The UC Irvine History Project (UCIHP) strives to help teachers integrate primary sources into classroom so that students can engage with texts like historians. Students will not learn by memorization; instead, they acquire historical thinking and strategies to think through and analyze texts. View the video below for an overview about what UCIHP's professional development is about and in what ways it supports history/social science teachers.
When speaking about the National Writing Project, Dr. Sheridan Blau stated that
This model of teacher professional learning sparked a movement that is still growing strong today. More than 200 Writing Project sites can be found across the United States, and these sites continue to use a teachers-teaching-teachers model to build community, capacity, and passion for writing instruction. In this blog, I will highlight the teacher professional learning opportunities and the youth programming offered by one of those sites - the UC Irvine Writing Project (UCIWP).
By National Writing Project
The National Writing Project (NWP) is a network of sites anchored at colleges and universities and serves teachers across disciplines, from early childhood through university. They provide professional development, develop resources, generate research, and act on knowledge to improve the teaching of writing. NWP sites share a set of principles and practices for teachers’ professional development. In addition to developing a leadership cadre of local teachers (called “teacher-consultants”) through invitational summer institutes, NWP sites design and deliver customized in-service programs for local schools, districts, and higher education institutions, and provide a diverse array of continuing education and research opportunities for teachers.
High-Impact Resources for Teaching Interpretation, Critique, and Argument in Social Studies
By Jenell Krishnan
Developed by two members of The WRITE Center's Advisory Board, Chauncey Monte-Sano and Mary Schleppgrell, Read.Inquire.Write helps teachers improve student reading, reasoning, and writing with sources through social studies inquiry. Their free and downloadable curriculum creates a process to support secondary students' argument writing through the reading of sources and analysis of complex social and historical problems.
By Jacob Steiss
Stanford History Education Group (SHEG) offers a number of free resources to help secondary history and literacy teachers improve students’ source-based analytical thinking, writing about sources, and reasoning about online texts. Here are THREE awesome resources for teachers