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Researching Adolescent Immigrant History
In Ask a Master Teacher
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In English Language Learners

Spotlight on Elementary Education

History is made by those who are unafraid to push the envelope and redefine the society in which they live. Encourage your students to examine the men and women who worked to make America what it is today with this creative activity. FIND OUT MORE »

Lesson Plan Reviews

Evaluate key elements of effective teaching Watch the INTRODUCTORY VIDEO
Immigration

Very few of us have ancestors who were not immigrants. Bring the topic of [...] »

The Road to Pearl Harbor

Explore the rise of animosity between the U.S. and Japan through primary [...] »

English Language Learners

Instructional strategies and resources for ELL
America's Heritage: An Adventure in Liberty
The Prayer at Valley Forge by Arnold Friberg

Find lessons about American heritage and the responsibilities of American [...] »

Reframing English Language Development
The storming of Chapu[ltepec] Sept. 13th [1847]

Discover how to teach English learners history and historical thinking.

[...] »

Teaching Guides

Explore new teaching methods and approaches
What Is an "Inquiry Lesson"?

Hypothesize, test, and acknowledge how sources form different "pictures of [...] »

Teaching with Timelines
Image, Squared Circles-Clocks, 25 Oct 2006, Leo Reynolds, Flickr CC

Construct an ongoing, shared classroom timeline in middle and elementary [...] »

Stop Action and Assess Alternatives

Teach students to explore contingency with this great lesson plan idea.

[...] »
Structured Academic Controversy (SAC)

Are classroom discussions about winning the argument or about understanding [...] »

History of Education and Indigenous Americans: A Guide for Pre-Service Teachers

Help students reflect on the purpose of learning history and of education in [...] »

Ask a Master Teacher

Tall Tales: The West as Legend
Lithograph, ...Jesse James, Donaldson Lith. Co., 188-?, Library of Congress

Wrestling bears, surly cowboys, vultures circling lone travelers. . . Find [...] »