Skip to content

Posts from the ‘economics’ Category

Hungry Planet: What the World Eats

I recently ran across a very cool book that seems like a perfect tool for world geography teachers. Pretty sure we could use it in a variety of other content areas (especially economics) but I saw this and my mind went immediately to some cool compare and contrast conversations about world regions.

Titled Hungry Planet: What the World Eats by Peter Menzel, the book highlights the differences in diet of families from around the world. The book jacket:

On the banks of Mali’s Niger River, Soumana Natomo and his family gather for a communal dinner of millet porridge with tamarind juice. In the USA, the Ronayne-Caven family enjoys corndogs-on-a-stick with a tossed green salad. This age-old practice of sitting down to a family meal is undergoing unprecedented change as rising world affluence and trade, along with the spread of global food conglomerates, transform diets worldwide. In Hungry Planet, the creative team presents a photographic study of families from around the world, revealing what people eat during the course of one week.

Each family’s profile includes a detailed description of their living conditions, food security, and diet.

This is the same guy who wrote the very cool book Material World: A Global Family Portrait. Together the two books could provide weeks, maybe months, of useful lessons.

To get you thinking about possible lesson ideas, take a look at the following examples. Using either the Kansas state standards or you own local curriculum, think about this:

How might you use these images and the basic data included to develop a world geography lesson?

Read more

EverFi, online sims, and personal financial ed

Okay.

I’ll admit it. I’m not a big fan of most personal finance classes. They usually are poorly organized, poorly taught, and are often much too long. A full year of personal finance required for graduation? Really?

But I will also admit the need for some sort of personal finance training for kids.

Credit card bills, debt, saving, and financing higher education are often not on the minds of most of your students. But the financial decisions they make today will have a long-term impact on their lives. A weak understanding of how finances work can jeopardize their ability to succeed later on in life.

The answer? Some sort of curriculum that will actually engage kids so they walk away with some applicable knowledge and skills. EverFi seems like that sort of answer.

Read more

Tip of the Week – 25 Sweet Social Studies Resources

I spent most of the day listening to Don Gifford, Social Studies Consultant from the Kansas Department of Education, and classroom teachers discussing this year’s state assessment and the Common Core. Part of the day was spent sharing online resources to help teachers prepare for the assessment. The guiding question was simple:

What are resources that we can use to help increase student learning?

It was interesting to hear the kinds of things that teachers shared – analyzing documents, comparing and contrasting, reading historical fiction, writing document-based questions, distinguishing bias, evaluating perspective. You know . . . stuff great teachers do all the time. So I tried to capture their conversation in list form. What I came up with is below. And while the conversation was focused on the Kansas state social studies assessment, there’s tons of useful stuff here that just about anyone can use.

(You can also download Don’s presentations, Kansas State Assessments and The Common Core and Social Studies if you’re interested.)

Southwest Plains Service Center
Standards & Assessment Resources including Flip Charts
Kan Ed Empowered Desktop

Test Builder (must have username / password)
Kansas State Historical Society

Select “Educate”
ThinkFinity

Select “State Standards Search”
World History For Us All

Library of Congress

Select “Find classroom materials that meet your state standards”
Stanford History Education Group

Select “Curriculum”
EconEdLink

Select red “Find a Lesson” and “Find an Interactive Tool”
Social Studies Central

Be sure to sign up for the Tip of the Week
Mr. Donn’s Lesson Plans

Discovery Education
videos
PBS The News Hour

Select “Making Sense with Paul Solman”
Social Studies for Kids

Grow Pub Publications

Social Studies
National Council for Economics

Play-do Economics
Kansas Memory

Primary sources from Kansas Historical Society
Common Core Standards

Children’s Literature with Social Studies

Great resources for K-6 teachers
Glossary of Instructional Strategies

Hundreds of effective strategies to try
The Historian’s Toolbox
Six units leading kids through good history practices
Literacy in Social Studies
Some useful links and tutorials
ReadingQuest: Making Sense in Social Studies
A website designed for social studies teachers who wish to more effectively engage their students with the content in their classes
Reading, Writing and Researching for History
Written for college kids but could be adapted for MS and HS use
Strategies in Action: Being a Strategic Teacher of Social Studies
Over 100 helpful ideas
Tools for Reading, Writing and Thinking
These tools should be used to help students engage in rigorous thinking, organize complex ideas, and scaffold their interactions with text

Have a great weekend!

SocialTwist Tell-a-Friend

New Kansas State Social Studies Standards

I feel a bit like the Founding Fathers at the 1787 Constitutional Convention might have felt. They showed up in Philadelphia with the stated intent of tweaking the Articles of Confederation. Instead, they ditched the Articles and went straight to the Constitution.

Today was the first meeting of the Kansas State History/Government Standards Revision Committee. The stated intent? Tweak the current state standards.

