Hi! I am teaching WW2.

I used to use an image of a town that had numerous war time home front efforts embedded in the image. I can not find it or remember the name of it. I remember a house that had star banners in the window and a factory recycling metal towards the top.

Any help? Have I lost my mind

I recently had a successful interview at a school I would really love to teach at. As a part of their hiring process, they also have candidates teach a mini 20 minutes lesson to a class.

They asked me to teach the New Jersey Plan and Virginia Plan. Since I only have 20 minutes, how much should I spend on discussing the Articles of Confederation first? I don't know what background knowledge students will have/20 minutes feels extremely short. Suggestions?

I am selling resources for world history (US), and so far this january has been very quiet compared to like oct,nov,beg of dec

I know the weather has played a part but just wondering, are world history teachers (middle school) doing lots of exams this time end of january

Thanks if you can help answer my question

I'm in my last semester of student teaching and my host teacher just asked me to start a 4-day unit on black history month for our 5th graders. Im super excited for this, but she hasnt really dedicated an entire unit to it before, so I dont really have any guidelines to base my work on. Does anyone here have any good ideas for a unit??

My host has asked me to possibly include a Socratic seminar bc she's never done one^^ (grade appropriate of course).

Hey there!

I have been a secondary ELA teacher (7th, 8th, 11th, and AP Language and Composition) for years now and hopped over to join y'all (I also previously taught a combined World History/World Literature course with a coteacher and it was a top three teaching experience for me).

I was hired this month to teach US History, AVID, and Drivers Education in a super small rural school district in the Southwest and it's been going just fine. But the teacher across the hall from me just up and quit, and they're moving me to take up his classes - APUSH, AP Human Geography, and a couple sections of grade level World History (their logic is I've taught an AP course before). I will be taking over in about two weeks in terms of a timeline.

I'm not upset about it, and again, this is a really small school - 354 kids total - and they're building up their AP/Honors offerings, so there's not a high octane pressure to perform like a larger, established program (especially taking over midyear for another late year hire - are you sensing a theme?).

It's my first time formally teaching any of these areas and we have the Nat Geo/Cengage books (which are alright, I've only used them for a week), but I'd really love to hear what resources you use, any pacing guides or package deals you prefer, favorite lessons you have, or strategies that work well for you. I'm rereading and refreshing myself on everything, but I'd like to have a foundation to work with and try my best to do right by this group of students (I'll be the third teacher they've had this year).

Thanks so much, wishing all the best to you and yours!

Rows or group seating? I’m leaning towards group seating but someone when I’m teaching I can’t get them to stop talking 😔

Hell I teach freshmen US History and I am a first year teacher.

What do you do for ELL students?

I have two Spanish speakers, two Arabic speakers and one who speaks Dari. Currently I translate materials with Google translate and chatgpt and give it them, providing guidance through Google translate on my phone when I can.

Some assignments like reading one this works fine, but with others I can feel them struggling. I don't want to just give them vocab and reading comprehension assignments all the time but I'm almost at the point of doing so.

Any ideas?

I know elementary social studies isn’t the main focus of this subreddit, but am I wrong in feeling that having kids memorize every state capital is pointless? Wouldn’t having them learn major cities be more useful? Don’t get me wrong, I think kids should know what a capital is and know their own state’s capital, but I’d rather a kid know that St. Louis and Kansas City are in Missouri than know that Jefferson City is Missouri’s capital.

First year teacher here—my classroom is finally getting laptops and I’m curious how yall use computers in your classroom. I teach 8th grade US History (through reconstruction). My student teaching experience didn’t include computers at all.

The limited amount of times students have used computers in my class, AI use was rampant. Admin is pushing using online tools for faster in-class “checks for understanding,” which sounds great in theory, but doesn’t work in practice. Cheating/AI use is rampant, and students know a code they can use to get out of the district’s online management system. Since I’m new to teaching, AND new to computers, I’m really struggling to figure out how I can make this work! I’ve asked the other teachers in my department, but they don’t have 1-1 computers in their classroom.

TL; DR: I’d love to use less printer paper and streamline my lessons/grading, but students just use the computer to cheat!

I am going to be a new teacher next year after being in Industry for 20 years. Does anybody have a pacing plan for US History? Like does it make sense to spend a week exploring all of the facets of the Industrial Revolution? Thank you

Hello! I am in my first week student teaching full time. I have been in this school since the beginning of the year, part time. I would observe and teach lessons here and there. Now that it is all on me, I have no idea what I am doing. I'm not sure if I should lecture, activity, quiz and keep it simple or if I should avoid lecturing all together. I just feel like I'm messing it up and I have no idea where to start when it comes to lesson planning. I am also an introvert and struggling to connect with the student because I worry if I try to joke with them then they'll just end of making fun of me. I am just having a rough go and I will take any advice on lesson planning, getting more comfortable, etc. Thanks!

Here are slides to help inform students about their rights and responsibilities when they have contact with law enforcement….law enforcement like ICE for example.

