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Exploring by the Seat: A National Geographic Explorer Project

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Exploring by the Seat: A National Geographic Explorer Project

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Europe/London Virtual Field Trip to SANCCOB -

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World Digital Library: Great for Global History

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World Digital Library: Great for Global History

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This collection contains cultural heritage materials gathered during the World Digital Library (WDL) project, including thousands of items contributed by partner organizations worldwide as well as content from Library of Congress collections. The original World Digital Library site (preserved in LC's Web Archives here) and all descriptive metadata were translated from English and made available in six additional languages: Spanish, Portuguese, French, Arabic, Russian, and Chinese. All item records include narrative descriptions submitted by the contributing partners and enhanced by WDL researchers to contextualize the item and its cultural and historical importance. Books, manuscripts, maps, and other primary materials in the WDL collection are presented in their original languages; more than 100 languages are represented, including many lesser known and endangered languages. Additionally, all World Digital Library metadata in each of the seven languages is available as a downloadable dataset.

Launched in 2009, the World Digital Library was a project of the U.S. Library of Congress, with the support of UNESCO, and contributions from libraries, archives, museums, educational institutions, and international organizations around the world. The WDL sought to preserve and share some of the world's most important cultural objects, increasing access to cultural treasures and significant historical documents to enable discovery, scholarship, and use.

WDL partner institutions selected content in accordance with guidelines set by the WDL Content Selection Committee. They chose content for its cultural and historical importance, with due regard to recognition of the achievements of all countries and cultures over a wide range of time periods. The materials collected by the WDL include cultural treasures and significant historical documents including books, manuscripts, maps, newspapers, journals, prints, photographs, sound recordings, and films.

Librarian of Congress James H. Billington proposed the establishment of the WDL in a speech to the U.S. National Commission for UNESCO in June 2005. The basic idea was to create an Internet-based, easily-accessible collection of the world's cultural riches that would tell the stories and highlight the achievements of all countries and cultures, thereby promoting cross-cultural awareness and understanding. UNESCO welcomed the idea as a contribution toward fulfilling its strategic objectives, which include promoting knowledge societies, building capacity in developing countries, and promoting cultural diversity on the web. UNESCO Director-General Koichiro Matsuura designated UNESCO's Directorate for Communication and Information, then led by Dr. Abdul Waheed Khan, to work with the Library of Congress to develop the project.

In December 2006, UNESCO and the Library of Congress convened an Experts Meeting at UNESCO headquarters in Paris to discuss the project. Experts from all parts of the world identified a number of challenges that the project would need to overcome to be successful. They noted that little cultural content was being digitized in many countries, and that developing countries in particular lacked the capacity to digitize and display their cultural treasures. Existing websites often had poorly developed search and display functions. Multilingual access was not well developed.

The Experts Meeting led to the establishment of working groups to develop guidelines for the project, and to a decision by the Library of Congress, UNESCO, and five partner institutions - the Bibliotheca Alexandrina, the National Library of Brazil, the National Library and Archives of Egypt, the National Library of Russia, and the Russian State Library - to contribute content to a WDL prototype to be presented at the UNESCO General Conference in 2007. Input into the design of the prototype was solicited through a consultative process that involved UNESCO, the International Federation of Library Associations and Institutions (IFLA), and individuals and institutions in more than forty countries. The successful unveiling of the prototype was followed by a decision by these institutions to develop a public, freely-accessible version of the WDL.

A team at the Library of Congress then developed the public, online version of the WDL, which was launched at UNESCO in April 2009. Twenty-six institutions contributed content to the launch version of the site. Launch partners included national libraries and cultural organizations in Brazil, China, Egypt, Mexico, Russia, France, Sweden, Uganda, the United States and other locations worldwide.

Following the launch, the WDL continued to add content to the site and to enlist new partners from all parts of the world. In April 2010, institutions and organizations contributing to the WDL adopted the WDL Charter, which established a permanent governance structure.

In 2020, the WDL Charter concluded. In 2021, after more than 10 years of operation, the Library transitioned WDL's world-wide collection of cross-cultural treasures into a sustainable home for perpetual access on the Library of Congress's main website. The original World Digital Library site is preserved by the Library of Congress Web Archive, which captures the look and feel of the site. Now available on the Library's main website, the collection is a rich and valuable resource showing the diversity of the world's cultures through the contributions of hundreds of organizations.

