NBPTS AYA Social Studies-History study plan
NBPTS AYA Social Studies-History · Give each week a clear focus.
8 weeks · About 7 hours per week
Knowledge of Social Studies-History Content and Disciplinary Inquiry
Map the four NBPTS AYA Social Studies-History content strands (U.S. history, world history, geography, civics/economics) against your own transcript and teaching load to name your two strongest and two weakest areas
Draft a one-page chronology of major U.S. history turning points (colonial contact through Reconstruction) from memory, then verify against a scholarly source and annotate every gap
Define disciplinary inquiry in writing: distinguish sourcing, contextualization, corroboration, and close reading of evidence in 150 words or fewer
Build a running annotated bibliography of five scholarly works (monographs or journal articles) you will cite in portfolio entries
Your checkpoint
A self-audit grid of content strengths and gaps plus a five-source annotated bibliography with one-sentence relevance notes
Knowledge of Social Studies-History Content and Disciplinary Inquiry & Designing and Enacting Instruction That Develops Disciplinary Thinking
Trace world history themes (empire, trade, revolution, decolonization) across three regions and write a comparative paragraph for each theme
Select one primary source you already teach and write the sourcing questions you would model aloud, including author, audience, purpose, and context
Design a 20-minute inquiry task in which students corroborate two conflicting sources and justify which they trust
Identify the historical thinking skill each task targets and label it explicitly in your planning notes
Your checkpoint
A complete inquiry lesson plan with two primary sources, modeled sourcing questions, and labeled thinking skills
Designing and Enacting Instruction That Develops Disciplinary Thinking & Assessment of and for Learning in Social Studies-History
Write three learning objectives that use observable verbs and specify the historical thinking students will demonstrate
Construct a rubric with four performance levels that separates content accuracy from evidence-based reasoning
Draft two formative checks (a quick-write and an exit ticket) that reveal student misconceptions about causation versus correlation
Plan one instructional sequence that moves students from guided sourcing to independent document analysis over three class periods
Your checkpoint
A three-day instructional sequence with objectives, analytic rubric, and two formative assessment tools
Assessment of and for Learning in Social Studies-History
Analyze three student work samples against your rubric and write feedback that names the next reasoning move, not just the error
Design a summative document-based question with a scoring guide that weights use of evidence and contextualization
Plan how you will use assessment results to regroup students and adjust the following week's instruction
Distinguish assessment of learning from assessment for learning in a written reflection on your own current practice
Your checkpoint
A scored student-work analysis packet with annotated feedback and a written regrouping plan
Understanding Students and Their Learning in Social Studies-History
Profile three focal students using observational and work-sample evidence, noting how language, prior knowledge, and identity shape their engagement with history
Adapt one existing lesson to include scaffolds for a multilingual learner and an extension for an advanced reader
Interview or survey a colleague about how they learn students' cultural and community assets and record what you will adopt
Write a 300-word analysis connecting your focal-student profiles to specific instructional decisions
Your checkpoint
Three focal-student profiles with matching instructional adaptations and a written rationale
Understanding Students and Their Learning in Social Studies-History & Commitment to Equity, Civic Purpose, and the Professional Community
Audit one unit's texts and materials for whose perspectives are centered and whose are absent
Design a civic action or deliberation task that requires students to weigh competing public interests using evidence
Plan how you will teach one contested historical topic using structured academic controversy and clear norms
Document one family or community outreach step that connects the curriculum to students' lived experience
Your checkpoint
An equity audit of one unit plus a civic deliberation lesson plan with community connection notes
Reflective Practice, Collaboration, and Professional Growth
Collect and annotate six artifacts (lesson plans, student work, assessments, video notes) that evidence your growth across the domains
Write a reflective commentary that analyzes what changed in your practice and why, citing the artifacts
Solicit written feedback from a colleague or instructional coach on two artifacts and record your response to it
Identify one professional learning goal and the evidence you will gather next year to show progress
Your checkpoint
A draft portfolio section with six annotated artifacts, reflective commentary, and a documented feedback loop
Reflective Practice, Collaboration, and Professional Growth & Commitment to Equity, Civic Purpose, and the Professional Community & Assessment of and for Learning in Social Studies-History
Revise all portfolio entries for clarity, evidence, and alignment to the standards, cutting unsupported claims
Rehearse a timed written response to two practice prompts and self-score against the rubric
Finalize a two-year professional growth plan naming collaboration, civic engagement, and equity commitments
Complete a final content check on your two weakest areas from week one and log remaining gaps
Your checkpoint
A complete, revised portfolio draft with timed practice responses, a growth plan, and a residual-gap log
Milestones
Week 2: You can explain sourcing, contextualization, corroboration, and close reading without notes and have one inquiry lesson ready to teach
Week 4: You have scored at least three student work samples against your own rubric and can articulate how the results changed your next instructional move
Week 6: One unit has been audited for perspective and equity, and a civic deliberation task is fully planned with norms and evidence requirements
Week 8: Portfolio draft is complete with six annotated artifacts, timed practice responses are self-scored, and remaining content gaps are logged with a plan