The slides were created for middle schoolers with a large population of ELLs and reflect the law in California. So you should probably copy and edit accordingly if you use them for your students

https://docs.google.com/presentation/d/1-6QsPIgB6JgW5flSuafi4QDcwqALKrAWF1zqN6BbW3A/edit

Hey everyone. I’m a first year teacher and I’m in quite a pickle.

Recently, a Level 1 Mandarin-speaking student was placed in my 10th grade Modern World History class. I have no idea what I’m doing.

I’m struggling to find ways to teach him at all because the class is heavily discussion based. I don’t know how to assign him work or even give him directions for how to complete it. I’ve looked at WIDA’s Can Do’s and discussed with the ELL Teacher at our school, but everyone’s kind of at a loss for how to truly adapt materials. I need some concrete strategies about how to modify notes, worksheets, and readings for him.

I feel like I’m completely failing this kid because I’m also scrambling all the time as a first year anyway.

12th year as a teacher. Every year, I feel like I spend a lot of time organizing and revamping my first three or four units in Modern World History and then once we hit midyear exams I hit a slump. I have a hard time designing my 19th century imperialism unit in a way that isn’t just a tour around the globe (India, China, Japan, Africa) while also engaging my students. I think it’s interesting history! - I have primary sources and we watch part of Mangal Pandey about the Sepoy Rebellion. I also feel hard to balance the Eurocentric nature of the unit; this is one of the few times we are specifically talking about non-Euro/non-western states and this history is ‘happening’ to the people in those regions with seemingly little autonomy or say in the matter.

Does anyone like their Imperialism unit?

Note**Around this time of the year many teacher groups start posting about their Scramble for Africa ‘simulation’/game, which I morally object to at this point in my career. I once did it too when I was young and naive, but the human suffering of imperialism and colonization is not a game; students truly do not understand the magnitude of stripping millions of peoples autonomy and cultures away from them - they’re too busy playing rock paper scissors. We don’t role play human suffering.

I'm in my early 50s. I taught high school religion for a couple years in my 30s, but left the field for about 20 years. I want to get back into teaching, but instead of religion I want to teach history/social studies at the middle school level. I have a B.A., majoring in Psychology, a minor in political science, and an M.A. in Theology. I never got a teaching certification as it wasn't required (I wish I had anyway.)

I don't have a degree in history, but via my liberal arts history core requirements, political science minor, my M.A. in Theology (which has a good amount of overlap with secular history), would I need to get a history degree or would getting certified as a teacher with a special emphasis in history be sufficient?

Hi everyone, I am currently in school to become a social studies teacher and find myself a few too many years removed from my high school history classes to have what I would consider an in-depth and wide-spanning knowledge of history. I just read Howard Zinn's "The People's History of the United States" and loved it, so I was wondering if there were any other books that you guys would recommend that give a wide-spanning, yet in depth account of history, more so than a regular high school text book for world history or anything history? My grad level courses are hyper-focused in certain areas of history, which is great, but doesn't give a particularly wide-spanning view.

If George is Georgian, Henry - Henrician, Edward - Edwardian, Elizabeth - Elizabethan.

What would be John, Anne, William, Matilda, Jane?

Many thanks

I am a 14 year Physics and Chemistry teacher but I have always loved history. I love reading about it, love listening to podcasts about it, and I love talking about it. I think I'd like to get certified to teach it.

Can you tell me what is unique about teaching history? Maybe what part of this job you enjoy the least? Has anyone here taught multiple disciplines?

Failed my west test for the second time. I’ll take any advice

How does everyone go about test revisions?

My school requires us to have a revision policy, but I haven’t figured out the most effective way for students to revise a test. Projects and essays are easy with feedback!

I’ve tried new tests and explaining why the answer they chose is wrong, but nothing has really felt “right.”

For context, I teach 7th grade US History (1492-1898) and I’m in my 4th year teaching.

I’m super open to suggestions/resources/tips!

Places to find free resources for World History classes…Go! (Please and thank you)

I'm currently a building substitute, but have had several long-term sub stints and have had a chance to teach every level of every core social studies course. As a building sub, I have a lot of time on my hands, so I've thought about creating resources to sell on TeachersPayTeachers. I've already started creating very basic slideshows with guided notes that I would say are more directed at first-year or first-time-subject teachers so they have some sort of starting point to then build on throughout the year.

With that being said, I would be interested to know if there are any particular resources that people would like to see more of. I'm admittedly not as creative as the escape room creators and whatnot, but I do think I can provide some of the "basics."

Thank you!

(I read the suggested guidlines, and I'm hoping this falls within those guidelines, but I apologize if it does not!)

Hi all, anyone have experience at their school utilizing AERO standards, specifically for US/World history at the high school level? Would you mind sharing your experience/opinion of them?

I spend a lot of time dissecting the AP American Pageant book so it takes me close to ten minutes per chapter so like 19*10 so ~3 hours to get through a single chapter. Is this too long? Just wanted to hear a teacher take because a lot of my friends either don't read the book at all and use other kids' notes or spend just as long.