California standards 10.1 and 10.2 are difficult to teach because students struggle with their disjunction. By definition, history is a study of the sequence of past events, and students comprehend the discipline because they have a basic understanding of chronology. They understand that what happened yesterday influences today. In history class students take this rudimentary understanding of "history" and apply it to various regions: in the 7th grade they study the chronology of Chinese history, Islamic history, European history, etc. Then in the 8th grade, they study the history of the United States.

What are high school sophomores supposed to think when on the second day of their school year, their history teacher begins discussing Athenian democracy and the Declaration of Independence (factoids separated by 3,000 years and thousands of miles!) in the same sentence? Such a discussion shatters everything students thought they knew about history. While professionally trained history teachers see the common theme of democracy inherent to the two standards, novice high school learners do not. In short, the problem with standard 10.1 and 10.2 is that they do not follow the historical patterns of space and time innate to a 10th grader's understanding of history, and it is the first standard we are expected to cover!

We can remedy the chronological and spatial problems outlined above by making sure we present the troublesome aspects of standards 10.1 and 10.2 as philosophical influences on modern thinkers as opposed to presenting them as independent historical events. In other words, instead of presenting Greco-Roman democratic institutions, Judeo-Christian civil law, and British constitutional monarchy as various and separate "histories" loosely linked by some political concept, we should present them as a body of previous Western (and Near Eastern) philosophies that deeply influenced modern thinkers like John Locke, Jean Jacques Rousseau, and Voltaire. In doing so, the standards are presented in a fashion that is coherent with the students understanding of history. It is occurring in one time and place—the modern Atlantic world.

What follows is an activity I have done for the last few years in an attempt to get students to see the connection between ancient and modern democracy. I give students the graphic organizer pictured below (which is, in essence, a visual representation of the argument outlined above) and make sure that students understand the format and its meaning.

We then take on the role of the enlightenment philosophers living in the modern era (sometimes even wearing masks borrowed from a TCI activity). I want students to use the graphic organizer to see themselves as modern thinkers who are reading or thinking about ancient, classical, and early modern Western philosophies. Once this is understood, we write the names of the source titles in their appropriate spot on the graphic organizer so that (again) students see that they are from our past. We then read excerpts from the following documents and explore their major themes:

• Plato's Republic
• Ten Commandments
• Magna Carta

Once we understand how and why these documents are influential to us, we then turn our attention to excerpts from documents associated with the Atlantic Revolutions.

• Declaration of Independence
• Bill of Rights
• Declaration of Rights of Man and of the Citizen
• Simón de Bolívar's Message to the Congress of Angostura, 1819

We write the titles down in the appropriate space on the graphic organizer so that students see that our work, in turn, becomes very influential in the revolutions of the modern Atlantic world. And lastly we connect the modern democratic documents to the Greek, Judeo-Christian, and English documents.

While this activity is probably not much different from what many Modern World History teachers do, I think that the image bridges the gap between what the teacher inherently knows and what is invisible to the novice. It helps students see the influence of the early documents on modern liberal democracy. It makes what is invisible to sophomores visible.

Your children are fortunate that you are anxious and willing to share the joys and wonders of history with them at an early age! The following suggestions (and materials) should assist in launching their voyage through time in a manner that is fun, informative, and thought-provoking.

A great way to start is with a children's globe or map. The children can find their location and the "new" locations as you introduce them to different places and times.

To introduce the concept of “time” try the book titled A Street Through Time. This work traces the changes in one street—across 12,000 years. You and your children can construct your own timeline as you study different periods in history. Have them make a "time capsule" of their favorite objects. As you progress through each era, they can construct new "time capsules." Drawings or pictures of objects can be placed in a shoebox "time capsule." These can be "visited" and additional objects can be added to the time capsule during these "visits."

Why not create a "Wonder Wall?" Your children can post flags or question marks about a time period or subject that intrigues them. They can post names/drawings of people that they've come across onto a timeline that you've created—different colors for fiction and nonfictional characters.

Art projects are a terrific way to engage children. They can:

• create "time hats" to wear each time they travel to another time period.
• make "passports" that are stamped upon arrival at each destination.
• use a large box to create their own "Wayback Machine."
• use clay to make a pyramid, cotton gauze to make mummies when studying ancient Egypt.
• dress a doll in togas, saris, or armor; they can make "togas" for themselves as you read about ancient Rome. Some of the Reader's Theatre books can assist with this.
• create and eat foods from other times.

