I’ve been planning to talk about Thinglink for months. I had the chance to learn more about this last spring and, well . . . I just haven’t gotten to it. I’ve been busy. The dog ate my homework. The internet was down. There was football to watch. There was basketball to watch.
Basically I pushed it to a back burner, told myself that I would play with it some more, and never did.
But I was reminded today at MACE 14 about how cool Thinglink is and all of the awesome stuff you can do with it. So today a quick review and sample.
Thinglink is an online tool that lets you and your students Read more
Google just keeps coming up with more cool stuff. And for all you map nerds, and history teachers, their new Maps Gallery is just the ticket.
Maps Gallery works like an interactive, digital atlas that lets you search for and find powerful, compelling maps. It’s much like the Gallery of tours you can find via the Google Earth tool. One of the biggest differences is that the Google Maps Gallery contains maps created by a variety of organizations, both public and private, and so you can find all sorts of maps, many mostly inaccessible to the public before now. Read more
As social studies teachers, it’s easy to get caught up in textual evidence. And that’s not always a bad thing – there are all sorts of sweet primary and secondary sources that we should be using with our kids.
But sometimes we don’t do enough to train students to focus on visual evidence. Photographs, maps, video games, charts, infographics, movie clips. These types of resources can be powerful pieces of the puzzle. So today? Three easy to use strategies for training kids to close read visual evidence.
The goal in all three strategies is to move kids along the continuum from simply seeing something to creating deeper meaning. When I work with students – no matter what strategy we’re using or what kind of evidence we’re looking at – I want them to jam into their brain these basic questions:
- What do you see?
- How can you organize what you see into patterns?
- What do the patterns tell you?‘
So here ya go. Three strategies to help your kids see better. Read more
I had a great time yesterday with a group of secondary social studies teachers – we got to spend the entire day talking about integrating technology into their classrooms. How cool is that?
Yup. You’re right. Very cool.
It was the kind of day where we got to chat about a whole bunch of different stuff. We jumped from best practice to assessments to Google Earth to online primary sources to the pros/cons of BYOD initiatives. We also talked a bit about iPads and iPad apps.
So . . . today’s tip? A list of iPad apps aligned to my C4 Framework. The Framework is designed to help teachers develop quality lesson and unit designs that focus on historical thinking skills. Read more
It’s Wednesday. And Wednesday is not the normal day for a Tip of the Week. But the Sochi Winter Olympics start tomorrow and you might be looking for some instructional goodies. Here’s what I’ve got: Read more
Okay. I gotta be honest.
Much of what you are about to read is a year old. My thinking hasn’t changed much since February 2013 and well . . . I’m not sure I could write it a whole lot better anyway. So the message and much of the text is the same. The resources are updated.
To be honest, I’m a bit torn about the whole idea of Black History Month. The concept started back in 1926 when historian Carter G. Woodson and the Association for the Study of Negro Life and History announced the second week of February to be “Negro History Week.” That particular week was chosen because it marked the birthday of both Abraham Lincoln and Frederick Douglass.
The hope was that the week would eventually be eliminated when black history became fundamental to American history teaching. In 1976, the federal government followed the lead of the Black United Students at Kent State and established the entire month as Black History Month. President Ford urged Americans, and especially teachers and schools, to “seize the opportunity to honor the too-often neglected accomplishments of black Americans in every area of endeavor throughout our history.”
The hope was that essential people, events, and places, routinely ignored, would be incorporated throughout the school year as part of social studies instruction.
But I’m torn. Read more