You might find that an inquiry approach to teaching history aligns nicely with the Montessori philosophy of education. An inquiry approach requires students to construct and critique interpretations of the past. Through investigation, close reading, and analysis of primary source evidence, students learn how history is viewed from multiple perspectives and develop a deep understanding of the past.

Primary sources, and to a lesser extent textbooks, can support inquiry-based instruction.

For rich and relevant primary resources, the Library of Congress (LoC) has several documents sets that have been created for teachers. The LoC also provides teachers with document analysis worksheets for students as well as several document-based lesson plans.

Go to The Bringing History Home website for comprehensive examples of unit plans that support an inquiry approach for grades K-5. This site has several fully developed units with lesson plans and assessments where students are encouraged and supported to engage in rigorous history explorations.

As for textbooks, A History of US, a series of history textbooks written by Joy Hakim, is considered by many to be an engaging narrative that pushes students to think critically about the past. Teachers may also wish to use a textbook from the major publishers. When selecting any textbook, teachers may want to consider the points raised by researchers about how textbooks present information.

There are several online and print resources available to teachers to help them develop an inquiry approach to teaching history. We highlighted a few, but also recommend that you search our history content page where you can search for a variety of history resources based on topic.

To view examples of elementary school teachers engaged in inquiry-based instruction with primary documents, check out the following "Examples of Teaching" on our site:

• Maps
• Photographs
• John Brown’s Song (Primary source) and Textbook.

There are a lot of different ways you could go with this, depending on the issue you choose. So, let's choose one and explore some of the resources available.

With a growing emphasis on global awareness in the curriculum, you might consider having your elementary students look at a non-profit organization that works to advance humanitarian concerns in the world. A number of organizations offer curricular resources, and each takes a different approach to combating global poverty.

One resource is Heifer International.

Heifer distributes animals like cows, goats, rabbits, and bees to impoverished areas around the world—something your children may take an immediate interest in. In addition to the resources for teachers available on their website, there is an excellent children's book about one of the early success stories, Beatrice's Goat, that can be used in the classroom. Check out this Sixty Minutes program on the real Beatrice.

The Heifer site also contains an interactive section called "Explore the World of Hiefer" that students can use as a resource. It is engaging and can be used on a Smartboard, an LCD, opened on computers and projected onto a Smartboard or large screen via LCD. Students could explore the areas in which Heifer has projects and the history of those areas.

Ultimately, students might develop/host school or community fundraisers to buy, say, a goat or cow or other animal to be sent to one of the impoverished areas in which Heifer works.

Another organization that works to combat global poverty is Oxfam.

Oxfam has offices across the world, and works to deliver aid and conduct development work. Based in Great Britain, Oxfam's Educational wing works to empower young people to become global citizens.

Oxfam's educational resources offer age-appropriate lessons for students aged 7-11. Among the themes that their resources cover are those on children's rights, climate change, and ending poverty.

Any work on Oxfam could certainly culminate in a fund-raising effort. But students could also use resources available on Oxfam's website to educate the school community about pressing global issues.

Another organization working to end poverty and hunger across the globe is UNICEF.

UNICEF, which is the United Nations Children's Fund, works for child survival, safety, and education around the world—another approach to global humanitarian issues that your students might take an interest in.

Among their many projects, UNICEF has a new site called "MAGIC—Media Activities and Good Ideas by, with and for Children." One thing you might do is have students watch videos or listen to broadcasts created by children in other countries. Check out the MAGICbank.

In your final project, you might have your students do a radio broadcast, create a video, or establish a connection with another school via the internet. They might even decide to raise money for students working on a particular project.

A fourth great organization that works on international humanitarian concerns is Doctors Without Borders.

Doctors Without Borders has a Learning Resources page which provides materials to lead students through research projects. Although the resources are not specifically tailored for grade school students, they are open-ended enough that they can be accessed by younger students.

After your students research conflict and explore the ways that an organization like Doctors Without Borders works to bring aid to conflict regions, they might do a school-wide fundraiser for the organization.

Of course, there are plenty of great organizations working to advance humanitarian concerns in the world, but these four are a great place to start. Whether you choose one as a class, or divide students up to look at different non-profit groups, they represent an accessible way to introduce young people to public global issues, while also providing them with a way to take action.

Great idea! While we don’t know of any similar web-based projects, there are some easily accessible resources that can help you with planning and structuring student investigations into their own school’s history. Consider the ideas on the PBS website, Get Involved: Discover Your School History.

This Irish site, Ask About Ireland includes additional ideas for potential sources that students could locate and consult. One approach might be to first engage students and the community in building a school archive and this article Establishing a School Archives from The National Archives will be helpful in getting that going.

Teachers have reported on their classroom experiences with school history projects in journals published by the National Council for the Social Studies. See the September 2009 issue of Social Education for an article written by high school teacher John J. DeRose, or the January 2009 issue of Middle Level Learning for articles written by middle school teachers Amy Trenkle and Candyce Sweda. With an NCSS membership, you can access these online or check a local library to see if they subscribe to these journals.

