1ST ANNUAL SOCIAL STUDIES
NETWORK MEETING
April 23, 2010
Jeff Spotts Northwest AEA
Objectives
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To share teaching strategies that will help students
become active learners in social studies.
To share ideas that will engage students in their own
learning.
To share ideas that will motivate students to want to
learn about social studies.
To share ideas about how to incorporate technology
in your classrooms.
To make professional connections.
Icebreaker
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If you would get a tattoo what would it be, where
would you put it and why?
In answering this also prepare to share your name,
school, and courses taught.
Share at your table!
Today’s Schedule
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Ice Breaker
Strategy for Activating Prior Knowledge– Dots
Active Teaching Strategy- Visual Discrepant Event Inquiry/Discrepant Event Inquiry
Break
Computer Lab – Creating Lessons with AEA Online
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Tour Classroom of the Future.
Individual Networking Conversations
Lunch
Strategy for Activating Prior Knowledge – Overheard Quotes
Active Teaching Strategy – Mystery Bags and Geniuses/Super Inteligentes
Service Learning
Active Teaching Lesson – Sports and History
Websites/Iowa Core/Travel/Handouts
Strategy for Activating Prior
Knowledge-Quick Scans
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Purpose of a Quick Scan
 Informal
formative assessments of students’ knowledge
of the content to come. This allows the teacher to plan
accordingly.
 Show what level of background knowledge the students
have on the topic.
 Activate students’ existing knowledge.
 Excite students about learning to come.
Quick Scan – Colored Dots
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This strategy will allow you to offer students a somewhat anonymous means for indicating familiarity with
the content.
Colored Dots
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1) Determine several items for student consideration. For instance, your high school U.S. History class will be studying the
Civil War, you might include the following: Bleeding Kansas, Harper’s Ferry Raid, Know-Nothing Party, Kansas-Nebraska
Act, Missouri Compromise, Jefferson Davis, Stephen Douglas, Abraham Lincoln, Uncle Tom’s Cabin, Gettysburg, Robert E.
Lee, U.S. Grant, Emancipation Proclamation, Popular Sovereignty, Border States, Dred Scott Decision, Underground
Railroad, March to the Sea, Antietam, Bull Run and Fort Sumter.
2) Write each item in a column on a chart, and share the chart with your students. Tell them these are some of the topics
they will be studying.
3) Give each student 2
and 2
dot stickers.
4) Tell your students to consider each item and identify the two they know the most about and the two they know the least
about. The green dots represent what they know the most about and the red indicates what they know the least about.
5) Allow the students to place their dots on the chart. You can do this all at once, by rows, or by groups depending on the
size of your class. As they place the dots on the chart have them keep them in a row and by color so they can easily
read the bar graph that they are making.
6) Do not make students use their green dots if they feel they know little about the entire topic.
7) Once the data is collected share it with the students and discuss what it means. Reflect on what it means for you as a
teacher and how you plan this unit out for your students. You can have your students then give themselves a post rating to
see how their knowledge on this topic has changed.
VISUAL DISCREPANT EVENT
INQUIRY
The basic idea of Discrepant Event Inquiry
Is to present your students with a puzzling, paradoxical, or
discrepant event or story.
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Students ask questions, pose hypotheses, analyze and synthesize
information, and draw tentative conclusions while attempting to find
an answer to the inquiry.
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Purpose of Discrepant Event Inquiry
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Is to engage students in hypothesizing and working
together to solve a puzzle. This inquiry serves as a
strategy for higher-order thinking as well as an
excellent motivator for student learning.
The Process
1) Find an image, graphic or political cartoon that is
potentially confusing, distracting or misleading. You
want your students to experience some cognitive
dissonance as they view the image.
The Process
2) Once you have an image, use PowerPoint or Keynote to
paste a copy of your image into a series of 4-5 slides. Crop
each image, except for the final slide, so that only a portion
of the image appears to your students. The first slide
displays just a small portion of the original image, the
second slide reveals the initial portion plus a bit more and
so on, until the final slide reveals the entire image.