The Library of Congress has received multiple complaints of an individual claiming to be the director of the World Digital Library and soliciting freelance work for a $200 employment ID. Please be warned that the WDL's charter has ended and neither the Library of Congress nor the former World Digital Library has any connection with this scam.

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About this Collection | World Digital Library | Digital Collections | Library of Congress

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This collection contains cultural heritage materials gathered during the World Digital Library (WDL) project, including thousands of items contributed by partner organizations worldwide as well as content from Library of Congress collections. The original World Digital Library site (preserved in LC’s Web Archives here) and all descriptive metadata were translated from English and made available in six additional languages: Spanish, Portuguese, French, Arabic, Russian, and Chinese.

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Empowering Students to Become Historical Interpreters

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Empowering Students to Become Historical Interpreters

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A quiet revolution has been underway for the last few years in the teaching of social studies in New York State. It will soon impact every school, but most directly high schools, where the pathway to graduation for most students includes two social studies exams. This shift is driven by related developments: a revised NYS Social Studies Framework, which sets forth new and rigorous expectations for teachers and students at all grade levels, and the recently released NYS Social Studies Toolkit, which provides resources to help teachers implement the Framework. Further, in 2018, the Regents will implement a new Global History and Geography Regents Exam that will more robustly assess students' understanding of the Framework. Shortly thereafter, a new U.S. History exam will follow.

To help support all of these developments, New Visions is updating our Global History and U.S. History curriculum, which is freely available online, to match the changing landscape. We're also looking to highlight the critical items that teachers and administrators need to know to better help support their students. As part of this commitment, we recently sat down with Greg Ahlquist, a New York State social studies teacher who has been part of the State Social Studies leadership team driving these changes, to get his thoughts and recommendations.

Q: You have been heavily involved in the changes in the NYS Social Studies Framework and assessment over the last few years. Can you give our readers a sense of your past and current roles in these efforts?

Greg: I see a big part of my role as a bridge to the field. Since 2012, I've worked with the State Content Advisory Panel and Social Studies leadership team to draft ideas for the Framework. I've also helped in the development of resources for the Toolkit. This past year, I've been on the team focused on building the new Global History exam.

Q: What suggestions do you have to help teachers with unpacking the content in the Framework?

Greg: The foundational piece is the Framework, which identifies the content, skills, and Social Studies Practices that students need in Social Studies. It's critically important that districts and teachers take the time to unpack what the content is and the what the Social Studies Practices mean instructionally.

For grades K-9, the Framework is different from previous social studies scope and sequence documents, especially regarding what must be covered. There are about ten key ideas at every grade level and those key ideas are supported by Conceptual Understandings, which are then supported by Content Specifications.

Districts will have to make some content decisions. For example, if particular Content Specifications help teachers and students to master specific Conceptual Understandings, then teachers should absolutely use them. But maybe only one or two Content Specifications are relevant in your local context. For grades 10 and 11, however, the content standards should be followed more closely to ensure students possess the skills and knowledge necessary for the applicable Regents Exams.

Q: How has the Toolkit helped you personally in your own teaching and do you have examples of items that you found particularly invaluable for your students?

Greg: The NYS Social Studies Toolkit (also available at c3teachers.org) that was released in the Summer of 2015 provides teachers with resources and guidance for implementing the Framework through "inquiries." An inquiry is larger than a lesson plan but smaller than a unit. The Toolkit includes a set of six inquiries for each course from kindergarten to twelfth grade. Each of the inquiries is based on the Conceptual Understandings and Content Specifications in the Framework.

The Toolkit is simply a set of resources that the Department has provided. The Toolkit is a helpful resource because it puts sources and a curricular frame in the hands of teachers, but it ultimately refers back to and draws its focus from the Framework. We have set the goal in my district's middle schools and high schools to try and implement one inquiry from the Toolkit this year. Implementing the inquiry does not mean necessarily following everything line-by-line. Implementation of that one inquiry has looked very different depending on the teacher and students.

With the Toolkit, it's impossible to build a one-size-fits all solution, so there are deliberate gaps. One of things that has been most exciting for me is to see how those gaps have been filled by the expertise of local teachers.

One of my favorite ways of using the Toolkit is to just use the sources from supporting questions and then develop my own questions for my students based on their specific needs. For example, one of my colleagues and I shared a source with students from the Toolkit inquiry on the Industrial Revolution, but developed custom questions, asking them to "Make three to five observations on this source," as well as "What can we learn from this timeframe just based on the source?"