Some of the activities and resources important to doing local history with students or collecting oral histories are likely relevant and you may want to scan this NHEC blog on third-graders investigating local history, this one about working with middle-schoolers, and this one about how to get elementary students started with local history. Also see this entry about an adult collaboration to recapture a local school’s history.

We hope these are helpful—and good luck!

Things have changed since teachers had to go through their private and local libraries to create slideshows using art to teach history. Now with a click of a mouse and a projector, we can show students provocative works of art. And while including art in your teaching will, no doubt, engage some of your reluctant students and add variety and aesthetic appeal to your curriculum, deliberate methods are required when teaching students to analyze the visual fine arts as a means to learn about the past. And those methods require slowing down when we observe and discuss a piece of art.

It may be useful to think about three things as critical to teaching students how to analyze art as historical artifacts:

• Close reading (and we use the term “reading” broadly here, referring to observing the item closely);
• Feeling and considering the emotional impact of the piece;
• Considering the historical context of the piece.

You’ve started with a good entry that introduces some key aspects of using art. Author Carolyn Halpin-Healy, talking about how to use material culture, explains that analyzing these kinds of sources should “begin by describing the object--to analyze its structure, to consider the circumstance of its creation--and only then to propose an interpretation of the meaning of the piece.” She goes on to identify specific steps in this process that include the key aspects above.

Deliberate methods are required when teaching students to analyze the visual fine arts as a means to learn about the past. Those methods require slowing down when we observe and discuss a piece of art.

EDSITEMENT
We have other resources at teachinghistory.org that address art analysis. Visit this review of a lesson plan that uses art and documents to investigate Paul Revere’s ride. The lesson comes from Edsitement, a site created by the National Endowment for the Humanities [NEH] that includes lesson plans using a variety of material culture for both World and American history. These plans can serve as inspiration, models, and resource banks for analyzing art in the history/social studies classroom.

And don’t miss the NEH’s Picturing America program. It was designed to encourage and support teachers in using art to teach history and social studies. This tremendous resource includes a set of artistic works to use in the classroom, information about the works and artists, links to other sites with resources for teaching with art, and a teacher’s resource book.

See this entry to listen to two educators talk about how they use Picturing America in their Teaching American history grant. The third video in this series may be most helpful to you since it concerns the ideas of slowing down with a piece and closely observing it while considering one’s emotional response to it.

There are also many resources designed for teaching photo analysis in the history/social studies classroom.

PHOTOGRAPHS
At teachinghistory.org, see our “Using Primary Sources” feature for links to worksheets that can be used to analyze varied kinds of sources, including photos and art. See both our entry about the National Archive’s worksheets and the Library of Congress’ worksheets. In the Library’s excellent Prints and Photograph collection, you can also find help in preparing to teach students and teachers about analyzing photos as historical sources rather than as truth-telling images. Check out their resources on Dorothea Lange’s iconic migrant mother photo here and here to help you use this photo to illustrate the choices and selection that the photographer makes.

See “Using documentary photography” for a comprehensive guide that uses the photos of Jacob Riis to illustrate the process of photo analysis. Especially helpful may be the guide’s list of questions.

Good luck! And we’d love to hear what was most helpful to you.

Excerpt and scaffold!

Don't be shy about using an excerpt from a document like Otis's rather than the entire speech. While many of us cringe at cutting rich historical documents for our students, it is a necessary step if we are to actually use them in our classrooms. Once you get past the uneasy feeling, then the choice of what to excerpt can pose additional questions. I like to start with the beginning of the document and see if I can use the opening lines. In the case of Otis's speech (or any other document) this depends upon what you are using the document for.

Using the beginning of Otis's speech might work if you are using it to engage your students with the beginning of public revolutionary talk, but not so good if you are using it to help students understand his specific complaint. So when you excerpt, think about what historical question(s) students are considering when they approach the text.

Then think short. Using documents like these is an opportunity for students to learn how to slow down, read closely, and analyze. Anyone can look up Otis on Wikipedia and find an encyclopedic entry about the content and significance of the speech. But reading the words themselves allow students to work on imagining that world, a world where lengthy speeches engaged the populace, and deliberate word choices and tone inspired passion and rebellion in an audience's heart.

But still, the language and syntax in Otis's speech are too difficult for many 8th-graders (as are many pre-20th-century sources). Given a short excerpt, students still need support. Vocabulary legends, guiding questions, working with others to translate the documents—all of these can help students comprehend and analyze the document. And this is just the beginning of a longer list of supports. An orienting headnote is probably a non-negotiable.

And then, I'll go out on a limb and say that in some cases, modifying the language of the document can be necessary. This is necessary when putting primary sources into the hands of struggling readers or English language learners. While this, again, makes many of us wince, it can make the difference between our students getting to work with primary sources and experiencing history as a vibrant and interpretive activity or merely memorizing the textbook's narrative.

Kudos to you for puzzling over how to use these challenging sources with your students.

And hopefully others will chime in with ideas!