Don’t want to mess with the technology? Make a
transparency and while on the overhead, simply use pieces
of paper to cover what you don’t want the students to see.
Even simpler? Make a copy of the image for each of your
student groups, tear each image into four or five pieces and
hand them out one piece at a time to the groups.
The Process
3) Divide your students into groups of two or three
and tell them that they need to solve a problem.
I am going to show you a photograph and your job
is to figure out where and when the photo was
taken and decide what is happening within the
photograph.
The Process
4) Reveal the first piece of the photo and provide
time for students to discuss possible solutions to the
problem. Have groups share ideas with each other
and then with the whole group. This step is very
important because it helps to activate prior
knowledge.
The Process
5) Repeat the process until only the last piece of the
puzzle remains.
The Process
6) Reveal the final piece and have kids compare the
actual answer to their first few guesses. Use this
conversation to lead into your instructional unit.
Photo #1
Photo #2
Photo #3
Photo #4
The Answer
New Puzzle
#2
#3
Amazon Deforestation
VISUAL DISCREPANT EVENT
Race to the Top
Slide 1
Slide 2
Slide 3
Slide 4
Man’s
st
1
Step on the Moon
DISCREPANT EVENT INQUIRY
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A philanthropist
Medical doctor
Husband of Julia Ward
An educator of the handicapped
A social reformer and an abolitionist
First to advocate the inclusion of handicapped
children in public schools.
Samuel Gridley Howe 1801-1876
Description
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Present students with a puzzling, paradoxical, or
discrepant event or story.
Beginning of a lesson.
Students should ask questions, pose hypotheses,
analyze and synthesize information to draw
conclusions that will help them find the answer to the
puzzle.
Purpose
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Engage students in hypothesizing and working
together to solve a puzzle.
Serves as a strategy for higher-order thinking and
investing students in the content to come.
Application
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Strategy is used to motivate students to begin
thinking about a new theme, idea, or concept that
you will deal with in the new lesson.
Overview of Discrepant Event Inquiry
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Teaching strategy built around intellectual
confrontation.
Students form, test, and evaluate hypotheses by
asking the teacher questions that must be
answerable with either a “yes” or a “no.”
Students make predictions.
Students practice critical thinking as they generate
and evaluate questions and answers.
Overview continued
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Students search own knowledge, recalling whatever
they might already know about the subject, in hopes
of finding clues.
Procedures
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1) Develop and Present the Inquiry
 Teacher
generates story or puzzle.
 The teacher identifies what component is to be omitted for
students to discover.
 Omitted component creates the story’s mystery.
 Present the story or puzzle.
 Following the story or puzzle statement, a guiding question is
given in order to guide the students in their questioning.
Procedures
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2) Students Question the Teacher
 To
solve the puzzle the students must gain additional
information. They collect this data by asking the teacher
questions that can only be answered by a “yes” or a “no.”
 Appropriate questions are those that help one to “infer” an
answer. Was this person male? Acceptable versus throwing
out names randomly.
Procedures
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3) Organize and Review Information
 Periodically
pause and review key information already
discovered with the students.
 Have students process their ideas in small groups, they need
to talk it out.
Procedures
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4) Formulate and Present an Answer
 At
some point students will arrive at what they believe is the
correct answer and will want to offer it to the class.
 Pause the class and have the students state their answer and
then, before indicating the correctness of the answer, require
the students to present the train of thought that produced
the answer.
The Discrepant Event
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In 1837, a young boy named John lived on a farm
in a beautiful, mountainous, wooded area in eastern
Tennessee. His family planted corn and raised
animals for meat, milk and eggs. His father
participated in the legislative branch of the
government. His mother taught English in a local
school. He had four brothers and three sisters. The
family appeared happy and prosperous.
The Discrepant Event
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In 1839, the family moved to a treeless, dry, flat
prairie, where it was barely able to raise enough
food to survive. Two of John’s brothers died and one
of his sisters died. Unable to make a living farming,
his father became a member of the legislature. His
mother helped publish the local newspaper. John
and his family missed their beautiful home in the
mountains.