You can also have your children study biographies of historical figures and then create a fictional biography of a child from that period. This is a great way to teach children to determine the difference between fiction and nonfiction. You can add to the magic by dressing up as a typical mother from one of these time periods and reading them relevant fiction.

Mythology is a fascinating subject for children and very useful in teaching about different times and places. Norse, Greek, Roman, Chinese, African—tales from around the world will delight children as well as pique their curiosity about different times and places.

Series books by Dorling Kindersley (DK), including Eyewitness as well as The Magic Treehouse series, and Magic Wagon books are rich with information and text.

Let me also put in a plug for your local library. The librarians there will know what relevant works are in their collections and be happy to share them with you and your children.

Happy travels!

First of all I would like to applaud your decision to integrate technology into your instruction; both you and your students will benefit from this pedagogical approach to learning. Becoming familiar with how content is delivered online is a good first step. The website, Learn NC offers a digital textbook that covers a standard course of North Carolina history. From there, you can branch out into more sophisticated, specialized sites as you become more familiar and comfortable with curricular content. In regards to presentation software such as PowerPoint or Prezi, many textbook companies offer online supplemental or supporting materials such as those you've requested. You can also find out more about these tools at Teachinghistory.org’s digital classroom feature. This entry on using Prezi in the classroom may be especially helpful.

What follows is a list of sites I've found to be particularly useful over the years, followed by a brief commentary on their contents:

• Learn NC: This site is a "one-stop shop" for North Carolina educators, providing everything from lesson plans to primary source documents. Under "Projects and Special Collections," choose "North Carolina History" for materials and ideas I think you'll find very useful.
• NC History Project and NC Pedia: These two sources provide quick, encyclopedic information for most topics covered in the North Carolina history curriculum. Additional features from both sources extend beyond that of a simple encyclopedia.
• The Way We Lived in North Carolina: This site provides an excellent chronological overview of North Carolina's past. Site contents are divided into time periods, which feature multiple hypertext links, affording opportunities for extended learning.
• NC Historic Sites: North Carolina Historic Sites offers information about some of North Carolina's most notable historic places of interest. The site provides access to features such as virtual tours, topographical maps, and information about artifacts like those found at Town Creek Indian Mound.
• NC Digital Collections: This site is a repository of digitized primary source documents from the North Carolina State Archives and State Library of North Carolina. (Also available online here)
• NC State Archives' Photostream: This is a set of historic North Carolina photographs and images maintained on a Flickr page. The collections are thematically organized and offer a broad visual overview of North Carolina history.
• Duke Digital Collection, NC State Digital Collection, East Carolina Digital Collection, UNC Digital Collection: These four North Carolina university websites each offer access to valuable collections focused on a wide range of historical topics.
• Documenting the American South: This collection offers access to the University of North Carolina libraries' extensive digital collection of Southern artifacts.
• Digital Library of Appalachia and Western NC Heritage: These two online resources provide users with materials representative of North Carolina's mountain heritage.
• Plantation Letters: This collection of correspondences from the Cameron family offers insight into the history of the Antebellum South and includes lesson plans and other online activities.
• Digital History and Pedagogy Project: Although not specific to North Carolina, this site, maintained by Professor John Lee, offers great ideas, possibilities, and frameworks for engaging students in digital history.

Other sites worth mentioning for their compilations of useful teaching resources include:

• NC Department of Cultural Resources
• NC Office of Archives and History
• NC Educational Resources via NC History Museum
• NC Exploring Cultural Heritage Online
• Teaching with Primary Sources from Mars Hill College

Once you've developed a certain comfort level with the curriculum, I think you'll discover your own areas of content interest and not only expand beyond these recommendations, but also identify your favorite sites.

Any day 1 lesson—regardless of the topic—should align with and introduce goals, objectives, and essential questions for a larger unit of study. Using a backwards design approach to developing curriculum, creating individual lesson plans comes after you have determined what you want students to know and be able to do throughout the unit. A good day 1, therefore, necessitates a significant amount of planning beyond the opening activities. Some sample objectives and questions for a unit of study on World War II might include: Why, after the costs of World War I, did nations choose to fight another World War? Why were the civilian costs of World War II so much higher than World War I? Why were the allies victorious?

In addition to introducing the unit, you might consider using part of the first day to investigate what your students already understand—or misunderstand—about the war, introduce key vocabulary for the unit, or preview a timeline of events that you will be studying.

You could also focus an opening lesson on investigating the origins of the war. Activities for this approach might include a multi-media slide lecture on the long and short term causes of the war, an examination of primary documents such as the Treaty of Versailles, excerpts from newspaper reports on German, Italian, and Japanese aggression, or parts of important speeches made by world leaders in the years prior to the war.

