r/historyteachers Feb 16 '26

Community Feedback Request - Promotion / AI Post Limitations

17 Upvotes

Hello all - There has been an increasing number of people promoting tools for use in the classroom, and many of these promoted items are using generative AI. While I do not want to stop people sharing what could be useful tools for us to use in the classroom, I am concerned about the amount of self-promotion that has been occurring in the community and that it is overwhelming the true purpose of this group.

Here is my proposed rule that I would like your feedback on:

Self-Promotion Saturdays. Only on Saturdays may members post about Classroom Tools, Programs, or Websites they have created and are encouraging others to use as well. This would also include Research Surveys as well.

Please let me know if you like or dislike this idea, if every Saturday is too often (I thought about limiting it to just the first day of the month), or any suggestions on improving the wording of the rule. This would replace rule 4 of my proposed guidelines (which I would like to make the official rules of the Subreddit, unless anyone has objections or modifications they would like to see to that).

Thank you for your feedback -CruelTea


r/historyteachers Aug 07 '24

Proposed Guidelines of the Subreddit

48 Upvotes

Hello everyone - when I took over as the moderator of this community, there were no written rules, but an understanding that we should all be polite and helpful. I have been debating if it might be useful to have a set of guidelines so that new and current members will not be caught by surprise if a post of theirs is removed, or if they are banned from the subreddit. 

This subreddit has generally been well behaved, but it has felt like world events have led to an uptick in problems, and I suspect the American elections will contribute to problems as well.

 As such, here are my proposed guidelines: I would love your input. Is this even necessary? Is there anything below that you think should be changed? Is there anything that you really like? My appreciation for your help and input.

Proposed Guidelines: To foster a respectful and useful community of History Teachers, it is requested that all members adhere to the following guidelines:

  1. Treat this community as if it were your classroom. As professionals, we are expected to be above squabbles in the classroom, and we should act the same here.
  2. No ad-hominem attacks. Debate is a necessary and healthy part of our discipline, but stay on topic. There is no reason to lower ourselves to name-calling.
  3. Keep it focused on the classroom. Politics and religion are necessary topics for us to discuss and should not be limited. However, it should be in the context of how it can improve our classes: posts asking “what do History teachers think about the election” or similar are unnecessary here.
  4. Please limit self-promotion. We would like you to share any useful materials that you may have made for the classroom! However, this is not a forum for your personal business to find new customers. Please no more than one self-promoting post per fortnight.
  5. Do not engage with a member actively violating these guidelines. Please report the offending post which will be moderated in due time.

Should a community member violate any of the above guidelines, their post will be removed, and the account will be muted for 3 days

  • A second violation will result in the account being muted for 7 days
  • A third violation will result in the account being muted for 28 days
  • Any subsequent violation will result in the user being banned from the subreddit.

Please note that new accounts are barred from posting to prevent spamming from bots. If you are a new member, please get a feel for the community before posting.


r/historyteachers 2h ago

US History: What could be cut from my first semester curriculum?

5 Upvotes

Context: I teach 11th grade in an area with a large indigenous population and try to focus quite a bit more than the typical curriculum on Native history. Also, the kids take pre-1877 in 8th grade but that teacher struggles to cover the civil war some years 🫣

I have historically taught Gilded Age to Depression in the fall and World War II to presentish in the spring. However, I'd love to focus more on the late 20th century and am considering trying to squeeze World War II into the winter before break. However, its' so hard to decide what to cut! I was able to cut a few lessons but here is my final list I'm having trouble narrowing down. Each cell is more or less one day with a few exceptions.