The Guiding Question
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Why did John and his family leave their beautiful
home in Tennessee and take such a hard journey
only to settle in a hot and barren land?
Possible Questions
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1) Did John’s dad move to get a better job?
2) Did they move because of a natural disaster?
3)Did they have to move?
Answer
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John and his family were Cherokees relocated
during the “Trail of Tears.”
Strategy for Activating Prior
Knowledge & Building a Purpose
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Overheard Quotes
 Enhance
critical thinking skills in students
 Teachers can enhance students’ abilities to think
critically by focusing on analyzing accuracy of
information and using evidence to support conclusions.
 This strategy will allow students to analyze what
people say or might say about a particular topic.
 This allows students to generate questions and tentative
ideas that can be explored.
Overheard Quotes
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Overheard Quotes – implementation
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Distribute quotes face down to students.
Ask students to read the quote and write a brief response to it on a piece of paper.
Walk around the room and read their quote to several classmates, one at a time. Just
read the quote no discussion!
Return to their desk and have them write brief responses to the quotes they heard in the
class.
Have students read quotes to their desk groups. Have them find patterns in the quotes by
asking questions such as:
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What did we hear often?
How accurate were the quotes? How do we know?
What did we not hear?
What issues seem to be emerging?
What are some implications of what we heard and did not hear?
What conclusions can we draw?
How can we get more information about this topic?
Lead a whole group discussion tying tentative conclusions or current questions into the upcoming
lesson.
Overheard Quotes - Example
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High School Civics Class – Considering the Role of Women in Today’s Military.
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“Women can do anything men can do.”
“Women are just as smart as men, and they should be allowed to serve in the military, just
not in combat.”
“There are some differences between men and women!”
“In combat, men will be too worried about women to fight well.”
“No one should be able to tell women how they are able to serve their country.”
“It’s wrong to address our problems through force. Neither men nor women should be
allowed to kill other people.”
“Women need to provide loving role models for our society, not physically aggressive
ones.”
“Women won’t be able to pull their weight in a combat unit, and men will have to make up
for their weakness.”
“Limiting women’s participation in the military in any way because of their gender is
sexist.”
“The United States is a democracy. People should be allowed to vote on women’s
involvement in the military.”
11TH GRADE U.S. HISTORY
LESSON
The Road to World War II
Active Teaching Strategies
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Mystery Bags – are used to arouse curiosity and generate
thinking about a lesson or unit content and to stimulate
language. Each small group will receive a bag containing
objects that are related to the topic. Students work together
to generate hypotheses about the relationship between the
object and the topic and discuss how the objects may relate
to one another.
Geniuses and Super Inteligentes – is a short-term highly
controlled peer-tutoring strategy in which students are
paired and, after hearing information from the teacher,
take turns teaching each other. This strategy allows students
to hear information more than once, it helps them
comprehend the content and provides lower risk
opportunities for clarification from the teacher.
Objective
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Students will explain events precipitating the attack
on Pearl Harbor.
Supporting Students with Learning Difficulties
 Students
who need support in processing information
can be paired with other students.
 This lesson provides good support for independent
reading. Additionally, students with reading difficulties
can read text that has been highlighted or that has
marginal notes added.
 The independent writing activity (homework) can be
adjusted to meet students’ individual needs.
Anticipatory Set
Focus: Active Teaching Strategy: Mystery Bags
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Teacher distributes one bag to each group and tells them that clues
for the day’s lesson are found within the bags. Students are to act as
detectives in piecing together those clues.
Remind them to handle materials and ideas with respect.
Within each group students pass the bag from person to person,
each drawing out one item and hypothesizing on the lesson’s content
based on that item. The teacher circulates and listens to ideas and
responds without evaluating the ideas.
After all items have been discussed the teacher may comment on a
few things discussed and conclude by saying “As we move through
today’s lesson, test your ideas and see how your initial hypotheses
match our discussion.