There is such a variety of ways to utilize and adapt these resources, either through the questions or modifying the questions, or in the example I just gave, stripping it down and reusing some of the sources in an instructional context that makes sense for particular students. It's the flexibility, it's the adaptability, and it's the principles from the Toolkit that have been most helpful and have supported great teaching. The resource is a means to support the great teaching that is already happening in New York classrooms.

Q: What other suggestions do you have for teachers in using the inquiries?

Greg: It's important foundationally that we understand that an inquiry is larger than a lesson plan and will likely take more than one day, but is smaller than a unit. There are just six inquiries at each grade level. It doesn't come close to covering and addressing all of the key ideas that will naturally be part of an entire school year. I think it's really important to understand not only what it is, but also what it isn't. These inquiries are built upon the premise that the best people to use and adapt them are the local teachers that work with students directly.

I'll tell one story to illustrate this point. I was working with two teachers from different schools in the same school district who were piloting a particular inquiry in their classrooms. After piloting it, one teacher informed me that he really loved it as it resonated with his students, while the other teacher had very mixed results in her classroom. Here are two teachers teaching the same grade in the same district that had vastly different experiences with the same resource. Teachers and leaders will have to make decisions at the district level, but also in the classroom to make it work for your kids. That's just the nature of teaching. It's really important to understand that the Toolkit is not comprehensive and certainly not scripted; they are open-source resources designed to be adapted.

Q: Global Studies teachers right now feel trapped between two goals; they must prepare their students for the current exam while shifting their instruction towards the new Framework and new exam. What suggestions do you have to help teachers prepare students for the current exam while continuing to gear up for the 2018 exam release?

Greg: This is such a critical question, one that ninth, tenth and eleventh grade teachers are seriously wrestling with. My first piece of advice really does not lie with content because we need to keep teaching the same content, but to focus and think instructionally about the Practices, those key skills that are outlined in the Framework. The shift that I'm trying to make, and that I'm encouraging other teachers to make, is to make the skill work, such as making comparisons and identifying causation, more explicit with students. In planning upcoming units, it's critical that teachers ask themselves the question, "What are the Social Studies Practices that are the most important in this unit?" If we can make strategic choices in what we teach, we can be more more explicit with students about skills, and shift our instruction in the right way.

The second piece of advice is to continue to leverage maps, primary sources, secondary sources, graphs, and charts. We can use sources to spark curiosity and to create arguments but we can also use them to build knowledge. I am trying to reinvent my instructional and assessment practice around sources so that students can be the interpreters of the evidence.

Q: What advice do you have for administrators and instructional coaches in how they support teachers with the implementation of the Framework and upcoming exam changes?

Greg: As a general principle, administrators, such as superintendents who oversee the K-12 process, should prioritize the instruction of social studies at the elementary level. I think it's our responsibility to think systemically, to think vertically, so that we're thinking holistically about our entire K-12 system. Administrators should examine what is or isn't happening at the elementary level and then advocate for the necessary changes to ensure students have the core skills and knowledge necessary once they enter middle and high school. Administrators should also not overlook the great things that are happening in elementary classrooms and the conversation about elementary Social Studies instruction has to be done in such a way that is strategic and provides reasonable, manageable micro-steps for elementary teachers who have courageously navigated a sea of change in their instructional practice recently.

Administrators also have to be willing to encourage teachers to take risks and make mistakes. It's that kind of security that an administrator can provide that can set the right context, especially if it's something new for a group of teachers. We're all going to learn and grow, so let's do it in a supportive, collaborative, and positive context.

Q: The new Framework and Regents Exam emphasize the importance of using historical thinking skills. This might be a big mindset shift for both teachers and students as to what it means to study history. How would you recommend supporting both teachers and students in shifting their mindset?

Greg: Anytime that we have anything that we might view as a shift in our district, we want to do at least two things. First, we want to honor the great work that is being done. We want to find and locate in our local context the kind of work we'd like to see and then we want to shine a bright spotlight on it. We often want to jump to an immediate solution and do something new, but in reality there may be in our local context people who are doing amazing things. We just need to showcase and empower those folks to become leaders.

Second, let's put teachers in the position of learners. One of the best ways to teach it is to anticipate what students will experience. Have teachers who are wrestling with these shifts do whatever we want students to do. Then ask the question as a debriefing process, "What are the implications here? How do you unpack it? What did you do to complete that task?" We need to think strategically about what we need to do as teachers to support students as learners. Let's have teachers enter as learners, and then we can take manageable, reasonable steps in a local context, setting collaborative goals that we're all going to try and then come back and debrief how it went.

