I can’t remember where I first learned about hexagons in the classroom. And I talk about them as much as I talk about Google tools like Jamboard. So if you’re already using hexagons, good on...Read more
We want our students to make sense of content, be engaged, and see connections to contemporary issues. That's why we're so bought into the idea of using primary sources. But we also know that using...Read more
I am a huge fan of Google Jamboard. There are so many cool ways we can use a digital whiteboard software like Jamboard to engage kids in solving problems, for messing around with primary sources,...Read more
It's been an awesome week! Jump started it on Monday working with a small group of middle school and elementary teachers in the great state of Arizona. And am bookending it today and tomorrow with...Read more
I've been spending some serious amounts of time this summer leading conversations around the country focused on the integration of social studies and literacy. And for the last few years, I've had the chance to...Read more
One way or the other, things will probably get a bit more . . . hmm, interactive in your classrooms over the next few weeks. As final results from this fall’s midterm elections trickle in and mail-in ballots are counted, you will most likely have some students with questions, parents who may have concerns, and admins who’ll worry about all of the above. Possibly making class discussions difficult and uncomfortable.
And that sort of learning can be difficult. I get that. Throw the current anti-teacher atmosphere into the mix and I can’t think of a tougher time to be an educator. And you’re not alone in being concerned about taking on controversial topics.
Education Weeksurvey data gathered back in 2017 suggested that many teachers find it difficult to talk about race, politics, and other controversial topics. Almost 30 percent expressly avoid it completely. Part of the problem is that many of us – 44 percent – don’t feel prepared to lead conversations that will probably get emotional.
So should you even try? And if you do decide to take on that challenge, what’s the best way to deal with those conversations?
You’re all busy with a lot of things. And I’m guessing one of the biggest this week is the upcoming Midterms. But this quick read from a couple of years ago might be able to help.
A big part of what I do every week involves spending time with teachers, especially social studies teachers, leading and having conversations around best practice, instruction, and assessment. And it’s almost always the best part of the week.
Think about it. I get the chance to sit and nerd out with other social studies people talking about our favorite history stuff. I know. It’s awesome.
A lot of our recent conversations have focused on the soon to be released Kansas state social studies assessment. At its most basic level, the assessment will ask kids to solve a problem using evidence and communicate the solution. This assumes, obviously, that the kid will have acquired some historical and critical thinking skills somewhere along the way.
And the more I get the chance to work with our current standards and the planned assessment, the more I realize that we need to do more than just train students to start thinking in certain ways. We also need to train them to stop thinking in other ways. We want them to be able to source and contextualize evidence. We want them to read and write effectively. These are useful skills.
But there are also ways of thinking that can slow that process down and even grow into habits that can lead to ineffective (and perhaps dangerous) citizens.
I recently ran across an article on my Flipboard feed that specifically addresses these ineffective and potentially dangerous habits. Posted by Lee Watanabe-Crockett over at the Global Digital Citizen, the article highlights both problems and solutions. You’ll want to head over there to get the full meal deal but because Lee focuses more on generalities than things specific to social studies and history, I’ve given you just a little taste below:
I’ve been on a serious Nathaniel Philbrick kick over the last few months and just finished Mayflower: Voyage, Community, War. It’s an incredibly interesting and detailed exploration of the interactions between the Indigenous nations of what we now call New England and English Pilgrims and Puritans during the 1600s.
One issue that Philbrick was very open about reminded me of a conversation I had with a group of upper elementary teachers several years ago. I had asked them to read an article titled How Do We Teach With Primary Sources When So Many Voices Are Missing? Published by Education Week, the article highlights the difficulty in telling a complete story when Indigenous voices are hard to find, the same issue that Philbrick struggled with.
Bottom line? We need to train both ourselves and our students to look beyond what the easy to find sources are telling us. (I’m looking at you, Schoolhouse Rock. And our textbooks. And a lot of contemporary trade books.) It’s what Sam Wineburg once called “reading the silences.” We need to be more intentional about finding and using sources that fill in those silences, than let kids listen to the stories that are often untold and left out.
Finding these missing voices is important for a lot of reasons. But one particular quote in the EdWeek article stood out for me:
That can’t be right, can it? A musical about the founding of America that’s better than that tired, old Hamilton thing? I mean, we’re talking about a musical that was Hamilton before there was a Hamilton. Before there was even a Lin-Manuel Miranda.
So I’m guessing it’s a musical that many of you haven’t heard about. I had the chance to see a performance of it back in the day – like, seriously back in the day – at the amazing Wichita Musical Theater. And, of course, then I had to go and find the movie based on the Broadway version.
Cause we know how powerful poetry and music and emotion and pop culture and all the things that make Hamilton so awesome can be to encourage student connections to historical content. So why not go back a bit to the original Founding Fathers musical that ruffled a few feathers of its own?
If you’ve ever played the awesome card game Set, then you’ve messed with the idea of Which One Doesn’t Belong. The rules of the gameare simple: Collect as many sets of cards as possible. You create sets by combining three cards that are either All Alike or All Different in each of four different features. To be a set, each of the card’s features (color, shape, number, shading) must be all the same on each card or all different on each card. So this is an example of a Set:
And I’m trying to keep my chin up but . . . you know, it’s hard. Accepting the fact that we’ll never be together again can be rough.
You know what I’m talking about. The day you finally realize that awesome pair of jeans is just isn’t as awesome anymore. Maybe it’s that sweet hoodie you got at the merch table during a concert weekend back in college. Or maybe it’s your favorite, most comfortable tee shirt.
That’s me this morning. Back in the day, I got in the habit of grabbing a tee shirt from each of the campus visits my kids would make during their college searches. This particular shirt has been a favorite since I traveled with my first kid to Seattle 11 years ago. It fit perfectly. It was comfortable. Over the years, it slowly broke into perfection. It’s been the go-to shirt for years. But at this point, even I have to admit perhaps it’s just a little too broken in.
Eventually our favorite stuff wears out and we have to move on. It’s hard but we do it cause, well . . . cause the stuff just doesn’t work anymore.
And if you’ve gotten this for, you’ve got to be asking yourself.
Glenn Wiebe – social studies nerd, consultant, tech guy
Thanks for dropping by! As a curriculum consultant for ESSDACK, an educational service center in Hutchinson, Kansas, History Tech is my chance to rattle on about social studies and technology. Feel free to poke around.
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Evidence Analysis Window Frames and Tools for Teaching & Learning
At ESSDACK, we want to offer tools and products that encourage you to learn and work when and where you want. Check out these handy products that can be used as instructional tools and professional learning opportunities in ways that work best for you.
The very cool Evidence Analysis Window Frame that scaffolds historical thinking skills and helps kids make sense of primary sources.
But you'll also find C4 Cards and 25 Days of History Tech Tools to help you grow professionally.