Another approach is to begin by considering the significance of the war. To do so, you could examine some statistics that indicate the enormous human cost of the war, or introduce ways that the war fundamentally changed the United States and the world. On a smaller scale, ask students what their family history is with the war and whether the war holds any significance for their family’s story.

There is no shortage of lesson plans and curriculum materials for World War II online. PBS, for example, includes several lessons to accompany Ken Burns' critically acclaimed documentary, The War. The California Department of Education's Course Models contain background information and activities for each of the state's standards, including materials on the war. And, National Geographic’s Xpedition archive includes several lessons on the war. The quality of lesson plans posted online, however, varies wildly. Consider using our rubric for evaluating lesson plans to help you make your choice.

Explore these resources for inspiration, then make some choices. Good luck!

Finding resources for educating elementary school students about military history can be a challenge. But they’re out there.

One good place to start is with Eyewitness Books. Covering conflicts like the American Revolution and World War II, these books are packed with pictures; and targeted at students ages 9-12.

Another approach to finding books is through grade-appropriate reading lists. The School of Library and Information Science at the University of Kentucky, for instance, has a great reading list for children PreK-Grade 6. Scroll down to "historical fiction" in the list and look for what might be relevant to your interests there.

Libraries are another obvious choice for booklists. One great source is the Springfield, MA American Historical Fiction Reading List. Presenting books appropriate for students in grades 4, 5, and 6, the list includes books on the Revolutionary War, the Civil War, World Wars I and II, and Vietnam. Although targeted at older elementary students, the Young Adult Library Services Association’s History booklist has some good resources and includes a number of books dealing with military history. Library Booklists—a clearinghouse of public libraries across the nation—is another good source for book lists compiled by librarians. Their Young Adult Historical Fiction page has a number of different lists on it, addressing different historical topics and themes.

Another approach you can take is to check out social studies reading lists with works for students of all ages, which will include some elementary-level works dealing with military history. One great list is the recommended books archive for social studies on the PBS Teachers website. Bear in mind, though, that these books are for all readers, not just elementary students.

Finally, there are other websites available online that compile booklists by topic and by grade-level. One relatively comprehensive example is the "Children’s Books about War" page on the Family Education website. The forty books on the list range by grade level, but all focus in some way on military conflict and war.

In terms of a timeline, one of the more comprehensive military timelines on the web is the Military History Timeline available on warscholar.com. Though perhaps too complex for younger elementary students, it's a great resource for students headed into middle school.

As for field trips for students interested in war and military history, there is a wide range of museums and historic sites. A wide range of museums exists, from the American Civil War Museum in Gettysburg, PA, to the United States Holocaust Memorial Museum in Washington, DC, to the Korean War National Museum in Springfield, IL, dealing with specific wars, and those museums frequently have educational outreach programs.

Other, state-specific museums, like the Virginia War Museum, or the Texas Civil War Museum, look more closely at military history within particular states. Another great resource is the National Park Service, which maintains both Revolutionary War Sites and Civil War Sites—sites that students can visit in a number of different states and that frequently offer educational outreach.

Of course, one of the easiest ways to find potential field trip locations is by using the Museums and Historic Sites search engine on the National History Education Clearinghouse website.

One could spend an entire lifetime studying the mythic and historical American West, but with your unit coming up, maybe it’s best to get you right into some resources that you can implement in the classroom.

First, check out Exploring the West, a project of the Bill Lane Center for the Study of the North American West. They have three units available on their website, one of which is on the role of cowboys in the historical myth of the West.

Another good resource is PBS’s New Perspectives on the West. The website has a number of good lesson plans and resources, including Making Myths: The West in Public and Private Writings. If you have time, it might be worth browsing around on the New Perspectives website—it’s full of rich material.

Debunking the Myth of the West is a useful unit plan for your purposes. A project of the Yale-New Haven Teachers Institute, the plan includes three lessons and a guide to resources. And the Library of Congress’s American Memory page also has these great resources on the West, some of which explore the creation of a mythic Western past.

The Gilder Lehrman Institute on American History explores many facets of the American West. One page directly addresses your question on myth by examining the iconic Buffalo Bill. It also contains a teaching module that has complete lesson plans with primary and secondary sources listed.

Finally, if you have time to do some reading, the University of Virginia has Henry Nash Smith’s Virgin Land: the American West as Symbol and Myth posted as a hypertext online. It also hosts a companion page on the life of Buffalo Bill Cody, exploring the myth of the West through Buffalo Bill.