Q: What additional supports exist in the Framework or Toolkit for special education or English as New Language (ENL) students? How do you adapt materials based on specific student needs?

Greg: In my use of the Toolkit, I have realized that I need to make adaptations and changes for all different types of learners. There are suggestions for ENL classrooms and special education teachers in the instructional commentary of the Toolkit. The confidence I have is that teachers know how to adapt the resources. The adaptation I make for one class may need a very different set of adaptations in another class. It's that principle that makes universal adaptations almost impossible in this kind of a Statewide resource.

Let me illustrate this point with an example. When I team-taught one inquiry with three different eighth grade teachers in my district, every time we taught the inquiry, each team adapted the sources differently. In one case, we used an extended reading from Andrew Carnegie on wealth and when we sat down to plan the lesson, we thought kids would struggle with the passage so we shortened it to two paragraphs. What we realized after we were done teaching is that there were some kids who really struggled with those two paragraphs and needed one-on-one support. I worked with some students sentence-by-sentence who needed that structure and support. There were other groups of students who didn't need that type of support and flew through those paragraphs and were ready for more. In the future, we would probably keep the full text intact with the idea that we would point kids to the two paragraphs that are most essential, but if they have more time, then they should read the additional paragraphs.

Q: What excites you most about these changes in the exam and the broader NYS social studies community?

Greg: My greatest confidence and excitement stem from the possibility that the great teaching that is already happening in social studies classrooms can be enhanced, celebrated, and built upon. I'm excited when I hear teachers say, "I get to work with more sources and I have an opportunity to dig deeper and focus on specific skills."

One of my challenges in reflecting on my own teaching practice is that I love history, but in the past, too often my teaching had devolved into this kind of continuous narrative of information. I had not left enough space for kids to own the information and be the interpreters of that information. I think one of the great shifts and opportunities that's provided by all this work is the opportunity to hit the pause button and to reflect on what we've done in the past and potentially do some things differently. For me that will translate to empowering students so they become the interpreters. They become the ones that are making the conclusions and the observations. They become the ones that get to press the boundaries of what they know. So this new Framework, these new resources, and this new exam, seem to be an opportunity for us to retool and rethink what we have done in social studies.

To receive updates about the New Visions Global History and U.S. History curriculum projects, please join our mailing lists.

More About Greg Ahlquist

Greg Ahlquist is a social studies teacher at Webster Thomas High School in the Webster Central School District in New York. He has taught a variety of courses and is part of the NY State Education Department team in social studies. In 2013, he was named NYS Teacher of the Year and currently works in a hybrid role combining teaching, leadership, and work with both teachers and the State Education Department. He is also a member of the Social Studies Content Advisory Panel and chairs the subcommittee on the new Global History and Geography Regents Exam.

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Empowering Students to Become Historical Interpreters: Inside Look at NYS Social Studies Landscape

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A quiet revolution has been underway for the last few years in the teaching of social studies in New York State.

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Don't Forget About Bloom's Taxonomy - the highest levels of learning happen when students analyze, evaluate, and create!

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Don't Forget About Bloom's Taxonomy - the highest levels of learning happen when students analyze, evaluate, and create!

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learning objectives revised lesson plan questions cognitive solo taxonomy verbs taxonomy action verbs fractus learning educational objectives mastery learning

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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 >

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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.

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Docs Teach: Primary Sources from the National Archives - to use in classroom activities.

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Docs Teach: Primary Sources from the National Archives - to use in classroom activities.

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DocsTeach is a product of the National Archives education division. Our mission is to engage, educate, and inspire all learners to discover and explore the records of the American people preserved by the National Archives. The National Archives and Records Administration is the nation's record keeper.

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New York State Archives Partnership Trust

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New York State Archives Partnership Trust

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What is it about history that you find exciting and engaging? Where did you first discover your love of history? Was it in a textbook? A historical document or artifact? Today, documents - Like the 250+ million safeguarded at the State Archives - are the preferred source for learning and so much more. By using original written documents, photographs, maps, and other historical records, educators can engage and foster children's critical thinking, demonstrate the value of research and highlight the importance of writing clearly and factually...and not just for history and social studies lessons! Historical documents are often used in language arts, math, science, as well as interdisciplinary study.

The Archives Partnership Trust is raising funds to expand its nationally recognized Consider the Source resource guide that aids teachers in incorporating historical documents from a variety of sources into learning activities for students of all abilities. Consider the Source Online: Teaching with Historical Records is a web-based project that provides teachers with a connection to historical content and resources at local, state, and national levels, access to training opportunities and content specialists, and a network of fellow teachers, cultural institutions, and resource offerings around the state.