Marco Polo Bridge Photo
Oil Barrels Photo 2
American Coin Photo 3
Tiger Photo 4
Pearl Harbor Chart Photo 5
Input and Guided Practice
Active Teaching Strategy: Geniuses and Super Inteligentes
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Teacher provides input on events leading up to U.S.
involvement in WWII.
Put students into partners labeled as Genius or Super
Inteligentes.
For odd numbered items, you speak only to Geniuses.
“Geniuses, this is for you. You are the ones with the skills to
master this important information. You also have the skills to
teach it to your Super Inteligente friend. When I’ve finished
talking it is your turn to teach. Super Inteligentes: You sleep
for a few minutes.”
Teach for 2 minutes or so about the topic. Invite questions
from the Geniuses and then time them for 4-6 minutes as
they teach the same information to the Super Inteligentes.
Active Teaching Strategy: Geniuses and Super Inteligentes
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Even numbered items talk to Super Inteligentes.
Complete the same as with the Geniuses.
Teacher finishes each section of the lesson by asking
questions related to each major point.
Mystery Bag Chart/Geniuses & Super Inteligentes
Object
Significance – Teacher Background
Photo of the Marco Polo
Bridge
This photo marked the beginning of the Sino-Japanese War 1937-1945. By 1937 Japan
controlled all areas North, West and East of Beijing. The Marco Polo Bridge located South of
Beijing was the only thing preventing the Japanese from taking city. Japan tells Chinese forces
that they are missing a soldier and believe he is hiding in town across the bridge. Japan says “let
us over the bridge to get him.” The Chinese say “No.” Japan says let us over or we will bombard
the bridge and town. Chinese forces refuse so Japan attacks, but Chinese hold. Japan tries to
negotiate a truce, and while they are doing this they mass their troops at their end of the bridge.
As Chinese leave truce meeting Japan attacks again and overruns the bridge and captures
Beijing. This action brings sympathy for China from the U.S. and other foreign nations.
Photo of Oil Barrels
In 1940-41 the U.S. imposed economic sanctions on the Japanese in response to Japan’s
continued efforts to expand into China and French Indo China. First the U.S. instituted an
embargo on fuel, steel and scrap iron. Then added the oil embargo which Japan saw as a
threat to their national security. American Oil Embargo of 1941 caused a crisis in Japan,
because they were reliant on the U.S. for 80% of their oil supply.
Japan was forced to decide between:
1) Withdrawing from China and negotiating an end to the Sino-Japanese War.
2) Go to war to obtain resources elsewhere.
Japanese Prime Minister asked FDR for a summit, but was refused. General Tojo takes
over as Prime Minister, he believed that a Japanese attack in the East Indies would
bring U.S. into the war, so he plans for invasion of U.S. fleet at Pearl Harbor to
eliminate threat as they look for resources elsewhere.
Mystery Bag Chart/Geniuses & Super Inteligentes
Object
Significance – Teacher Background
Photo of a U.S. coin
The Lend-Lease Act of 1941 authorized the president to aid any nation whose defense was deemed
vital to the U.S. This allowed the U.S. to aid Japan’s enemies even before the United States had
officially declared war.
This agreement leads the Germans to attack commercial U.S. ships with submarines in the North
Atlantic and further leads Japan to focus on attack of the American fleet at Pearl Harbor.
Photo of a tiger
The Flying Tigers were a group of U.S. volunteer pilots who flew during the Japanese attacks on
Burma, 1941. U.S. wants to help in the war effort against the Japanese, but does not want to directly
send troops.
Formation of this group by the United States government leads Japan to remain on course to attack
American fleet at Pearl Harbor, because they see the U.S. is sympathetic towards China, has denied
them economic resources, provided aid to countries fighting Japan, and now set up a volunteer group
to fight against Japan.
Photo of a chart of Pearl Harbor
captured from Japanese minisubs after the attack
Accurate intelligence contributed to a successful attack. Japanese made a calculated risk by
deciding to attack the U.S. fleet in Pearl Harbor. They felt if they U.S. would not trade with them then
they must be crippled before the United States decided to openly declare war against Japan.
