This case shows a teacher assessing and providing feedback to students and students categorizing American foreign policy action as an example of either imperialism, expansionism, or isolationism.

This case shows a teacher expertly facilitating a class in their discussion of the historical context behind Martin Luther King's "I Have a Dream" speech and students engaging in purposeful, respectful dialogue about this issue and the purpose of the speech.

In this case the teacher is facilitating group work as the students share with their group the cultural elements of specific Native American tribes, practicing their collaborative skills as they show and share their art projects.

In this case the teacher circulates among small groups and students use literacy strategies to understand the arguments and evidence used to support and refute American imperialism efforts.

This case shows a teacher observing students in a Socratic seminar and students discussing critically the symbolism of the Star Spangled Banner, connecting the text to other events in U.S. History.

This case shows a teacher observing students and asking deeper level questions as the students discuss the issues of Japanese Internment in relation to WWII and the effects it had on society.

This case shows a teacher working with groups of students as they examine Supreme Court cases to better understand the role of the federal government in our society.

This case shows a teacher monitoring small groups of students and students reading short hypothetical situations to determine if Miranda rights have been violated.

This case shows a teacher managing small groups of students as they create an iPhone application that reflects propaganda techniques from World War II as well as American values today.

This case shows a teacher circulating among small groups and students discussing the constitutionality of contemporary scenarios.

This case shows a teacher working with small groups of students and students work together to determine if the American Revolution fits the criteria of a Just War Theory.

This case shows a teacher observing students as they discuss the Constitutional rights as they apply to war time and students engaged in conversation and debate to articulate their ideas about limits to free speech.

This case shows a teacher managing and assessing group work and students working together to analyze documents and create arguments about the impact of the Civil Rights Movement.

In this case, students are working in small groups to make collagraph plates and the teacher prompts students' thinking to help them create symbols that represent traits, contributions, and accomplishments of famous African Americans.

This case shows a teacher working with students to help them understand social reform movements through an activity whereby students create a plan and carry out a specific social/civic movement for the school and the local community.

In this case a teacher manages and supports groups of students as they debate and connect events and issues, analyze current statistical data from the U.S. Census Bureau, the F.B.I., and the National Center for Education Statistics while comparing American society after Reconstruction to society today.

This case shows a teacher and students engaged in discussion comparing the Gilded Age with modern-day companies.

This case shows a teacher monitoring and providing feedback to students and students debating whether or not the U.S. was justified in dropping atomic bombs on Japan during WWII.

In this case the teacher goes over listening, speaking, and viewing skills and the students use these skills to present their newscasts about the hardships on the Oregon Trail, evaluating each newscast with student responders.

This case features a teacher leading a text-based discussion through questioning in an effort to enable students to compare and contrast the most important points and ideas presented in three different texts about Japanese internment camps as part of a unit on civil rights.