The project is an exciting development for teachers and educators. I've worked with the New York State Archives Partnership Trust for over a decade, and I'm continually amazed that no matter what historical topic I'm working with, the resources of the Archives and the talents of staff from the Trust have the historical documents that complement my work. As a regional coordinator for New York State History Day, having readily-available sources online will make primary source research easier and more accessible for students in my rural North Country Region."

Richard M. Strum, Director of Academic Programs, Fort Ticonderoga

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New York State Archives Partnership Trust

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What is it about history that you find exciting and engaging? Where did you first discover your love of history? Was it in a textbook? A historical document or artifact? Today, documents - Like the 250+ million safeguarded at the State Archives - are the preferred source for learning and so much more.

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Education Resources from the Library of Congress

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Education Resources from the Library of Congress

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The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.

Blog: Teaching with the Library of Congress
All Posts

Blog: Minerva's Kaleidoscope: Resources for Kids and Families
All Posts

For Teachers

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Education Resources from the Library of Congress | Library of Congress

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The Library of Congress offers classroom materials and professional development to help teachers use primary sources from the Library's vast digital collections.

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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We're committed to providing educators accessible, high-quality teaching tools. That's why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

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This inquiry leads students through an investigation of the various roles of professionals who work in the community. While the focus of this inquiry is limited primarily to first responders, teachers could expand the discussion to include other community helpers or "school helpers" such as the custodial staff, cafeteria staff, librarians, etc.

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What's Going on in this Picture? NY Times Learning Network

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What's Going on in this Picture? NY Times Learning Network

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Intriguing Times images stripped of their captions — and an invitation to students to discuss them live.

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Are you struggling to find high quality, free resources that you can use with your high school social studies students? Having trouble finding materials that improve literacy skills or align with new and evolving state standards?

New Visions for Public Schools has developed full scope and sequence curricular frameworks designed for the Global History and Geography I and II courses and the U.S. History course. The curriculum integrates rich primary and secondary texts, maps, images, videos, and other reputable online sources into materials that meet the New York State K-12 Social Studies Framework's objectives and provide students an opportunity to improve literacy skills by focusing on thinking critically while reading, writing, and speaking like historians.

We understand that teachers may use resources differently, so we have created and curated high-quality Open Educational Resource (OER) materials available in Google Docs; we encourage teachers to make their own copies of resources and thoughtfully modify to make them useful for their individual needs.

Not sure how to start using the curriculum? Check out our getting started section.

Can't find what you're looking for? Use the resource search to sort materials by standards, type, keywords, and more!

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New Visions Social Studies Curriculum - New Visions Social Studies Curriculum

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Are you struggling to find high quality, free resources that you can use with your high school social studies students? Having trouble finding materials that improve literacy skills or align with new and evolving state standards? New Visions for Public Schools has developed full scope and sequence curricular frameworks designed for the Global History and Geography I and II courses and the U.S.

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NYS Social Studies Resource Toolkit: Grades 9-12

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NYS Social Studies Resource Toolkit: Grades 9-12

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NYSED General Information: (518) 474-3852

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Act before December 31! All donations to the National Geographic Society will be matched dollar for dollar through the end of the year. Make your tax-deductible gift today and make TWICE the impact for Explorers working to preserve threatened species around the world.

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Education Resources | National Geographic Society

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Inspire learners to explore National Geographic through interactive lesson plans, maps, storytelling and a wide variety of resources to illuminate their world.

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Zoom-In: Great for Middle School Social Studies/ELA and students who need extra support in writing.

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Zoom-In: Great for Middle School Social Studies/ELA and students who need extra support in writing.

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Larry Ferlazzo checked Zoom In out and liked how we've made primary sources accessible to students with diverse needs. "Clearly [they] have been very intentional about choosing primary source documents that are likely to be more accessible to students and then have made them even more accessible with their lay-out and easy ability to look-up word definitions. I haven't really seen any other site that has been able to do this anywhere near as well as Zoom In!"

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Larry Ferlazzo checked Zoom In out and liked how we've made primary sources accessible to students with diverse needs. "Clearly [they] have been very intentional about choosing primary source documents that are likely to be more accessible to students and then have made them even more accessible with their lay-out and easy ability to look-up word definitions.

