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The article discusses developments in the advanced placement (AP) courses in history in the U.S. as of October 2013. It claims that in 2014, the AP U.S. history exam will be redesigned to focus on the kinds of historical thinking skills students should exhibit. It cites the four historical thinking skills to be tested, including chronological reasoning, comparison and contextualization, and historical interpretation and synthesis.

The article offers information on the "Homework Pass" activity that can be used at the beginning of a modern world history course. It states that students can focus particular attention on economic issues and it enables them to explore how societies disseminate scare resources. It mentions that it is also an activity that can be drawn upon all over the year when economic issues come to the fore.

The article reports on the absence of Dutch legacy on U.S. history textbooks, curriculum, and history classes in the U.S. It notes that there is almost no mention of the Dutch influence in early 17th century America outside New York State history classes. A survey of 100 high school students answers that Spain, England, and France are the settlers of North America in 17th and 18th centuries. Moreover, the teacher mentions that there is no more room in their curriculum cup to include the Dutch.

The article describes the Civil War Battle in Philippi, West Virginia, and discusses various criteria to assess the relevance and importance of historical events to be included in history textbooks. It states that the citizens of Philippi were divided in their loyalties to the North and South, and describes how the battle between Union and Confederate forces took place near Manassas, Virginia on July 21, 1861. It mentions that the teachers should encourage students to use a wider range of criteria for assessing historical significance. It describes how teachers can prepare students to judge the significance of little-known events in history through the inquiry-based methods, which can allow students to broaden their understanding of historical significance.

The article focuses on the vision of the teaching and learning in the social studies curriculum, instruction and assessment among students. Powerful teachings in social studies help students to develop and thoroughly understand the essence of civics, economics, geography, and history and be willing to assume citizenship responsibilities. It discusses the goals of powerful teachings of social studies, understanding the subject and its unique goals. The qualities of powerful and authentic social studies are also discussed.

The author reflects on the world history curriculum in public schools in the U.S. He divides the discussion into two groups namely Arena A which comprises of scholars and teachers, and Arena B which consists of educators and policymakers. He says that the statement of Jerry Bentley about political conservatives and right-wing evangelicals is correct however, he contends that many educators have a poor connection to the world history research.

The article presents a discussion of gender, images, and representing women in the teaching of Social Studies. It offers questions about gender identity, and how it has been culturally constructed in images, artifacts, and photographs. It mentions that a well-known study pointed out that despite the marked increase in images of women in secondary history textbooks, the narrative emphasis on political, diplomatic, and military history had not changed. It raises awareness of gender balance in the social studies curriculum.

The article describes a lesson of three one-hour classes over three days that would enhance a U.S. curriculum about 20th-century history. A world map and some handouts constituted the necessary materials. The lesson challenges students in grades 6, 7, or 8 to learn about five nonviolent revolutions that have occurred in the 20th century. The lesson also challenges students to use skills of critical analysis and to demonstrate what they have learned in the form of a chart and a written essay.

The article discusses the rationale, planning strategies, and lessons from 2nd and 5th grade teachers' classrooms in the United States for implementing a women's history project using local inputs and resources. Social studies teachers can use the national curriculum standards related to family/community history projects to plan effective instruction that integrates sound content and promotes parent and school collaboration. A number of recommended strategies found in social studies literature is outlined.

The article presents a educational strategy in teaching, scaffolding, about the significant personalities and topics on the Enlightenment to sixth graders. The teacher has divided the class into groups wherein each has to research information on the societal, intellectual, and governmental changes that defined the Enlightenment in various countries. Significantly, students liked the idea of only having to read one fifth of the chapter rather than all of it. Furthermore, students have to spent several days researching the information for their report. The highlights of the student presentations are featured. Moreover, summarizing the lesson took a while, but provided immediate reinforcement for students and clarified some issues. The author assessed the learning of sixth graders and effectivity of the scaffolding strategy.

The article discusses the two novel approaches to teaching Advanced Placement (AP) Government and Politics in the U.S. as of October 2013, particularly at Amador Valley High School in California. The course consists of six units, including Constitutional Underpinnings, Political Behavior and Political Beliefs, and Institutions of Government. The approaches include the course offered as part of the Center for Civic Education's "We the People: The Citizen and the Constitution" curriculum.

The article discusses the benefits of taking up Advanced Placement (AP) World History in the U.S. It claims that the history course introduces students to 10,000 years of world history that demands critical reading, writing and thinking skills in both teacher and the students. It cites as example the teaching of the course at Harlingen High School in Harlingen, Texas.

The article discusses the relevance of history and social studies curriculum in America. The 1943 debate over the ability of social studies curriculum to train Americans for world leadership came in the middle of World War II (1939-1945) as the United States appeared to re-educate and attempt to democratize Nazi-dominated Europe. A survey of 7,000 in-coming students at 36 colleges and Universities across the country exposed a "vast fund of misinformation on many basic facts." Adding to the concern was that most of these students had studied either American History, government or social studies while in High School and that eighty percent of the institutions of higher learning did not require a United States history course to qualify for an undergraduate degree.

The article presents a curriculum of the middle grades that can be connected in teaching the history of the Philadelphia epidemic of 1793 to ignite an interest in classroom sessions. According to the article, the curriculum comprises of teaching the Character Education, wherein the students of history would be introduced to the topic as in this case, epidemics, and its effects such as inspiring courage amongst public officials and medical personnel; History, where students are informed about the cities and ethnic groups that were affected by the epidemic; Geography, where maps are presented to show the span of outbreak and affected areas; Civics, where actions made by the government are presented; followed by lectures about Personal Health, Public Health and Current events.

The article offers information on a website which focuses on history. It states that this website has a broad scope of information and resources in teaching history. It also forwards that this includes grades K-4 and 5-12 national standards for both United States and world history with particular statements regarding what students should be able to do to demonstrate competence on a particular standard. Moreover, it also mentioned that this website has links to teaching units in both world and U. S. history, and this can aid teachers in their formulation of curriculum for the teaching of history.