And while we don’t have James Madison or Benjamin Franklin, the committee truly is a collection of Kansas Social Studies studs. Michael Ortman, Brian Richter, Nathan McAlister, Anneliece Kowalik are just a few of the incredibly talented educators in the room.

What happened when the committee got together? They basically pushed the current document aside and went straight to the 21st century standards equivalent of the Constitution – standards that will drive quality instruction and quality assessment. And there was lots of great conversation today that revolved around what the standards document should contain and how it should look.

One of the first decisions made by the group was to organize the new standards around Big Ideas and Essential Questions. Of course, we then had to write the Big Ideas. I’ve pasted our first draft below.

If you were creating a K-12 social studies standards document that will integrate history, geography, government and economics, what additions and subtractions would you make?

Big Ideas

  • Choices have consequences
  • Individuals have rights and responsibilities within societies
  • Diversity and commonality shape and enrich societies
  • Beliefs and ideas shape people’s thinking and actions
  • Competition for resources and power creates conflict and cooperation
  • Societies progress and decline
  • People are interdependent
  • Societies have similarities and differences that change over time
  • The relationship between people, places and environment is dynamic
  • Multiple causations and perspectives exist

————-

Update September 27

Big Ideas second draft

  • Choices have consequences.
  • Individuals have rights and responsibilities.
  • Society is shaped by beliefs, ideas and diversity.
  • Societies experience continuity and change over time.
  • The relationships among people, places and environment are dynamic.
  • Thinking and literacy skills are essential to active 21st century citizenship.

 

SocialTwist Tell-a-Friend

We’re not stupid. We’re ignorant.

Bill Waterson 1995

And there’s a difference, says Yale political scientist Jacob Hacker.

The problem is ignorance, not stupidity. We suffer from a lack of information rather than a lack of ability.

Recently, Newsweek asked 1000 US citizens to take America’s official citizenship test. You probably know where this is headed. Yeah . . . we didn’t do too well.

  • Almost 75% couldn’t correct state why we fought the Cold War
  • 1/3 couldn’t name the current Vice-President
  • Less than 20% could name a power specific to the federal government
  • 94% don’t know how many Constitutional amendments there are
  • Just 40% know how long an elected senator serves
  • 44% were unable to define the Bill of Rights
  • And 6% couldn’t circle Independence Day on a calendar (Psst. Here’s a hint . . . it’s in July.)

But we knew this already, right? Knowledge of US government and history facts has always been low. In fact, Michael Carpini of the Annenberg School of Communication claims that

yearly shifts in civic knowledge since World War II have averaged out to slightly under 1 percent.

So these sorts of scores are nothing new. But . . . times are different and they’ve changed in ways that make civic ignorance a huge problem. The current conversation on the federal budget points out the dangers of not understanding the system.

When we think about it, the answer is simple:

  • cut spending in big ticket items (like Medicare and defense)
  • tax reforms that increase revenues (like ending Bush era tax cuts)

But we just don’t get it. According to a 2010 World Public Opinion poll, rather than seeing the obvious, most of us would solve the budget problem by cuttting foreign aid from what we think is the current level (27% of the budget) to a much more realistic 13%.

The actual percent? Less than 1%.

A January 25 CNN poll found out that 71% of us want a smaller government but huge majorities of around 80% don’t want to cut Medicare of Social Security.

And not only are we confused about things like the budget and other government underpinnings, many of us just don’t care anymore. This is especially dangerous.

Newsweek broke out the data a bit more based on Republican and Democrat test takers and discovered some frightening statistics. The more conservative you are or the more liberal you are, the better you did on the test. Moderates didn’t do so well.

This illustrates something quite dangerous. The operative theory about America’s political situation holds that the fringe of each party is poorly informed, and the middle possesses the wisdom, but our numbers show it’s actually the extremes that are engaged—and thus, up on their facts—while the middle is relatively ill informed.

More than lacking knowledge, a lot of Americans, particularly in the middle, have completely tuned out.

Stop and think a bit here about the “so what.”

Our current system is based on the idea of compromise. Compromise between branches of government, compromise between political parties, compromise between state and federal. Thomas Jefferson once said

I see the necessity of sacrificing our opinions sometimes to the opinions of others for the sake of harmony.

But it seems as if the extreme ends of the political spectrum – those more likely to “fan flames” and less likely to seek compromise – are the ones engaging in the system. The middle – those most likely to listen and look for solutions – is choosing to retreat from participation.

If only the loud and strident campaign and vote, then only the loud and strident will be elected. And consensus and solutions will be difficult to come by.

Tomorrow:

  • What’s our role as social studies teachers in all of this?

SocialTwist Tell-a-Friend

Follow

Get every new post delivered to your Inbox.

Join 533 other followers