Engaging Social Studies

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United States - North Carolina - Winterville
Engaging Social Studies
4.0
39 votes
Social studies and history are a rich drama in which we all have a part.
 
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Teach your students the importance of negotiation and compromise as well as develop content knowledge around local government concepts through this collaborative simulation activity. Students will set priorities for their town, create a master plan
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8 ratings
3.9
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Lights, camera, action!! Engaging students in film making is an exciting and rewarding enterprise for both teacher and student alike and a wonderful way to differentiate instruction. This editable storyboard is a fantastic organizational tool that
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7 ratings
3.9
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Provide feedback to your students during the early stages of research with this History Day annotated bibliography formative rubric. Meant to follow the History Day Prospectus assignment/rubric presented by 'Engaging Social Studies", this rubric
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4 ratings
4.0
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Getting started on the research of a National History Day project can be quite difficult for even the most talented students. In order to construct a sound historical argument for a NHD project, students must be able to develop a “provable” thesis
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4 ratings
4.0
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This handbook contains 8 problem-based learning and simulation lessons for a range of social studies courses including Civics and government, World History, European History, and United States History. The lessons are intended to help students
$4.00
4 ratings
4.0
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If you require your students to present in cooperative learning groups on a frequent basis, this is a great resource for you. This rubric allows you grade students in a variety of areas including: thesis; supporting evidence; conclusions;
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4 ratings
4.0
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If you are the type of teacher who frequently engages students in discipline related discourse, yet finds it hard to capture that in the grade book, this rubric may well suit your needs. Designed for the interactive and engaging classroom, this
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1 rating
4.0
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Provide feedback to your students during the early stages of project development with this History Day Prospectus Rubric. Teachers are able to assess each of the major components of a National History Day project while providing formative feedback
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4 ratings
4.0
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Address one of the great challenges of holding Socratic Seminars with this dialogue report/rubric. Use the full report/rubric to evaluate student leadership and participation in student-led seminars or simply use the second page to provide a
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Do you have your students participate in online discussions? Do you utilize a course website, Wordpress, Weebly, Edmodo, or other like networking or out-of-class discussion interfaces? If so, this rubric will help you evaluate their performance in
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4.0
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Looking to get your students, engaged, reading analytically, and writing argumentatively in a real world setting? This simulation introduces a little known legal concept, adverse possession, as the backdrop for a Mock Supreme Court case. Intended
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Working with DBQs can be perplexing to students, particularly when there are multiple documents to analyze. The AIPAI technique guides students through a process that addresses all of the major elements of a primary document and allows the students
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The first year of teaching can be daunting. There are, however, a few pitfalls that can be avoided and a few elements to attend to that can make that crucial first year, not only manageable, but actually quite effective. This presentation presents
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Trying to get your students to see history in the bigger picture? Try this essay assignment that requires students to think historiographically. By using historiography in your classroom, you can teach multiple time periods simultaneously and
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2 ratings
4.0
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One of the great challenges we face as social studies/history teachers in the middle and high school is getting our students to read the text. Often, this is because we leave our students up to their own devices with little direction on what to
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Ask Engaging Social Studies a question. They will receive an automated email and will return to answer you as soon as possible. Please Login to ask your question.
TEACHING EXPERIENCE

I am a veteran educator with more than a decade of experience teaching 6-12 social studies/history and almost another decade training middle and high school social studies teachers and working with local school districts to develop social studies curriculum.

MY TEACHING STYLE

I believe strongly in engaging students through real world applications of content through problem-based learning and simulations. I feel that if students experience an event or phenomenon, then they will remember it. I do not denigrate traditional, lecture-based styles of teaching history - in fact, direct instruction is vital to good social studies learning - but, I do not believe it is the only way to teach and in that void, I continually search for engaging and interactive ways for my students to learn.

HONORS/AWARDS/SHINING TEACHER MOMENT

2002-2003 JH Rose High School Teacher of the Year; 2002-2003 Pitt County Schools Teacher of the Year; 2003-2004 Northeast (NC) Regional Teacher of the Year; 2003-2004 Gilder-Lehrman Preserve America Teacher of the Year (National Finalist); 2006 NC DAR Oustanding Teacher of American History; 2014 UNC Board of Governors Distinguished Professor for Teaching

MY OWN EDUCATIONAL HISTORY

BS History, East Carolina University - 1995; MAEd History Education, East Carolina University - 2002; EdD Curriculum and Instruction, University of North Carolina - Chapel Hill - 2006

ADDITIONAL BIOGRAPHICAL INFORMATION

You can find me on Pinterest as "Engaging Social-Studies at http://www.pinterest.com/engagingsocials/

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