Declaration + Frederick Douglass Paradox of Liberty
Bill of Rights
Reconstruction
West: Settlers Perspective
West: Native Perspective
Carlisle Boarding Schools Projet
Immigration
Gilded Age Big Business
Muckrakers
Racial Justice (Wells, DuBois)
Women's Suffrage
Intro American Imperialism
Hawaii
Spanish American War
World War I
Post-War Peace Treaties
Intro to 20's Changes
Roaring 20's Society
Eugenics Movement
Harlem Renaissance
Causes of Great Depression
Life in the Great Depression
Dust Bowl
New Deal

I already am so uncomfortable with what all I'm skipping and glossing over but by the end of the year I wish I had more time!


r/historyteachers 11m ago

University History Paper Proofread:

Upvotes

It is my first time writing a history paper ( it is about Alexander the Great for context), and I would really appreciate it if someone would be willing to proofread and help direct me on how to be more specific in my writing (it's for a history/writing class). I'm more concerned regarding the actual historical context in my paper. I would really appreciate it if someone with experience with this topic/writing a history paper could help me out.


r/historyteachers 4h ago

8th grade history California

2 Upvotes

Hey everyone new to teaching middle school and US history are there any resources I should now about or that you would be willing to share . I’m interested in procedures as well as curriculum thank you. Hope this scrounging is allowed . If anyone wants world history or ethnic studies resources I’ll do my best to share .


r/historyteachers 3h ago

Moving from Elementary to Middle School: What Does Your 6th Grade History Block Look Like?

1 Upvotes

I'm about to start my 7th year of teaching and my first year in a middle school setting. For the past six years, I taught in an elementary school (4 years in 5th grade and 2 years in 6th), where I taught all four core subjects to the same group of students all day.

This year I'll still be teaching 6th grade, but I'll only be teaching Ancient History. Instead of one homeroom, I'll have four different classes for one-hour blocks, so I'm trying to wrap my head around how that changes the flow of instruction and classroom organization.

I'd love to hear what a typical class period looks like for you. Specifically:

  • How do students begin class?
  • How do you organize notes and handouts? Do students use binders, composition notebooks, interactive notebooks, folders, etc.? Do materials stay in the classroom (I've seen teachers keep notebooks in milk crates), or do students take everything with them?
  • What does the main portion of your lesson usually look like?
  • Does the end of a lesson look like an activity/worksheet/group-work, or more typically an exit ticket/quiz?

For comparison, here's what my elementary social studies block usually looked like:

  • Students had 90 seconds to transition and get out their materials.
  • We started with a warm-up question that either reviewed yesterday's lesson or introduced the day's topic.
  • We completed guided notes together, stopping throughout to analyze maps, primary sources, videos, or discussion questions.
  • We ended with something like a quick formative assessment, Kahoot/Blooket, project work, or partner review for an upcoming assessment.

Does that general format translate well to middle school, or would you recommend changing it? What has worked well for you in terms of pacing, classroom management, and organization—especially for notebooks and materials?

I'd appreciate any advice, especially walkthroughs of what a typical 60-minute history class looks like for you!


r/historyteachers 8h ago

Contemporary History Class (1999-2026)

2 Upvotes

Hi. I am making a Contemporary History class for 11th/12th graders. Does anyone have any resources/curriculum help they would be willing to share? Thank you


r/historyteachers 14h ago

Quality History Education in the 21st Century

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2 Upvotes

I think this document by the Council of Europe should be required reading anyone who's in history education. It's a bit older by now, but extremely well-informed and convincing. The lessons here apply globally, not just in the EU.


r/historyteachers 21h ago

Since black history is American history

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0 Upvotes

r/historyteachers 1d ago

Looking for feedback on an essay

2 Upvotes

Hello, I’m an A level student, I don’t know if this is the right place to look for feedback but I’m to nervous to show my teacher the essay I did over the summer incase it doesn’t make any sense . I was wondering if anyone could provide feedback? My worry is that it’s to obvious.

To what extent can the defence of ecclesiastical authority by medieval catholic clergy be understood as an expression of pastoral care?

