SOCIAL STUDIES

Smithsonian’s History Explorer Smithsonian’s History Explorer provides hundreds of free online resources for teaching and learning American history. The site is designed for use by K-12 teachers and students, afterschool program providers and families. The website focuses on using historical artifacts and items to teach American history.

Virtual Museums to make

State of Iowa Resources

History Quizzes to challenge you:

Military Conflict website

Khan Academy

Free Rice.com - Check out the humanities section and the geography section

Fact Monster-World History Quiz There are other quizzes that you can go to from this site as well.

Ultimate History Quiz

American History AP Quizzes

Interactive History Quiz

European- World Funtrivia Quizzes

European History Quizzes

Discovery Channel History Quizzes

Sporcle History Games

St. Louis World Fair Virtual Tour

A Photo Trip Along the Ancient Silk Road

Educational You Tube

Keith Hughes has many You Tube Videos that are quick study on a variety of areas of history.

Kings and Generals: “Armies and Tactics: Ancient Greek Navies”

Potential History: “Tank Duel at Cologne”

Ten Minute History: “The War of the Roses”

The History Guy: “The Great Royal Buffalo Hunt of 1872”

The Armchair Historian: “What Made the American Civil War so Deadly?”

Wartime History: “Armor History: Sherman Firefly”

A Kid Explains History: “Pony Express: History Explained by a Kid”

Simple History: “Why Was a Paste Applied to German Tanks?”

The Great War: “A Farewell to Arms: Ernest Hemingway”

Forgotten Weapons: “Project Ultra: Germany Wants a Stronger Compact Pistol”

Alternate History Hub: “What if the Fourth Plane Hit Its Target on 9/11?”

America From Scratch: “Should We Rewrite Our Constitution?”

Mr. Bett’s Class: “World War II: A Friends Themed Parody”

Suibhne: “The Animated History of ISIS”

Emperor Tiger Star: “History Class Horror Stories”

So That Happened: “War Plan Red Edition”

Timeline: “Cleopatra: Portrait of a Killer”

PBS Eons: “What a Dinosaur Looks Like Under a Microscope”

What If Al Thist:“What if the Handmaid’s Tale Actually Happened?”

Over Simplified: “The War that Changed the English Language”

Youtube Geography

Travel Kids: “Iceland’s Natural Wonders: Kids Traveling in Europe”

Geography Now: “What if Earth was Upside Down?”

Ollie Bye: “Conquests: The Kannauj Triangle”

Kids Learning Tube: “Kazakhstan Geography”

From the Gifted Guru:

Ideas for Remote Social Studies Learning:

Social Studies benefits from having wonderful resources available through the Library of Congress. You can search by state standards in Social Studies (and by grade level) to find the resources the Library offers. Their presentations and activities are terrific and are designed to be used by students and teachers.
The Smithsonian’s History Explorer site is a favorite. Ideas for using this site include having students virtually curate their own museum. This project-based experience could include everything from creating selection criteria, making the selections, designing displays, and creating a catalog.
You could get an entire social studies education at the National Archives. Seriously, it’s amazing what they offer. One of the most valuable parts in my opinion is the guide to teaching students to work with primary source documents.
Google Arts and Culture may be the most underused resource on the internet. The ideas are endless (I mean, seriously, warning: you’ll get sucked in), but here are a few just off the top of my head.
- The Time section allows you to view artifacts from pre-history to the present day. Students could be assigned a group of random dates (e.g., 2000 BCE, 500 CE, 1500 CE, 1900 CE). Have them choose one item from each date and compare and contrast them. What has changed? What is similar? What consistent themes do they notice? Have them look up a historical event from each time period and draw a connection between history and the art.
- Have them choose one piece from Art Up Close, a selection of artworks you can zoom in on in incredible detail. As they zoom in, information about the painting appears. There are questions that students can respond to. Have them put together a presentation about the painting as if they were a curator giving a speech about it. Have them share the presentation.
- Many museums offer virtual tours. You can find a list of a dozen of them in this article from Travel & Leisure.
- Explore one of the online Getty Photo exhibits . Use the On This Day site to correlate a completely separate event that occurred on the same day the photo was taken. I’ve created a a complete ready-to-use activity for you that you can copy into Google Classroom or your Google Drive. It’s ready to use, and I’m pretty proud of it actually. Did I mention you can get it here?

Individual instruction plan menu for the gifted child - just recommendations (Davidson Academy)

- Provide opportunities for students to develop timelines.
- Teach visual spatialization techniques.
- Teach mapping strategies.
- Teach metacognition.
- Use puzzles and mazes.
- Develop an understanding of cultures.
- Study the development of cities.
- Develop geography skills and map-making.
- Develop cultural literacy around important historical events in American history and world history.
- Develop an understanding of global interdependence.
- Analyze primary documents, including the Declaration of Independence.
- Teach critical thinking skills.
- Assist the child in selecting reading in history, biography and historical fiction.
- Foster discussion of social and environmental issues.

FROM: BARBOUR, BENJAMIN. “HOW TO ENGAGE STUDENTS IN HISTORICAL THINKING USING EVERYDAY OBJECTS.” EDUTOPIA, GEORGE LUCAS EDUCATIONAL FOUNDATION, 22 JAN. 2021, WWW.EDUTOPIA.ORG/ARTICLE/HOW-ENGAGE-STUDENTS-HISTORICAL-THINKING-USING-EVERYDAY-OBJECTS?UTM_CONTENT=LINKPOS5&UTM_CAMPAIGN=WEEKLY-2021-01-27&UTM_SOURCE=EDU-LEGACY&UTM_MEDIUM=EMAIL.