Closure
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2 Options
 Give
a short quiz that can be quickly checked. Have
students check quiz by using unison response. Address
any troublesome items.
 Play “The Day Which Will Live in Infamy” radio
address.
Closing
Independent Practice
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1) As homework, students read their textbook’s
account of the events preceding Pearl Harbor and
the attack itself. They write one paragraph to
answer the question, “What caused the U.S. to enter
World War II?
Invite them to read a first hand account on Pearl
Harbor at
http://plasma.nationalgeographic.com/pearlharbor
/
FROM JIM CROW TO JACKIE
ROBINSON
BASEBALL AND RACE IN THE UNITED STATES
http://www.harrisoncountyohio.org
http://www.californiahistorian.com
Sean O’Mara, Social Studies Teacher
Keene Middle School, Keene NH
Sports and Historywww.gliderlehrman.org/historynow
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On April 15, 1947, 27,000 fans packed Ebbets Field in Brooklyn NY, to watch the
new Dodgers first baseman take to the field. They came to watch a baseball game,
they came to see a talented 28 year-old rookie, Jackie Robinson, become part of
history.
Jackie Robinson is widely known and celebrated as the man who smashed the colorline in baseball in 1947. He became the fearless standard bearer who represented
the hopes and dream of Black Americans that year. However, he did not simply turn
this page in history on his own. By 1947 others had been fighting for years to
integrate professional baseball. Black veterans returning from WWII had been
demanding an end to segregated baseball. Black newspapers published articles
challenging baseballs ruling class: the owners and commissioners. And a new
generation of major league owners and commissioners were ready to open the door
to black players, just as an anti-discrimination bills were making their way through
the New York State Legislature.
This lesson tells the story of the obstacles that kept African Americans from being in
the major leagues and more importantly this lesson engages students in an
examination of how a variety of factors, and the efforts of heroic individuals,
converged in the 1940s to bring an end to Jim Crow baseball.
Objectives: Students will be able to:
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Explain how segregated baseball reflected the legalized
segregation of Jim Crow laws and the Supreme Court’s
ruling in Plessey v. Ferguson.
Identify the major obstacles that stood in the way of the
integration of professional baseball.
Analyze primary sources and use them to explain how black
newspapers waged a campaign to integrate baseball.
Assess the impact of factors such as the Black Press, WWII,
and the passage of anti-discrimination laws on the eventual
desegregation of baseball.
Explain why the 1940’s proved to be the turning point in the
story of segregated baseball.
Websites
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http://www.uni.edu/icss/ - Iowa Council for the Social Studies
http://www.uni.edu/icss/links.html - on the Iowa Council for the Social Studies
OTHER PROFESSIONAL RESOURCES
NATIONAL ORGANIZATIONS
NATIONAL COUNCIL FOR THE SOCIAL STUDIES
AFFILIATE STATE AND LOCAL COUNCILS
STATE HISTORICAL SOCIETY OF IOWA
LIVING HISTORY FARMS
NATIONAL GEOGRAPHIC SOCIETY
GEOGRAPHIC ALLIANCE OF IOWA
WEBSITES OF INTEREST
IOWA HISTORY ONLINE
EXPLORATIONS IN IOWA HISTORY PROJECT
CAMPSILOS
CAMPSILOS EXCURSIONS
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DRAMATIC PRESENTATIONS
PLAY: 1787 CONSTITUTIONAL CONVENTION
PLAY: THE TINKER CASE STUDY
READERS THEATER: THE CONSTITUTIONAL
CONVENTION
LINCOLN THE OFTEN UNTOLD STORY
http://www.sldirectory.com/teachf/socsci.html
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General Sites
The National Council for the Social Studies - Standards, teaching resources (internet, print and videos), and links to social studies web
sites.
Social Studies Lesson Plans and Resources - links to sites with lesson plans for history, geography, and current events. There is also a
section on online activities.