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Skip to Main Content

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This is a show about science. But it's probably not about science the way you're used to it. Hosted by Joe Hanson, author of the science blog, It's Okay to be Smart. Part of the PBS Digital Studios network.

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Skip to Main Content A show about science, but probably not science the way you're used to it. More More Close This is a show about science. But it's probably not about science the way you're used to it. Hosted by Joe Hanson, author of the science blog, It's Okay to be Smart.

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The Kid Should See This: Educational videos for curious kids of all ages, a free resource for parents & teachers. Science, art, nature, animals, & more.

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From the extraordinary talents of everyday people around the globe, to awe-inspiring wonders of the natural world, come remarkable great big stories.

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TED-Ed lessons on all subjects. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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NYS Social Studies Framework: Grades 9-12

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NYS Social Studies Framework: Grades 9-12

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Educators Guide to the Regents Exam in US History & Government

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Educators Guide to the Regents Exam in US History & Government

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Regents Exam in US History & Government (Framework) Test Design

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Regents Exam in US History & Government (Framework) Test Design

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Regents Examination in United States History and Government (Framework) Resources

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Regents Examination in United States History and Government (Framework) Resources

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Regents Exam US History & Government: August 14, 2019

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Regents Exam US History & Government: August 14, 2019

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Regents Exam in Global History & Geography

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Regents Exam in Global History & Geography

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Regents Exam in Global History and Geography II (Grade 10)

January 2020

Also, you must use Adobe Acrobat Reader/Professional X or higher to open the secure PDF files of scoring materials. If you are using an earlier version of Adobe Acrobat Reader/Professional, you will not be able to open the secure PDF files. Please ensure that you are using Adobe Acrobat Reader/Professional X or higher prior to attempting to access these secure PDF files.

August 2019

Regents Exam in Global History and Geography II (Grade 10)

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Rating Guide (453 KB)

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June 2019

Last Updated: January 23, 2020

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regents exam in global history and geography ii (grade 10)

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Regents Exam in Global History and Geography II (Grade 10)

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Also, you must use Adobe Acrobat Reader/Professional X or higher to open the secure PDF files of scoring materials. If you are using an earlier version of Adobe Acrobat Reader/Professional, you will not be able to open the secure PDF files.

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NYS Regents Exam in Global History & Geography - All NYS Resources

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NYS Regents Exam in Global History & Geography - All NYS Resources

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Become a Virtual Volunteer with the Library of Congress: By The People Crowdsourcing Project

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Become a Virtual Volunteer with the Library of Congress: By The People Crowdsourcing Project

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Give you students an opportunity to volunteer (virtually) for the Library of Congress by helping to transcribe historical documents from the LOC collection! This is a great opportunity for students to authentically engage in historical documents.

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Crowdsourcing project By the People invites anyone to become a Library of Congress virtual volunteer. Explore, transcribe, review, and tag digital collections to improve search and readability and open new avenues of research.

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Pro Football Hall of Fame: Digital Field Trips with Social Studies Connections

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Pro Football Hall of Fame: Digital Field Trips with Social Studies Connections

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While each program has suggested grade levels per the recommendation of the Hall of Fame's Educational Advisory Panel, the program topics and supplemental materials can be adapted to meet those grade levels not included. Each program will touch on the Pro Football Hall of Fame's mission, vision, and values. Please contact us at [email protected] to learn how this can be arranged.

**Materials are updated for the 2019-2020 school year**

Story of Pro Football - This program examines the "museum concept" brought to life through the use of priceless artifacts and historical documents, which illustrates the museum approach of conveying the history of pro football through artifacts/documents. The program includes a discussion on Northeast Ohio's historic ties to Pro Football and why the Hall of Fame is in Canton, Ohio. The 50-minute program which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades K-12.
Supplemental Materials:
Classroom activity
This program examines the importance of education and the hundreds of careers available in and around the National Football League. A 10-minute career video, which examines a wide variety of careers with the San Francisco 49ers organization, is shown during this session. The 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 5-12.
2.
Supplemental Materials: Careers in the NFL -
Classroom activity

This program examines the contributions of African American pioneers in pro football, beginning in 1904 with the signing of Charles Follis to modern day players and coaches. The 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 5-12.
Supplemental Materials:

4. The Kansas Comet's Roommate - This program examines the relationship between Gold Jacket Gale Sayers and his teammate Brian Piccolo. Not only will students examine the historical implications of being one of the first black/white roommates in the NFL, but also the character traits each of these players displayed in order to overcome adversity both on and off the field. A segment from the TV movie Brian's Song will be shown to reinforce the topic. The 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with common core/national standards of education and is recommended for grades 5-12.
Supplemental Materials:

