Jackdaw Portfolios of Historical Documents and Study Guides

This is the curriculum's primary strength, providing extensive authentic historical documents as facsimiles of originals.

Portfolios contain 8-18 historical source documents that are facsimiles of originals with transcripts included, and activities rely primarily on these source documents

Vocabulary instruction is minimal, with only basic worksheet support mentioned.

Study guides include 'a couple of vocabulary worksheets (reproducible)' but no systematic vocabulary development described

The curriculum is organized thematically rather than chronologically, which may limit systematic timeline building.

Topics are organized under broad categories like 'Colonial America' and 'Slavery & Civil War' with specific titles like 'American Revolution' and 'The Depression,' but no mention of chronological sequencing

Limited teacher support with basic background notes but no comprehensive professional development.

Notes include background on each document, suggested books, and thought questions, but no mention of teacher training materials

The curriculum provides background information and context but appears to rely heavily on student inquiry rather than explicit instruction.

Notes include background on each document and broadsheets expand on topics, but activities focus on student research and writing from source documents

Geographic content appears limited to specific state histories and some exploration topics.

Categories include California State History, New York State History, and topics like 'Columbus and the Age of Explorers' and determining routes during the California Gold Rush

No evidence of systematic retrieval practice or spaced review of historical content.

Activities described focus on writing and projects but no mention of review activities or cumulative practice