The defence of ecclesiastical authority in medieval England is often interpreted as a means of preserving the wealth, influence and privileges of those who held positions within the Catholic Church. However, such an interpretation risks overlooking the deeply religious worldview of medieval society, in which the catholic church was necessary for the salvation of souls. For medieval Catholics, salvation was the central concern of life, and the Church believed it possessed the only means through which it could be achieved. Consequently, ecclesiastical authority was understood not simply as a source of power but as a responsibility to guide the laity towards correct belief and eternal salvation. Although the material advantages enjoyed by the clergy and the existence of corruption suggest that institutional self-interest influenced the actions taken to defend the Church's authority, these factors alone cannot fully explain the determination with which it was protected. The intensity of anti-heretical measures, the regulation of religious life and the responsibilities attached to ecclesiastical office can also be interpreted as reflecting that genuine religious conviction was a strong motivation behind the defence of the Catholic Church as maintaining control was closely interlinked with achieving salvation. This interpretation implies that  measures which may appear oppressive from a modern perspective were often understood by contemporaries as expressions of pastoral care.
The severe suppression of heresy suggests that the defence of ecclesiastical authority can be interpreted as an expression of pastoral care rather than purely institutional self preservation. From a medieval catholics’ perspective heresy was not only a disagreement in doctrine but a direct threat to the entire community's salvation. Although material incentives existed, evidence suggests that genuine religious conviction was the primary motivation in the persecution of heretics. This indicates that defending the authority of the Catholic church was closely connected with concern for salvation rather than simply preserving its own position and privileges. This is reflected in measures such as De Heretico Comburendo in 1401 which was passed under Henry IV as concern grew over the growth of lollardy. The legislation demonstrates that heresy was regarded as an exceptional threat to both the church and wider society, requiring cooperation between ecclesiastical and secular authorities. While legislations of this kind can be interpreted as a way to preserve the benefits that came with maintaining authority, these measures can also be understood as an attempt to contain the spread of false doctrine, which was believed to endanger the entire community, meaning they were intended to protect society rather than just preserve the institution and the benefits of those within it. This belief is evident in Thomas Arundel's constitutions in 1409 which use medical analogies to describe unorthodox teachings. Arundel states that “our province is infected with new unprofitable doctrines”, the word ‘infected’ suggests that heresy was viewed as a contagious disease. He also describes heretics as “putrid members from the church militant”, ‘putrid’ in this context portrays the heretics as spiritually rotten members that threatened the health of the rest of the church. This language demonstrates the idea that heresy was viewed as a sickness that threatened society rather than just disobedience. Consequently, the execution of heretics can be understood as a form of spiritual protection intended to preserve the souls of the wider community rather than simply punishment. However, suppressing heresy also helped preserve the authority and privileges enjoyed by the clergy. Bishops and other senior church men who oversaw heresy trials had clear incentives to preserve the authority of the catholic church, due to the wealth and social status attached to their positions. If movements such as lollardy were to successfully challenge the churches teaching, an alternative religious authority could gain legitimacy, which would weaken the clergy's control over religious life as well as the material benefits that came with it. In this sense, defending orthodoxy also meant defending the church's institutional power. The persecution of heresy reveals the difficulty of separating the defence of ecclesiastical authority from pastoral responsibility. While the clergy benefited from preserving their control, they also believed their authority and doctrine was necessary for salvation. From a contemporary perspective the spread of false doctrine endangered souls, meaning that the defence of orthodox teaching was a religious obligation rather than simply an attempt to maintain power. Therefore the harsh anti-heretical measures were not solely expressions of domination, they reflected medieval understanding that protecting authority was equivalent to protecting souls.
Ecclesiastical authority undeniably provided material advantages meaning that defence of Catholicism cannot always be interpreted as purely an expression of pastoral care. The clergy, especially senior clergy, benefited considerably from their positions. They possessed privileges such as the ability to be tried in church courts instead of secular courts which generally resulted in less severe punishments, bishops and abbots held vast amounts of land and wealth, and abbots and priors held seats in the house of lords giving them political power outside of the church. These privileges demonstrate that maintaining ecclesiastical control also protected the economic and political advantages of the clergy. This implies that the extreme measures taken to defend the church's authority may have been partially motivated by the desire to preserve these benefits. This interpretation is further supported by evidence of clerical abuses, such as pluralism, where some members of the clergy accumulated multiple positions in order to increase their income, often without fulfilling the religious responsibilities attached to them. The existence of simony also demonstrates that material gain may have outweighed pastoral responsibility for some individuals, indicating that the actions of certain members of the clergy were not driven solely by religious conviction. This is further suggested by the fact that bishops occupied some of the most influential positions within medieval England. They held extensive amounts of land, exercised jurisdiction through church courts and often advised the Crown, as well as this many also sat in the House of Lords giving them political influence. These privileges meant that bishops had clear material and political incentives to defend the existing structures of the Church. From this perspective, the vigorous defence of Catholicism can be interpreted as an attempt to preserve episcopal authority and the privileges associated with it. However,** **Bishops were expected to oversee the spiritual welfare of entire dioceses, making them responsible not only for enforcing doctrine but also for ensuring that parish clergy fulfilled their pastoral duties. Episcopal visitations regularly investigated poor preaching, clerical misconduct, failures to administer the sacraments and inadequate religious instruction. These visitations reflected the expectation that bishops should actively improve the spiritual condition of their dioceses. The repeated organisation of visitations and reforms often required considerable time and administrative effort while providing little direct personal gain, suggesting that they cannot be explained purely by material incentives. This all suggests that while corruption existed in significant amounts, it represented a failure to meet clerical expectations, not that those expectations were absent within the institution. This is further supported by John Wycliffe, who despite being a priest himself, criticized the wealth and corruption within the church and argued the clergy had become distracted from their spiritual responsibilities showing that the criticisms of corruption existed among the clergy, supporting the idea that clerical misconduct, while significant, was not representative of the entire institution. Furthermore the existence and widespread criticism of these abuses show that a recognised pastoral ideal existed, suggesting that although corruption was prominent in certain individuals the institution as a whole was not inherently corrupt. This implies that although material incentives almost certainly influenced the behaviour of some members of the clergy, these incentives existed alongside genuine religious obligations. While corruption weakens the argument that the ecclesiastical authority was purely motivated by pastoral care, it does not prove that it was absent either. Instead, it shows that while individuals may have been motivated by material incentives this existed alongside genuine religious conviction. 