Classroom activity

- This program examines NFL team histories and how team nicknames were selected and the meaning behind those. Students will learn that not all teams are named from fan polls. Some team nicknames are deeply woven into the history of the communities or the geographic region in which they reside. The 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 4-12.
Supplemental Materials:
Classroom activity

- This program examines the architectural features of the museum in addition to sculptures, paintings, prints, photographs, videography and commercial/graphic art. Students will learn ways these works of art help visitors understand and appreciate various aspects of historical and social contexts related to museum displays. The 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 6-12.
Supplemental Materials:
Classroom activity

- This program examines the role of television in the history of the NFL and its impact on viewers. Students will receive an overview of the history of television in the NFL and gain knowledge about the growth of the NFL through television. The topic will also examine the growth of Super Bowl advertising and TV ratings. The 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 7-12.
Supplemental Materials:
Classroom activity

- Students will learn about the Hall of Fame's priceless artifacts and historical documents by exploring the Hall of Fame from the eyes of a reporter, broadcaster, historian, statistician and artist. This program allows students to better understand the assessment process by becoming assessors themselves. The 30-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades K-4.
Supplemental Materials:

9. Movement & Motion - This program examines the relationship of science and the game of professional football. Straight line movement, zig-zags, circular motion, back & forth, pushing & pulling - all movements that influence the sport. This 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 1-5.
CLASSROOM ACTIVITY

10. Rule Changes - This program examines the storied history of the NFL and the rule changes. From the scoring system to the forward pass to the "Grid Iron", the game of football has changed in many ways since it has begun. Students will problem solve and see how these changes have affected America's most popular sport. This 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 5-12.

11. Women in Football - This program examines the influence women have had on the NFL - America's favorite game. From CEO's to coaches to players, your students will learn about a multitude of women who have had a significant impact on and off the football field. This 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 5-12.
CLASSROOM ACTIVITY

This program examines current and former football players who not only excelled on the gridiron - but the court, diamond, pitch, ring and track as well. Students will learn that it's possible to succeed at the highest level in multiple sports. This 50-minute program, which is designed to be highly interactive, is supplemented by a lesson aligned with Common Core/National Standards of Education and is recommended for grades 5-12.
CLASSROOM ACTIVITY

- The Hall of Fame is always willing to work with schools to custom make a program to meet a school's individual curriculum needs. Please email us at
[email protected] to learn how.

For more supplemental classroom activities and/or ideas for custom made programs, please view our Teacher Activity Guid

For more information contact our Youth & Education Team at[email protected]

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Video and Web Conferencing/Field Trip Program Selections/Materials

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While each program has suggested grade levels per the recommendation of the Hall of Fame's Educational Advisory Panel, the program topics and supplemental materials can be adapted to meet those grade levels not included. Each program will touch on the Pro Football Hall of Fame's mission, vision, and values.

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National World War II Museum Digital Field Trips and Free Webinars

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National World War II Museum Digital Field Trips and Free Webinars

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Make history resonate with your students and bring textbooks to life through examining Museum artifacts, primary sources, and oral histories. Students have the opportunity for one-on-one discussion and interaction with Museum educators, curators, and special guests.

There's a perfect program for every classroom!

Browse our distance learning options to the right and schedule a session today.

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K-12 Distance Learning | The National WWII Museum | New Orleans

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Make history resonate with your students and bring textbooks to life through examining Museum artifacts, primary sources, and oral histories. Students have the opportunity for one-on-one discussion and interaction with Museum educators, curators, and special guests. There's a perfect program for every classroom! Browse our distance learning options to the right and schedule a session today.

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National Park Service Digital Field Trips

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National Park Service Digital Field Trips

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Park Ranger Emily speaks to a school group hours away though the power of technology.
NPS Photo

Bring a Park Ranger into Your Classroom

The National Parks belong to the people and in an effort to make ranger guided experience's available to every student in America we are expanding our field trip programing to bring a ranger into your classroom.

Ranger guided virtual field trips are available Tuesdays and Thursdays during the school year. This free program is limited by first come first serve sign ups so please call or e-mail Ranger Emily Palmer (emily_palmer@nps.gov/904-545-7729) to schedule your preferred date.

We are happy to offer ranger led programs on Zoom, Skype, Facetime, and Google Meet. Programs generally run 45 minutes and engage participation from the virtual audience including questions and answers. Technical assistance is available and rangers will be happy to work with you on a technical test run if needed.

