Welcome to H-High-S! The primary purpose of H-High-S is to facilitate an ongoing discussion of curriculum, instructional strategies, and educational resources involved in teaching history, social studies, and related subjects in American secondary schools.

Recent Content

Re: Massachusetts History & Social Science Frameworks revisions

I welcome comments like Linda Morse's on standards.

Yes, it seems that there is no acknowledgement that the common good is contested ground as Keith Barton and Linda Levstik have written about in their _Teaching History for the Common Good_: https://www.amazon.com/Teaching-History-Common-Keith-Barton/dp/0805839313

Yes, it seems that the new Frameworks seem to take no notice of changes brought by the historical thinking movement. Or, as many simple seem to know it SHEG: https://sheg.stanford.edu/

Re: For US history, what are the best primary sources to teach with?

I think sources such as Leutze's Washington Crossing the Delaware or John Trumbull's Declaration of Independence (https://youtu.be/DT0qNAYJQWU) have to be taught as both primary and secondary sources as Sue Wise suggests. In other words collective memory and historiography have to be embedded in our course.

Re: For US history, what are the best primary sources to teach with?

I have some more suggestions:

Capitol Rotunda paintings: https://www.aoc.gov/historic-rotunda-paintings
Letter to My Old Master (1865): https://www.smithsonianmag.com/smart-news/free-mans-1865-letter-his-form...
NAACP Flag: "A Man Was Lynched Yesterday": https://www.nytimes.com/2016/07/15/us/artist-flag-protests-lynching-by-p...
Lynching photographs / postcards: http://www.americanlynching.com/photos-old.htm

Re: For US history, what are the best primary sources to teach with?

Are these images being used (as primary sources) to study the time period in which they were created? Washington Crossing the Delaware, for example, was created in 1851 by an artist who did not witness--nor live during the time of--the actual event. It is a depiction of events from the past by someone who did not witness, nor live during that time.

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