I spent the morning at Slate Creek Elementary in Newton, observing just a few of the cool things going on there. Lots of PBL. Lots of inquiry. Lots of great student questions.
And one of my favorite hook activities ever.
Tenae Alfaro, Slate Creek principal, is planning a summer trip and so she asked fourth grade kids to do some in-depth research and plan a trip for her. Now . . . I’m not sure she’s actually going go take the trip kids come up with. But what a cool essential and authentic question to ask nine year olds.:
Where should I go on my summer vacation?
So there’s a crowd of fourth grade kids over in Newton doing research on states and monuments and museums and all the kinds of things you might typically do on a cross-country family trip. And one of the tools that would be ideal as part of that final product is Google My Maps.
I’m still surprised by the number of teachers who aren’t aware of this piece of Google’s G Suite. If you’re still not sure what it is, think Google Docs in map form. My Maps supports collaborative editing and sharing, it’s easy to use, and it integrates with all the other G Suite apps. It’s a great tool for helping kids see connections between events, people, and place.
And for the kids over at Slate Creek (or your students,) it’s a perfect way to create rich, deep, and multi-layered visual representations of trips. So use it for planning a principal’s summer trip, as a Google Lit Trip that highlights events and travel in fictional stories, or to chronicle actual trips and events such as Lewis & Clarks Corps of Discovery.
What are some other reasons why I love My Maps so much?
I spent the majority of my grade school years at Alta Brown Elementary School in Garden City, America, working on my three Rs. It was pretty traditional stuff – snacks every afternoon, keeping the metal slipper slide super slick with our waxed milk cartons, lots of math drills, straight rows of desks, and, of course, the very awesome Weekly Reader that showed up every Thursday.
Surely you haven’t forgotten the Weekly Reader.
For those of you who didn’t have that particular grade school experience, the Weekly Reader showed up, well . . . every week. Designed for elementary kids, it highlighted current events and always included interesting feature stories. And it was glorious. At least for a budding social studies nerd like me.
My memories were jogged a week or so ago when I ran across the Read more
Just so you know. I’m not impressed with the NCAA basketball tournament. March madness? March boring maybe. Too few upsets. Lots of blowouts. And not enough interesting story lines. I could have just picked all the tops seeds to win and I’d be at the top of my bracket pool.
Don’t get me wrong, I’m still gonna watch. Just not a ton of excitement so far.
So when I ran across the American Battlefield Trust’s History Movie Madness Bracket Contest my weekend was saved. You’ve probably heard of the Trust back when it was called the Civil War Trust. It started as a group dedicated to preserving Civil War battlefield sites. It’s now also working to do the same for Revolutionary War and War of 1812 sites. So . . . they’re good people.
And now I love the Trust if even more because we get to apply our bracketology skills to history movies. I’ve written about my favorite history movies before (and am planning an update soon) so having the chance to break down 32 movies to find the all time best is right up my alley.
The Trust starts off with by claiming somehow that Gods and Generals is the best movie ever: Read more
I got the chance over the last few days to spend time with tons of social studies gurus and learn tons of new stuff at the National Council for History Education conference in Washington DC. Thanks to Dr. Richard Satchwell and Judy Bee at Illinois State University and all the folks at the Library of Congress Teaching with Primary Sources project for making the trip possible.
Part of our TPS time together was spent with developers of the five Library of Congress interactive civic education apps they’ve created. Very cool stuff that you can find at the LOC. All five are super handy for helping kids make sense of primary sources and for training students to engage as informed citizens. It was great sitting with the developers and learning more about how to use the apps with kids.
But I am just as excited about something , Chief Education Officer at iCivics, threw out at the end of her formal presentation about their DBQuest app:
We’re releasing a new iCivics game tomorrow called Race to Ratify.
She couldn’t really share a ton about it but we got the chance to get a quick taste of the game. And when she said “tomorrow,” she meant last Friday. So it’s been officially out in the wild for a few days. I’ve played with it a bit since then and it’s pretty much like all iCivics content.
Awesome. Read more
After a quick six hour visit to the the Smithsonian National Museum of African American History and Culture yesterday, it just made sense to stop in at the #NCHE2019 session by Maureen Costello, director of Teaching Tolerance. Maureen shared Teaching Tolerance resources that can help you effectively teach issues surrounding the history of slavery in the United States.
“History is not the past. It is the present. We carry our history with us. We are our history.”
Black English: A Dishonest Argument
Maureen started by sharing that most of our students leave high school without an adequate understanding of the role slavery played in the development of the United States – or how its legacies still influence us today.
Slavery’s long reach continues into the present day. The persistent and wide socioeconomic and legal disparities that African Americans face today and the backlash that seems to follow every African-American advancement trace their roots to slavery and its aftermath. If we are to understand the United State and the world today, we must understand slavery’s history and continuing impact.
Unfortunately, research conducted by the Southern Poverty Law Center in 2017 shows that our schools are failing to teach the hard history of African enslavement. They surveyed U.S. high school seniors and social studies teachers, analyzed a selection of state content standards, and reviewed 10 popular U.S. history textbooks. The research indicates that: Read more
Bob Edens had been blind since birth. Fifty-one years of darkness, sounds, smells, and touch followed. But after a remarkable laser surgery, Bob can now see. For 51 years, Bob had imagined what things looked like based mainly on the descriptions of others and what he could feel.
I never would have dreamed that yellow is so . . . yellow. But red is my favorite color. I just can’t believe red.
He’s now seeing for himself what he had only imagined.
Grass is something I had to get used to. I always thought it was just fuzz. But to see each individual green stalk . . . it’s like starting a whole new life. It’s the most amazing thing in the world to see things you never thought you’d see.
Sometimes I think we do this with kids. We tell them about history and have them read about history but we never let them experience history. They never get to actually “see” the individual people and events and details – students rely on us to describe those things for them. We can forget that history is supposed to be a verb, not a noun – especially at this time of the school year when we’re trying to make sure to “cover” everything.
So . . . how can we help our kids see history? Read more