World History for Us All - a curriculum for teaching world history to middle and high school students. This is project of San Diego State
Unversity and involves the collaboration of K-12 teachers and university instructors
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Social Studies Lesson Plans - From the Lesson Plans Page.
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Social Science Lesson Plans - From Education World.
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Social Studies Lesson Plans - From Teachnology.
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Social Studies - Lesson plans and other materials from PBS
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Learner.org - Professional development and teaching resources. Videos marked VoD may be watched online. This site is by the
Annenberg Foundation.
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Social Studies Theme Units - For history, geography, and related Social Studies topics.
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History and Social Studies Lesson Plans - From EdSitement.
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42 eXplore - Teaching ideas and related web sites for a variety of social studies topics.
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Smithsonian Education - Good web site for teachers, students, and families. It has lesson plans for all subjects.
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Lesson Plans from FactChecked.org - Lessons which encourage students to examine the veracity of their information sources.
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Outreach World - Lesson plans and links to web sites for teaching international and area studies for all grade levels.
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Asia for Educators - Lesson plans for history, geography, and literature. This site is by Columbia University.
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Professional Cartoonists' Index - A teacher's guide to using political cartoons in the classroom at all grade levels. This web site contains an
excellent collection of polital cartoons organized by artists' names and by state. This is a great tool for teaching current events and can
also be included in the Language Arts, Journalism, and Art curriculum.
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Current Events
CNN Students News - Resources for both students and teachers.
New York Times Learning Network - A news quiz and lesson plans.
PBS News Hour - News for students and lesson plans for teachers.
Time for Kids - Teacher's page. By Time magazine.
C-Span - Topics for the discussion of current events in the classroom.
The Cyber School Bus - United Nations education portal with
information and activities for both current events and geography.
Teachable Moment - Activities and resources for the study of current
events.
Current Events! - Lesson plans from Education World.
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Geography
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Education@NationalGeographic - Online expeditions, lesson plans, free printable maps, and, of course, National Geographic products for sale.
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Xpeditions - National Geographic site with virtual field trips, lesson plans, and maps.
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National Geographic News - Current news of geography and other science and social studies topics.
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My Wonderful World - A campaign by the National Geographic to improve student knowledge of geography. There are resources here for students,
teachers, and parents.
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Geography Lesson Plans - From Discovery School.
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Geography Lesson Plans - From Education World.
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Geography Home Page - From About.Com. There is quite a bit of geography information here.
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National Council for Geographic Education
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World Mapper - These maps are resized based on the subject of interest such as population, age, tourism, exports and imports. By the University of
Sheffield.
Nation Master - An excellent site for statistics from countries of the world. Your students will be able to compare education, income, oil consumption, life
expectancy, and many other statistics. There are also maps and country information.
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Google Earth Lessons - Uses of Google Earth in the classroom.
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Teaching and Learning About Canada Geography and history of Canada.
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The Asia Society - This is a good source of lesson plans for Asian countries.
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StateMaster - This site has a wealth of statistics about the United States. There are statistics for education, health, finances, and much, much more. It can
be used for both social studies and math classes.
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Geology.Com - This site has maps and satellite images for the United States and the countries of the world.
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K-12 Electronic Guide to African Resources on the Internet - By the African Studies Center of the University of Pennsylvania.
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Online Map Games
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Geography Lesson Plans and Resources - A large collection of lesson plans for all grade levels.
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Government
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U.S. Government and Civic Lesson Plans - From Mr. Donn's Free Lesson Plans.
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Government Lesson Plans - From Teachnology.
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Elections and Voting Lesson Plans - From Teachology.
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Congress Link - This site has lesson plans for the study of the US Congress. There also links to other lesson plan sites and to web
quests. By the Dirkson Congressional Center.
USA.gov - The US government's information portal.
Government Agency Kids Pages - There are sites for kids (and some for teachers)from many US government departments and
agencies.
Our Courts - A web site for middle school students and their teachers by Justice Sandra Day O'Connor. There are lesson plans
dealing with current judicial issues.