"CRITICAL THINKING

"How to Engage Students in Historical Thinking Using Everyday Objects

Asking students to examine their own possessions from the perspective of a historian in the future helps them sharpen their analytical skills.

Social studies students regularly consider the past through its written and material culture, whether that means diving into daily life in colonial America through letters or examining ancient coins to better understand the spread of the Roman Empire.

Students can learn a lot about the work of historians by applying this approach to items from their own daily lives. I’ve found that if I remind my students that in the future, our lives and culture will be reconstructed in a similar fashion, they’re intrigued, and if I challenge them to imagine what a student 100 or 200 years from now might infer when examining a contemporary artifact, they’re keen to get to work.

It might seem like an unorthodox approach, but again and again, my students have analyzed their own artifacts within this historical framework and have been pushed to think in new ways, both creatively and conceptually. This activity fits into a variety of curricula, as it gets students to practice evaluating artifacts so that they can make hypotheses about a society from its material culture and weigh how different interpretations of historical objects can shape our understanding of the past.

STEP 1: EXPLAIN WHAT ARTIFACTS ARE

“An artifact,” according to National Geographic, “is an object made by a human being. Artifacts include art, diaries, tools, and clothing made by people of any time and place.”

When you introduce this activity to your students, emphasize to them how many objects fall under the umbrella of “artifact.” Musical instruments, written material, kitchenware, school supplies, jewelry, and athletic apparel are all artifacts.

Students can benefit from looking at examples that underscore how historians can draw important conclusions from virtually any example of material culture. Point students to artifacts in museums, such as those on display in the National Museum of African American History and Culture. Ancient Greek pottery and Egyptian sarcophagi are artifacts, but so are the objects housed at the National Videogame Museum, the Las Vegas Neon Museum, and the International Banana Museum, which boasts “25,000 banana-related items and pictures.”

STEP 2: SHARE HOW TO ANALYZE ARTIFACTS

Once students are comfortable with the definition, review how historians and archaeologists analyze artifacts.

The National Archives encourages students to first decide what an artifact is made of before asking a series of questions that include the following:

Who used it? List reasons you think so.
What was it used for? List reasons you think so.
What does this tell you about the people who made and used it?
What does it tell you about technology at the time it was made?

Similarly, the Library of Congress offers advice for examining all manner of primary sources, as well as providing a useful analysis tool.

STEP 3: HAVE STUDENTS CHOOSE AND RESEARCH AN ARTIFACT

Ask students to choose an artifact from their personal life. They can bring it to school or submit an image if you are teaching remotely.

The next part is the hardest and takes some imagination. Ask students to pretend they are a researcher, archaeologist, or student in the future conducting a detailed analysis of the artifact in question, and have them answer the following questions about the artifact:

What is its significance?
How does it exemplify the culture of 2021?
What does it suggest about society in the early 21st century?
What does it say about the technology of 2021?

This exercise demands that students make several cognitive leaps. First, they must consider what life might look like many years from now. Second, they have to analyze their own artifact as a person living in the future they envisioned. What would that person think of the world in which we live? Tie this to the curriculum in the following ways:

Assign a writing response in which students must make evidence-based conclusions.
Ask students to peer-edit another student’s conclusions, paying close attention to the way claims are supported.
Evaluate how differing interpretations of the artifact could shape the way history is made.
Consider what the artifact might say about belief systems, commerce, technology, or social organizations.

STEP 4: ANALYZE ARTIFACTS TOGETHER IN CLASS

Once students have gathered and analyzed their own artifacts, I ask them to share the artifacts with the class (physically if we are in a classroom or via an image uploaded to the discussion board if I’m teaching remotely) and task them with analyzing another student’s artifact in the same way they analyzed their own.

As I review the images and comments in real time, I call on students to further explain what their own artifact says about society or to elaborate on their analysis of someone else’s artifact. When I wasn’t teaching remotely, I also took my class on a walk around the school and had them analyze everyday objects, such as posters in the hallways, signs for upcoming school events, trophies, murals, and classroom resources, with the eye of an archaeologist seeing them for the first time.

A few of the everyday objects my students have identified as their artifacts were a family photo album, a school-issued iPad, and a Christmas tree, which led their classmates to make inferences not only about the student to whom the artifact belonged but about the larger society and culture. These discussions ranged from the technological proficiency and socioeconomics of a school capable of providing one-to-one devices to what a Christmas tree might tell us about religious or secular customs.

In a virtual setting, analysis of artifacts can serve as an opening or closing activity (for the latter, use it as an exit card or a final discussion post). To abbreviate the exercise, ask students to answer one or two prompts about a contemporary artifact and make inferences about their own culture from a different point of view.

The activity can even tie into current events. We have posters at school asking students to “wear a mask.” Share something like this with the kids. If a researcher encountered this artifact in a museum years from now, what would they think?

When working with artifacts, consider incorporating David Macaulay’s Motel of the Mysteries, a humorous children’s book about an archaeologist in the future who discovers an American motel room from 1985 and tries to understand its artifacts (he assumes that the TV, for instance, is an altar).

To encourage high-level work and accountability, use a rubric with clear objectives. For example, you might ask for analysis that includes making an inference regarding technology. Do your own analysis and show the class, or share exemplar work so that students know what is being asked of them. The templates offered by the National Archives and the Library of Congress also help students stay on track. To discourage students from giving a superficial analysis, provide them with specific questions to answer or learning objectives to meet."

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