Virtual Field Trip Topics

The Timucuan Preserve is a rich park with amazing stories to tell. We are constantly expanding our programs and field trip topics. Currently offered:

A Day in the Life of a Timucuan: This program compares and contrasts everyday modern life with the experiences of the Timucua-speaking people. Explore how they used their environment to meet the same needs we have today. This program includes a Timucuan botany talk.

Slavery in Spanish Florida: Explore the history of Spanish Florida's plantation system. Learn about cash crops like Sea Island cotton, discover artifacts that help us understand the experiences of enslaved people and take a short video tour of the tabby slave cabins at Kingsley Plantation.

Founding a Fort in Florida: Why did the French Huguenots leave their homeland? What did they find in Florida? How did they survive? What became of the colony? These mysteries will be answered in our virtual field trip exploring the story of Florida's Atlantis.

Virtual Habitat Hike: Take a virtual hike through the different habitats of Timucuan Preserve. Discover the animals that live there and how people lived on the land, and the ways they changed it.

The Arrowhead: An American Icon: Get an introduction to the National Park Service, the job of a Park Ranger, and Timucuan Preserve with an overview of the iconic arrowhead symbol from our signs and uniforms. Break down the history and meanings behind this emblem with a park ranger there to answer all of your questions.

Crossing the St. Johns: A consise overview of the park's ecology and history.

The Saltmarsh Superhero: Vast expanses of salt marsh make up 75% of Timucuan Preserve's 46,000 acres. Learn more about some of the plants and animals that inhabit the salt marsh and what makes this ecosystem a superhero.

The Blue Ranger: Join Ranger Susie as she talks about natural plant dyes and their histories. As part of this program participants will create a transfer design using flowers gathered at home.

Timucuan Plants: Friends and Foes -This interactive program will highlight common plants found today within Timucuan Preserve and their historic uses by the Timucua People.

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Virtual Field Trips - Timucuan Ecological & Historic Preserve (U.S. National Park Service)

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Bring a Park Ranger into Your Classroom The National Parks belong to the people and in an effort to make ranger guided experience's available to every student in America we are expanding our field trip programing to bring a ranger into your classroom. Ranger guided virtual field trips are available Tuesdays and Thursdays during the school year.

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National Archives Distance Learning Program

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National Archives Distance Learning Program

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Visit the National Archives without leaving your school or home! We offer free distance learning opportunities for students and educators.

​K-12 Programs

Educator Professional Development Webinars

Join the National Archives for free professional development webinars that highlight primary source documents and classroom resources.

National History Day Webinars

National History Day Students, Teachers and Parents - Join us for NHD workshops to learn about:

resources for projects and primary source research from the National Archives and our partner organizations,

the theme and categories,

using primary and secondary sources effectively, and

teaching tools for NHD.

We also offer help and training in person at our DC, regional, and Presidential Library locations. Explore all of our resources on our National History Day pages, DocsTeach.org, and our Education Updates blog.

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Visit the National Archives without leaving your school or home! We offer free distance learning opportunities for students and educators. ​K-12 Programs Our standards-based, interactive programs feature historical documents, photographs, maps, posters, and other primary sources.

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Franklin D. Roosevelt Presidential Library

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Franklin D. Roosevelt Presidential Library

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Distance Learning Topics

Length: All presentations are 30-40 minutes [15-20 min. presentation followed by 15-20 min. interaction/activity]

Presentations can be adjusted according to age group:
Presentation A for grade 2-3 (Basic Overview)
Presentation B for grade 4-6 (Intermediate Overview)
Presentation C for grade 7-12 (Advanced Overview)

Presidential Library & Archives

Great Depression and the New Deal

4. Roosevelt and Conservation 7. The Roosevelt Children

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Distance Learning Topics - Pare Lorentz Film Center

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Length: All presentations are 30-40 minutes [15-20 min. presentation followed by 15-20 min. interaction/activity] Presentations can be adjusted according to age group: Presentation A for grade 2-3 (Basic Overview) Presentation B for grade 4-6 (Intermediate Overview) Presentation C for grade 7-12 (Advanced Overview) Presidential Library & Archives President Roosevelt Eleanor Roosevelt Great Depression and the ...

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The Atlantic's Photo section is an expanded home for photography at TheAtlantic.com.

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The National Geographic Society is a global non-profit organization committed to exploring, illuminating, and protecting the wonder of our world.