The clergy's authority over the laity could appear oppressive because they controlled access to almost every aspect of religious life. However medieval catholics often understood this control as necessary spiritual guidance rather than coercion. The seven sacraments were widely believed to be necessary for salvation. These sacraments were implemented into each individual's life from baptism at birth to their last rites. The sacraments could only be administered by an ordained priest, meaning the clergy occupied an essential role in the spiritual lives of the laity. Furthermore the fourth Lateran Council in 1215 made annual confession compulsory, reinforcing the relationship of dependence between the laity and the priests. Finally the church also held the power of excommunication, which possibly pressured conformity through fear. However, while excommunication functioned as a powerful form of social control it was not always permanent and could be lifted after confession. This meant that instead of being viewed as purely punitive the medieval clergy may have understood it as corrective, suggesting that control and care were closely interlinked from the perspective of the medieval church. Measures that appear coercive may have been expressions of care because they intended to restore salvation. A further example of the clergy’s control over religious life was their regulation of access to scripture and religious knowledge. The ability to interpret scripture was often limited to the clergy. As Bibles were traditionally written in Latin and the literacy rates were low, the laity had limited opportunities to interpret scripture independently, reinforcing dependence on the clergy. However movements such as Lollardy challenged this. It criticised aspects of clerical authority and argued that certain religious practices, including the requirement for confession to priests, were not clearly supported by Scripture. In response, ecclesiastical authorities attempted to regulate access to religious texts and their interpretation through measures such as Archbishop Arundel’s Constitutions of 1409, which restricted unauthorised translations and teaching of Scripture. This can be interpreted as an attempt to preserve clerical authority, as uncontrolled access to biblical texts could allow individuals to challenge the Church’s role. If the laity could independently determine doctrine, the clergy’s spiritual authority, and the privileges that accompanied it, could be weakened. However, many members of the clergy genuinely believed that incorrect interpretations of Scripture could endanger souls. This is evident in Arundel's constitutions where he wrote that “the translation of the text of holy Scripture out of one tongue into another is a dangerous thing”, as correct doctrine was considered essential for salvation. Since Scripture was complex and theological interpretation required training, regulating access to biblical texts could be understood as preventing confusion and protecting the laity from teachings considered spiritually harmful. Therefore, while restricting Scripture strengthened clerical control over religious belief, this control was not purely self-serving. Instead, the authority of the clergy to interpret Scripture was itself understood as a necessary responsibility because it ensured that the laity were guided towards correct belief and salvation.

