Exploring Emerging America’s Windows on History Program

Since 2006, Emerging America’s Windows on History program has mobilized more than 30 research teams of K-12 students with their teachers and in partnership with historical societies, museums, town and college libraries, expert individuals, and other very local resources. Students learn to think historically as they track down primary sources to tell the story of their communities and their place in the world.

"What is the dog doing there? It really would run away when it heard the guns fire. So why did Paul Revere put it in the picture? Well, most people like dogs. So we think he wanted people to take the side of the Americans by thinking, 'Those mean British are shooting at a dog!'" - Fifth graders, Morgan Elementary School, Holyoke, Massachusetts

Exploring Emerging America’s Windows on History Program

Since 2006, Emerging America’s Windows on History program has mobilized more than 30 research teams of K-12 students with their teachers and in partnership with historical societies, museums, town and college libraries, expert individuals, and other very local resources. Students learn to think historically as they track down primary sources to tell the story of their communities and their place in the world. This is the third in our series of close-ups on these sites.

Latest in our series of reviews of new assessment resources.

PARCC Prototype Assessments - An Overview

At last, performance assessments that engage students, focus on specific meaningful learning goals, and provide effective support tools for implementation! Beyond the Bubble: A New Generation of History Assessments is indispensable for every secondary history classroom.

The site is jam-packed with powerful tools.

Teachers Karen McKay and Caroline Allison first posted these ideas as part of the Emerging America Library of Congress Teaching with Primary Sources Training of Trainers program.

Formed in 2009, the Literacy Design Collaborative (LDC) recently released a thorough, well-researched process for developing middle and high school units that fully address Common Core English Language Arts (ELA) standards at a very specific level.

Last summer, a distressed teacher friend shared an all too common story. Throughout the school year, she had sparked students’ skills and passions with a cross-curricular exploration of slavery. It was heady, demanding, and bang-on target for both state content standards and her 4th graders’ interests in fairness, difference, and understanding where we come from. At year’s end, her principal congratulated her overall success in boosting academic skills. Yet he added, “I’m concerned about the time you spent on social studies.

Guest Post: Rusty Annis, Belchertown, Massachusetts, Teacher