provided below and can be downloaded for free.

Backward Design Template with Descriptions (click link for template with descriptions).

References

1. Sample, Mark. (2011). Teaching for Enduring Understanding. Retrieved from http://www.chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243.

2. Wiggins, Grant, and McTighe, Jay. (1998). Backward Design. In Understanding by Design (pp. 13-34). ASCD.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
by Ryan S. Bowen Print Version Cite this guide: Bowen, R. S. (2017). Understanding by Design. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/understanding-by-design/. Overview The Benefits of Using Backward Design The Three Stages of Backward Design The Backward Design Template Overview Understanding by Design is a book written by Grant Wiggins and Jay...

# data[].attributes.body
Gamification is a strategy that has the content taught or at least introduced through games. I think that games definitely have their place in education, but would be wary of using them too often. However, I do like the idea of having a game that loosely relates to the topic as an introduction or brain break for the students.

# data[].attributes.attachment_link.readable_text
Since the majority of students play video games at home, it shouldn't come as a surprise that 70% of teachers saw an increase in student engagement when using educational video games. Have you ever tried playing games in class? Since nearly 80% of learners said they would be more productive if their learning was like a game, maybe you should give it a try in your class!

If you are a professor thinking about adding gaming to your curriculum, understanding the benefits and drawbacks of gaming in the classroom is important. The information in this article should be able to help you with your decision. Many instructors have led the way in researching this topic and are using games to motivate students in their classrooms.

An Overview of Gamified Learning

The definition of gamification in higher education is a teaching methodology that creates a game-like scenario around the course curriculum and the objectives of the course. The purpose of these game systems is to promote student engagement and motivate students to participate in the course activities. The concept of gamification in higher education has become popular with a wide range of companies that have created game platforms for many different subjects.

If used properly, many professors have found that by using games as a motivator in their classrooms they have improved course assessment results and have students that are attentive and productive. Research and science-based games are even working on real-world problems by motivating players to help.

Critics claim that gamification is a fad that doesn't help teach students anything meaningful and many professors scoff at using games in their college classrooms since they do not see it as serious learning. While it's true that gamification has become a large part of K-12 classrooms, there are many opportunities for gamification in higher education as well. There is enough research on both sides of the argument to support either view so here are some pros and cons to help you determine if a gamified classroom is right for you.

What is Gamification in Higher Education?

Games, in any form, increase motivation through engagement. Nowhere else is this more important than education. Nothing demonstrates a general lack of student motivation quite like the striking high school dropout rates: approximately 1.2 million students fail to graduate each year (All4Ed, 2010). At the college level, a Harvard Graduate School of Education study "Pathways to Prosperity" reports that just 56% of students complete four-year degrees within six years. It's argued that this is due to current systemic flaws in the way we teach; schools are behind the times. Watch a single lecture on innovation trends in education, and the presenter likely notes the striking similarities of a modern-day classroom and one of the centuries past. It's been proven that gamifying other services have resulted in retention and incentive. For example, website builder DevHub saw a remarkable increase of users who finished their sites shoot from 10 percent to 80 percent. So, in theory, it should work for schools as well.

How Can I Gamify Education In My Classroom?

Educators have tested this theory and seen positive results. There are a variety of ways to introduce your classroom to gamification in higher education and we're providing you with just a few ideas. We hope to spark a discussion on gamifying higher education so that educators can discuss the topic more thoroughly and provide examples in which they have used gamification to make learning more engaging.

1. Gamification in grading: One success story is Lee Sheldon, a professor at Indiana University, who gamified his course by abandoning grades and implementing an "experience points" system. Students' letter grades are determined by the number of points they have accumulated at the end of the course, in other words, by how much they have accomplished. Because of the extracurricular interests of the current college-age generation (games!), Professor Sheldon attributes success to the fact that "the elements of the class are couched in terms they understand." Students are progressing towards levels of mastery, as one does in games. Each assignment and each test feels rewarding, rather than disheartening. Using experience points allows educators to align levels with skills and highlight the inherent value of education.

2. Award students with badges: For each assignment completed, award students with badges. This may seem like a regression back to Kindergarten stickers of gold stars, but it's working for Khan Academy. As students watch instructional videos and complete problem sets, Khan Academy awards them with points and badges to track progress and encourage perseverance. Western Oklahoma State College is implementing this form of gamification into their technology classes, with badges like "Moodle Noob No More," or, a personal favorite "Drop It Like It Hot" to indicate mastery of Dropbox. However, as previously noted, it's important to add value to the badges, like bonus points, skill levels, etc.

3. Integrate educational video games into your curriculum: The use of games allows students to fail, overcome, and persevere. Students are given a sense of agency-in games, they control the choices they make, and the more agency students have, the better students do. Instantaneous feedback and small rewards (or big ones, like winning) are external motivators that work. Case in point, Mr. Pai, a 3rd-grade teacher on a mission to make learning fun. He disrupted the traditional classroom setting by introducing the Nintendo DS, among other technology, into his daily curriculum. Students practiced math and language through the use of computers and video games. In just eighteen weeks, his class went from a below 3rd-grade level to a mid-fourth-grade level.