Overall the defence of ecclesiastical authority can be largely understood as an expression of pastoral care. However this interpretation cannot fully account for the material benefits and political influence that came with maintaining the authority of the Catholic Church, nor the corruption that existed within the clergy. Despite this interpreting the defence of ecclesiastical authority as solely self interest overlooks the medieval belief that maintaining control over the laity was in itself a form of spiritual protection. Regulating religious belief was considered necessary because the church believed that salvation depended on correct doctrine and participation in the sacramental life of Catholicism. Interpreting the defence of ecclesiastical authority purely through the lens of institutional self-interest risks imposing a modern distinction between authority and pastoral responsibility that many medieval Catholics would not have recognised. Therefore** **although the defence of ecclesiastical authority undoubtedly reinforced the church's power and protected the privileges of those who held positions within it, it is more convincingly understood as an expression of pastoral care since medieval catholics believed that the church was necessary for guiding the laity to salvation. 


r/historyteachers 21h ago

I need some advice and help studying for the History Praxis

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0 Upvotes

r/historyteachers 1d ago

Any tips on studying history effectively?

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1 Upvotes

r/historyteachers 2d ago

8th Grade Social Studies (civics and early US history) here. What are your bell-ringers? I'm thinking of switching things up.

37 Upvotes

Thinking of trying a new bell ringer for 8th Grade Social Studies (civics and early U.S. history). In years past, students have had to look up and define in their own words a daily vocab word. It's great for them to learn vocab, but I'd love to get them off of their Chromebooks and do more substantive thinking as class begins.

  1. What are your bell ringers for middle school US history/civics?
  2. How do you review/grade the material?
  3. How are the bell ringers structured, e.g., do they write their answers in a notebook?

I really don't want to buy someone's paid content for the answers to these questions, I would just love to hear from you all. Also, if this seems like a really dumb question, it's likely because this is a second career for me and I didn't go through the traditional School of Ed route, so I'm still building this plane that I'm flying.


r/historyteachers 2d ago

New to teaching US History

7 Upvotes

I am going into my first year of teaching and I just found out that I am teaching US history and AP US history. I student taught in a World History class and was under the impression that I was going to be teaching that this upcoming school year. However, with 3 weeks before the start of the year I have found out that I am going to be teaching US. I do not have any lessons planned, assignments or quizzes/tests. I don’t exactly know how to go about planning a whole year’s worth of content and was wondering if any veteran teachers had advice on this. Are there any free or paid resources that I can use rather than creating everything


r/historyteachers 2d ago

Unit Pacing Advice Needed

4 Upvotes

I am a first time teacher, and while I’m ok with making my own units and pacing them, I just need some advice from some veteran teachers. I will be the only high school social studies teacher at my school, it’s small, so I don’t have another teacher to bounce ideas off of or ask questions.

So I am going to be teaching a US history course and it’s supposed to be from Reconstruction on. The state standards, Indiana, only have two standards that span 1775-1877. But I also know that a lot of students will not remember a ton of information from 8th grade. So I was wondering how long would you make this first review unit? I currently have it as 3 weeks.
week 1: Founding and Revolution
week 2: Jacksonian Democracy
week 3: Lead up to Civil War and Reconstruction.

Is this enough time or should I make it longer? Does anyone pace this differently? I just want to make sure I have enough time to hit everything else but also not leave out important information. What do you guys suggest? Thanks!


r/historyteachers 2d ago

Teachers of Current Events courses--tell me your secrets

13 Upvotes

Hey team-

I teach 8th grade Current Global Issues, which has been super fun and, obviously, has been getting harder and harder to do in recent years.