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The 2010 Census - Lesson plans for all grades from the U. S. Census Bureau.
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Constitution Day - Information and lesson plans for teaching about the US constitution.
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The National Constitution Center - in Philadelphia. This site has lesson plans for study of the constitution.
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Nation Master Lesson Plans - This site has world government lesson plans which are suitable for grades 6 - 12.
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Pennsylvania State Government
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VotesPa - Information for Pennsylvanians who are voting for the first time or who want to learn how to use the new voting
machines.
Pennsylvania Uniform Crime Reporting System - Obtain statistical information about crime in Pennsylvania. Data is available
by location, age and race of offender, type of crime, and other parameters. This information can be used to assist in social
studies research or in math studies.
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http://www.indiana.edu/~socialst/
http://www.mosocialstudies.org/docs/6_Other_Social_Studies_Websites.pdf
http://www.trumanlibrary.org/educ/sites.htm
General resources for students/teachers:
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The NY Times http://www.nytimes.com/learning/students/
PBS: http://www.pbs.org/teachers/
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Geography
http://www.ncge.org
http://kids.nationalgeographic.com/
http://www.ericdigests.org/pre-9212/geography.htm
http://findarticles.com/p/articles/mi_pric/is_198908/ai_1148029074/pg_3
http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERIC
ExtSearch_SearchValue_0=ED422231&ERICExtSearch_SearchType_0=no&accno=ED422231
http://www.peacecorps.gov/wws
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Government/Civic Education
Center for Civic Education: (Includes information about
“We the People,” “Project Citizen,” “Representative
Democracy in America” and other initiatives):
http://www.civiced.org/index.php
http://www.hpol.org/
http://congress.indiana.edu/learn_about/index.php
http://www.census.gov/schools/index.html
http://www.youthleadership.net
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History
http://historicalthinkingmatters.org
The American Social History Project/Center for Media and Learning: http://ashp.cuny.edu/
http://www.gilderlehrman.org/
http://www.bringinghistoryhome.org/
http://www.hyperhistory.com/online_n2/History_n2/a.html (world history)
http://memory.loc.gov/ammem/index.html
http://worldhistoryforusall.sdsu.edu/default.htm
http://www.sscnet.ucla.edu/nchs/
http://worldhistoryconnected.press.illinois.edu/
http://www.archives.gov/education/index.html
http://hnn.us/articles/882.html
http://teachinghistory.org/
http://www.nwhp.org/
http://www.nps.gov/history/nr/twhp/whyplaces.htm
http://worldhistorymatters.org/
http://worldhistorymatters.org
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Econ
http://www.councilforeconed.org/easchool/
http://www.econedlink.org/
http://ecedweb.unomaha.edu/K-12/home.cfm
http://www.free.ed.gov/subjects.cfm?subject_id=178
http://www.earth.google.com
http://www.treas.gov/offices/enforcement/ofac/programs/in
dex.shtml
http://www.usitc.gov/tata/hts/index.htm
http://tse.export.gov/
http://www.ustr.gov/Trade_Agreements/Section_Index.html
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Social Studies in general
Notable Tradebooks For Young People:
http://www.socialstudies.org/notable
http://www.awesomelibrary.org/Classroom/Social_Studies/Social_Studies.
html
http://www.free.ed.gov/subjects.cfm?subject_id=178
http://www.sas.upenn.edu/African_Studies/Home_Page/AFR_GIDE.html
http://library.csus.edu/guides/rogenmoserd/educ/LESSON.HTM#soc
Fun Sites
http://www.joshhosler.biz/NumberOneInHistory/SelectMonth.htm
http://www.datesinhistory.com/
http://www.google.com/search?hl=en&q=this+date+in+history+&aq=f&
aqi=g10&aql=
f&oq=&gs_rfai=
Contact Information/Evaluation
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Jeff Spotts 712-222-6087
jspotts@nwaea.k12.ia.us
Ticket out is completing the evaluation.
Questions