Each week, History eNews posts links to current highlights in the TPS (Teaching with Primary Sources) Teachers Network. While the ideas and discussion are well worth logging in for, the sharing-friendly Albums tool may transform how you create and share sets of primary sources–with your classroom, with colleagues, even with Facebook and any social media where you share links with others.

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“Every student deserves to study history and social science every year, from pre-kindergarten through grade 12.”

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Engaging ALL students in history and social studies education means not only using inclusive practices, but not overlooking the impact of historical changes and events on people with disabilities, and the impact people with disabilities have had on history.

Emerging America has two teacher-assembled sets of primary sources that offer rich detail and related classroom activities to engage student inquiry about Japan’s attack on Pearl Harbor in Hawaii on December 7 and the events that followed.

A new lesson, appropriate for 8th grade civics and adaptable for other grades, asks: What impact did the Magna Carta have on the U.S. Constitution and the shaping of the 14th Amendment? With a particular emphasis placed on the due process of law, students analyze and organize primary source documents ranging from a British Court of Common Pleas from 1610 to Chief Justice Warren’s notes on Miranda v. Arizona in 1966.

“...establish justice…” “...promote the general welfare….” “...secure the blessings of liberty to ourselves and our posterity…”   Just in time for election day, here is a simple lesson on the founding goals for the government of the United States, adaptable for all grade levels.

This is a great simple civics lesson with three distinctive case studies: marchers with disabilities who took over federal buildings in a historic sit-in in 1977 (the 504 protests), young American volunteers in the Spanish Civil war in 1936, and a 12-year-old mill worker who was inspired to lead a walk-out in 1898.

Who gets accepted as a citizen or as an immigrant?  Who is considered a desirable immigrant? This lesson plan examines the arrival of newcomers and the history of the entry process. Students use primary source images and texts to investigate the answer to this question for Ellis Island in the 1900s and then present evidence with supported claims.