To keep my sanity and make SOME of my material reusable, I had kids choose the units they thought were most relevant. We've ended up on:

  1. Misinformation

  2. Public Health

  3. Human Rights

  4. Foreign Policy

  5. Global Cooperation (capstone Model UN-type project)

I love this course and have had a lot of fun teaching it, but two related things have been difficult for the past few years.

First, kids are generally NOT well informed about what's happening in the world, and their parents often refuse to watch the news at home. My kids are generally privileged, so it's not a language-barrier or income or time issue for the most part, but seems to be more of a mindset issue.

Second, the number of things that are happening in the world has like...greatly increased. You may have noticed. In the early years of this curriculum, I tended to do one or two Current Events Roundups (where I would go through the headlines and the important stories of the moment, even if they weren't directly connected to the unit we were in, and give them a rundown of what was going on) per week. Now, I basically have to time myself at the beginning of class and speed-run through the eight thousand things that have happened in the last 24-28 hours before we can get to the writing assignment or the discussion or the research project. My kids have even turned it into a game to see how much time it takes to go through everything, and it's...a lot.

To help, this year I've given them a randomly-graded "Headlines Quiz" where I take headlines from the internet and have them tell me if they're real news stories or not. It's a copy/paste quiz (I literally tell them to "cheat" and copy/paste the headline into Google to see if it's real or not, because I care more that they know what's happening than that they already KNEW what was happening before they open the quiz, if that makes sense). I grade one of these quizzes a month. That takes some of the load off, but I've found that I'm still struggling to maintain balance between their skill development and just basic knowledge of what's happening in the world.

So, the TL;DR: teachers of Current Events, what do you do to better help you balance your students' basic current events knowledge and the skills you have to teach? I feel like I'm on a treadmill throughout all of my 8th grade classes.


r/historyteachers 2d ago

America Government Resources

11 Upvotes

I am looking to obtain new resources for my American Government team in order to help us better educate our students at my school. If anyone is willing to share their resources with me to help out my team, I would greatly appreciate it!


r/historyteachers 1d ago

Educational Leadership Study - Texas Teacher Participants Needed (IRB Approved)

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0 Upvotes

Hello fellow colleagues, I am Salvador Barrera, a doctoral student at the University of Houston. I am conducting a survey research study investigating the association between principal communication style and teacher policy implementation. This research has been reviewed and approved by the University of Houston Institutional Review Board.

I have included the informed consent form, which provides additional information about the study. I have also included the link to the screening questionnaire and survey. If you meet the inclusion criteria (determined in the screening questionnaire), you will gain immediate access to the survey items. I appreciate your time and consideration in participating in my research study.

Eligible participants who complete the full survey will have the option to enter a raffle for one of five $50 Amazon gift cards. Participation in the raffle is voluntary and separate from participation in the study. To enter the raffle, eligible participants must provide a valid email address in the screening portion of the form so that gift cards may be sent to selected recipients.

Study Informed Consent, Screening & Survey Link: Follow My Lead Research Survey – Fill out form

If you need to contact me (primary investigator) with any questions, please feel free to reach me at [email protected].


r/historyteachers 2d ago

History class 12 isc World history.

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2 Upvotes

r/historyteachers 2d ago

Paper vs. Digital

14 Upvotes

I’ll be teaching my second year of APUSH this year. Last year, I did most of my activities on the computer because the AP exam is digital. Most students tended to speed through the task and just play games, so I’d like to avoid that as much as I can.

For those of you who teach tested subjects, do you tend to do most of your work on paper, on the computer, or a mix of both? I tried to be as authentic as I could be (ie. using the computer), but that didn’t always work out best.


r/historyteachers 2d ago

Where did CHAP go?

5 Upvotes

When I was a high school sophomore in a public high school in Indiana (USA), circa 2006, I enrolled in an honors history class called Cultural History of the American People (CHAP). I cared a fair bit about my education and school experience and when I was looking through course catalogs with my guidance counselor, I saw that this class 1) fulfilled requirements for American History and 2) was labeled as an "Award-Winning Curriculum." I had also heard older students fondly talking about the class and how interesting it was.

