@mathiseverywhere.bsky.social

Peter Frankopan’s Silk Roads? You could pull out the sections most relevant to your time period since it covers a much longer timeline. There is also an illustrated version that I use with my high schoolers.

#historyteacher

Hub, Tub, and Pub City

HISTOLAB Toolkit for History classes - Debunking fake news and fostering critical thinking - HISTOLAB The world of history education at your fingertips

histolab.coe.int/activities/t... #HistoryEducation

#historyteacher

Join us on the beautiful UBC campus for the UBC Social Studies Education Winter Professional Development Conference

Friday, February 13, 2026 | 9:00– 3:30 (PST)
edcp.educ.ubc.ca/social-studi...

Registration opens January 5, 2026.

#socialstudies #education

This past semester I had the incredible opportunity to teach Social Studies methods to future teachers at UBC. Tonight was my last class and although I’m sad it’s over, it has been the best Pro-D for my own teaching practice and I can’t wait to apply what I’ve learned to my high school classes!

AP World History: Modern Exam Questions – AP Central | College Board Download free-response questions from past AP World History exams, along with scoring guidelines, sample responses from exam takers, and scoring distributions.

To not be totally negative, I do appreciate its emphasis on developing arguments ("Evaluate the extent to which...") using a variety of sources as evidence. I believe they typically use 7 sources. You can see past examples online: apcentral.collegeboard.org/courses/ap-w...

My experience with the AP History exams is very brief so I'm afraid I'm not the best person to ask. The reason I don't teach it is because of the exam. The year I taught it I remember being annoyed with how formulaic the grading system is (but that's just the case with any standardized exam).

Asking as a non-Brit - is the unseen source paper the same as the Document-Based Question that the AP History exams have?

Read the recent publication by members of Thinking Historically for Canada's Future titled: Never the two shall meet? Connecting historical and democratic consciousness in Canadian K-12 history textbooks.

DOI: doi.org/10.14324/HER....

@carlapeck.bsky.social
@ualbertaed.bsky.social

Marking lesson plans?

Yep.

Europeans Didn’t Discover the World It’s time to stop calling it an “Age of Discovery” or an “Age of Exploration”

It’s time to replace “discovery” and “exploration” with navigation and colonization.
🗺️🗃️

www.liberatingnarratives.com/europeans-di...

Thanks, Nathan!

Sign of UBC’s Faculty of Education building

My first day of school looks a little different this year as I’ve joined UBC’s Faculty of Education as an Adjunct Professor!

15 years ago, almost to the day, I entered the same building as a student and I’m so excited to be back to share my love of Social Studies with future teachers.

Sent. Thank you so much!

Thank you for tagging me!

I’d love one!

It’s me!

Episode 216: Observing Classroom Discussions with Lightning Jay & Abby Reisman In episode 216, Dan and Michael chat with Lightning Jay and Abby Reisman about their article published in Theory & Research in Social Education, “The social studies discourse instrument: Valida…

New podcast!!! You can listen to @abbyreisman.bsky.social and I discuss the importance of discussions in the social studies classroom! It get meta!! visionsofed.com/2025/07/21/e...

#historyteacher #iteachsocialstudies

This blog series offers reflections on the History Education in Troubled Times workshop.

Read about it here: thinking-historically.ca/history-educ...

@carlapeck.bsky.social
@ualbertaed.bsky.social
@sarakarn.bsky.social

When critical thinking isn’t enough: to beat information overload, we need to learn ‘critical ignoring’ Lateral reading, self-nudging and a persistent refusal to feed the trolls are some of the ways one can better manage information.

…. My students and I also read this article about “critical ignoring” as in addition to strategies like lateral reading, the authors recommend “self-nudging” in making our own choices in consuming online information theconversation.com/when-critica.... 2/2

Members of Thinking Historically for Canada's Future recently published an article titled
Historical Thinking: Trends, Critiques, and Future Directions.

Read more here: doi.org/10.1016/j.co...

@carlapeck.bsky.social
@ualbertaed.bsky.social

Evaluating Primary Sources Through a See, Think, Wonder By taking the time to observe, make inferences, and ask great questions about historical artifacts and images, students learn to avoid jumping to conclusions.

Are you students quick to jump to conclusions? A See, Think, Wonder will get them to slow down and look more closely. 🗞️

See, Think, Wonder is a thinking routine developed by Project Zero.

#HistoryTeacher #teachers #SocialStudies #HistoryEducation

This would be really helpful to use with students who tend to use the word "bias" as a crutch when analyzing sources #historyteacher #iteachsocialstudies

7 Steps for Staying sharp (short version) An infographic with 7 boxes. Headline: Seven Steps for Staying Sharp Online Each box has a box with a tip. The tips are: 1. Pause 2. Memes aren't news 3. Likes and shares ≠ credibility 4. Take time to assess sources 5. Get to the experts 6. Don't feed the trolls 7. Steer clear of conspiratorial thinking

🫣 If you're feeling overwhelmed scrolling social media, you're not alone. Bad actors also take advantage of heavy news cycles with #misinformation that plays on emotions.

👇🏾 Here are some basic #NewsLiteracy tips to stay sharp online.

🔗 Download the poster: bit.ly/7tipsNLP

Just putting this out there… books.google.co.uk/books?id=UVk...