4. Implement a class-wide rewards system: Encourage camaraderie among students by setting up a rewards system where students achieve something as a team. For example, set a goal of 80% of the class passing an exam. As a reward, give the entire class bonus points or even a party. That way, students are working to master the material together instead of competing, and the highest-achieving students will help those around them.

5. Gamify homework assignments to encourage informal learning: Ultimately, educators hope games translate learning into informal environments. There simply aren't enough hours in the day for an educator. Games allow the curiosity-and the learning-to continue after the bell rings.

Pros of the Gamified Classroom in Higher Education
1. Increases Student Engagement
Studies have shown that students are more likely to spend time playing a learning-based game if you are using a reward system. Badges and points help translate the work the student is completing into a tangible benefit. By increasing engagement, you'll also see a rise in learning retention through gamification of learning. Students will be able to relate to the content easier through practice than just reading or watching a lecture.
2. Creates Enthusiasm
Gamified learning can be used to foster feelings of enthusiasm towards the subject matter, especially in subjects that students struggle with, like math. By creating a gamifying learning with rewards, students are becoming excited and competitive while learning through quizzes, polls and other collaborative learning methods with their peers.
3. Provides Instant Feedback
Most gamification apps or systems allow for instantaneous feedback, which students can use to see where they stand among their peers. This information can push a student to try the quiz or activity again to get higher placement and creates motivation for further student engagement.
4. Makes Social Connections
In higher education, we often find that students have trouble creating social connections with other students in their courses. Gamified classrooms, seated and virtual, help students who have trouble with social interaction and give them a reason to work together. This is especially true if you create team competitions that require students to collaborate on challenges.

Cons of the Gamified Classroom in Higher Education
1. Decreases Student Attention Span
Critics of gamified learning believe that the fast pace and immediate feedback create issues for students' attention spans. Students may begin to expect the same kind of responses from all parts of their education and won't find it, leading to frustration.
2. Cost
The costs of gamified learning are varied based on the type of system you are using. There may be equipment, software, and training costs for instructors. Sometimes these costs are passed on to the students through registration fees and course codes that must be purchased, creating a higher barrier to entry into the classroom. There are often support or maintenance-related costs for systems that are delivered online or are hosted in your campus environment.
3. Student Assessment
When choosing a game it is not often clear how the results of the gamified learning activity will tie into your course assessment. While most games have a built-in way to track progress, you will need to find a way to translate the student's game progress into fulfilling objectives. It is not always easy to find a good fit between the games on the market and your course materials so this can be a time-consuming process.
4. Game Logistics
Many times, setting up a game for your course requires a lot of prior planning and logistics. Questions you need to ask are: Will students be able to play the game at home? Is there an additional cost if they use it outside of the classroom? Are there enough computers available for students to play the game in class? Do I want to use class time for students to play the game? Most of the time you will need to sit down and play the game yourself all the way through, which can take about 40 hours before you fully understand the game and objectives.

Gamification Apps and Tools

Gamifying your higher education classroom through online tools and platforms can help engage your students in course content and helps them connect with their classmates on a deeper level. Here, we share some tools that help you bring enthusiasm, connection and competition to your course.

1. Kahoot: Kahoot allows instructors to design their own multiple-choice quizzes for both formative assessments and informal quizzes. To participate, students answered timed questions, where they are ranked based on their speed and accuracy. It can be accessed via Kahoot! app or web browser.

2. TEDEd: TEDEd houses hundreds of educational videos \with an accompanying app where instructors can create interactive video lessons based on their course concepts, with quizzes, discussion prompts and other activities.

3. Gimkit: Gimkit gives instructors the opportunity to create their own gameshows that students can answer on their own devices. Working at their own pace, students work on question sets until they reach mastery to ensure they've fully comprehended course concepts.

Conclusion

While the topic of gamified learning has been around for years, it is just now hitting its stride in higher education. The global gamification market is projected to grow from $9.1 billion in 2020 to $30.7 billion by 2025. There are many opportunities for new and exciting games that will help us increase student engagement in our seated and online classrooms.

These pros and cons are important ideas to consider when choosing how games could support your college classroom. If you love the idea of motivating your students through points and badges, gamified learning may be for you, but if you struggle to prioritize your time when it comes to course development, gamification may not be the right choice. Starting small and giving yourself lots of time for planning is the key to success.

# data[].attributes.attachment_link.title
How to Bring Gamification Into Your Classroom | Top Hat

# data[].attributes.attachment_link.description
Use these gamification strategies in your classroom to increase participation, engagement, loyalty and competition. Check them out now!