The class was absolutely amazing. It was an entire year (2 semesters). It covered everything, including complicated parts of American history such as the Gilded Age, The Great Depression and Vietnam War. We read The Jungle, we read Ugly American. We learned the difference between radical and reactionary politics. We learned about Watergate. We learned about a wide variety of cases heard by the Supreme Court and why they reached that level of the judicial system. We listened to Billy Joel's "We Didn't Start the Fire" and discussed each sociopolitical and cultural reference made in the song. We took a field trip to a former experimental utopian community in southern Indiana and discussed the parts that did and did not stand the test of time.

The class was taught by not one, but two teachers. Both clearly enjoyed teaching and seemed to really care that we understood the gravity of the topics they were covering. Of all the classes I took as a teen, this one stands out as having the one of the most profound impacts on me and definitely shaped how I think about current events and politics as an adult. It gave me amazing perspective on our country.

Recently I Googled the name of the curriculum and keywords to see if it was still being taught. I couldn't find any references to it, and it didn't appear to be still on the list of courses taught at the school I attended. Indiana ranks high in the U.S. for education, but I am wondering if this curriculum perhaps eventually got deemed too "liberal" or something and was pulled from schools? Or perhaps it morphed into something else and simply has a different name? Does anyone in this community remember this curriculum or teaching it, or still teaches it?


r/historyteachers 2d ago

State history resource for elementary/homeschool students — Can you help with a short survey?

0 Upvotes

EDITED TO ADD: If you don't have time to take the survey, I'd still welcome any input you'd like to share here!

  1. What's the most challenging part about teaching history (e.g. keeping students engaged, finding materials, time constraints, etc)?
  2. What struggles do your students seem to face most when learning history (e.g. staying focused, identifying historical cause and effect, chronology, etc)?
  3. What teaching methods seem to have the most impact on your students (e.g. reading short passages, linking past to present, group activities, class discussions, etc)?
  4. If you could improve 1 thing about the way history is taught, what would it be?

I'm a graphic designer collaborating with a historian who specializes in southeastern US history. Together, we want to create a resource about local and regional history for elementary students (most likely 4th and 5th grade).

We know history and social studies requirements vary by state. Some states emphasize state history, while others do not. In our state, several teachers have told us that state history is often only covered if time allows.

Our goal is to develop a resource that engages students, is easy and inexpensive for teachers to use, and helps kids connect with their local history, whether that’s in a classroom or extracurricular setting.

Before we get too far in the weeds, we want to survey history teachers to learn what format would be most impactful and where students and teachers face challenges in the classroom.

We welcome insights from those with experience teaching elementary students, as well as those who teach older age groups. Any input from teachers would be greatly appreciated!

Survey here


r/historyteachers 2d ago

Moving from JH to HS need advice with my electives

2 Upvotes

I am moving up from JH ELA to HS social studies. Two of the electives that I will be teaching are Famous Wars and Native American History. Does anyone have any advice, websites, etc for either class? I really appreciate any help you can provide.


r/historyteachers 4d ago

Self-promotion Saturday: I built an interactive timeline tool for exploring history

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10 Upvotes

Hi everyone — I’m the creator of The Timelines, a free web tool for exploring historical events on an interactive, zoomable timeline.

It’s intended as a visual supplement for history learning: students can move across eras, open event details, and follow connections across different periods. I’d genuinely welcome feedback from teachers on whether it could be useful in a classroom, and what would make it more practical for you.

https://thetimelines.org/


r/historyteachers 4d ago

Revision YouTube channel

1 Upvotes

Can someone help a girl out I’m looking for a podcast or YouTube channel that covers everything I need in my spec. For GCSE CIE history I found the perfect channel @thehistoryrevisionguy-de5208 but I need something that cover the depth I need for alevel.

**History** – **Edexcel A Level (9HI0)**

**In Search of the American Dream: The USA, c1917–96**

**South Africa, 1948–94: From Apartheid State to 'Rainbow Nation'**

**Britain: Losing and Gaining an Empire, 1763–1914**

Please if anyone would offer any podcast of Chanel’s it would really help.