While the web is full of great resources for the history classroom, you’ll have to narrow your search in order to find simulations. The most efficient way to start is to head to sites offering lesson plans, and to search within them for simulations.

One great resource for lesson plans is the work of Teaching American History grant partners, which is often posted online. The Danbury, CT TAH project, for instance, has a number of lesson plans on its website, including a number of simulations relevant for an American history class. Fitchburg State University also has a number of lesson plans online, including a simulation on the causes of the Civil War.

Another kind of web resource to explore is the work of states and school districts. One good example of this kind of resource is SCORE, the Schools of California Online Resources for Education site, which has a number of resources for classroom teachers including simulations for U.S. history classes. Some come from outside sources like Harper’s Weekly online, which hosts a simulation on Reconstruction, while others, like a simulation on immigration, are created by classroom teachers.

Colleges and universities are also rich sources for materials, often providing creative approaches to classroom instruction. The University of North Carolina School of Education has a number of lesson plans and ideas online, including a simulation on fugitive slaves. Columbia University, through Columbia American History Online, also offers lesson plans, like a simulation of pre-Civil War efforts at compromise.

Yet another good place to look for resources is an aggregating site like Best of History Websites or the National History Education Clearinghouse. At the former of those sites, you can find links to resources like the Day in the Life of a Hobo podcast—a creative simulation focusing on the Great Depression. At the latter of those two sites, you can find a number of resources, including a link to a simulation game exploring the impeachment of Andrew Johnson. Interact also has classroom ready simulations about U.S. and world history, which can be purchased by your school.

Good luck with your search!

Ah yes…your question captures a problem many history teachers face. First, let us congratulate you on engaging your students in the raw materials of the discipline and persisting even when the going proves difficult. Syntax can be a major stumbling block for students when reading older texts: we recommend scaffolding and careful preparation of the documents to help your students meet the challenge.

Careful Preparation of Documents
See our guide on adapting and modifying documents for ways to make difficult documents more accessible for students. Keeping those documents short, defining difficult vocabulary, and even simplifying syntax (while letting students know that you’ve done so) can help. See the Reading Like a Historian curriculum from the Stanford History Education Group for examples of carefully prepared 18th century documents. The Hamilton vs. Jefferson plan includes two 18th century letters that have been modified. Find our entry about this curriculum here.

One thing to remember is that students need to experience some success with reading difficult documents to want to persevere with them. Carefully prepared documents, especially at the beginning of the school year, can be critical to this.

Scaffolding
There are many ways to support students’ reading of difficult documents. Here are a few strategies.

Background knowledge about what students are reading can help them make sense of the text. Consider what they need to know about the times and the event before they read and then use a short lecture, a headnote, a textbook excerpt, or another method to help them gain that background knowledge. Going a step further, for a very difficult document you may want to give them a short summary (1-3 sentences) of what the author is talking about.

Modeling how you read the document can be helpful too. This allows students to see how you also struggle with the language and the strategies you use to make sense of it, like rereading, monitoring your understanding, and asking questions. See this entry for an introduction to Reading Apprenticeship, an approach that focuses on reading and thinking aloud together to help students become better readers. Also see historicalthinkingmatters.org for examples of “think-alouds” where students and historians are shown making sense of historical documents using specific historical reading strategies. (find one example here.)

Teaching some explicit strategies can also help. This guide has ideas for teaching students to annotate documents, something that can help them learn to monitor their own understanding and seek out help when needed. Also see work done at the Oakland Unified School District in California for examples of guiding students to figure out what an excerpt says before any analysis. See an example here: scroll down to the question, “Was the creation of the U.S. Constitution good for the people of the United States?” Then look at the assessment and support materials for that question and you will find, on page 4, one example of how they do this.

A short introductory activity where you focus on the difficulties of making sense of unfamiliar syntax can be helpful. Use difficult syntax from our own times (a song or poem) to help students recognize their task and specific strategies for pushing through to understanding.

More Resources
In our lesson plan reviews, find plans that can inspire ways to work with text that is difficult for students. See this one on the Preamble to the U.S. Constitution or this one on the Declaration of Independence. Both of these are for younger students, but both show the necessities of slowing down to read the documents and focusing on short pieces of text.

You may want to also check out this response that reiterates some of what I've said here.

And remember, it’s the beginning of the year. You will, hopefully, have these students for many lessons and helping them learn to slow down, monitor their reading, and strategize when they are stuck will happen with multiple and varied chances to practice these skills.