Skip to content
8 Comments Post a comment
  1. Michael Yell #

    Excellent blog Glenn! I especially loved the quote from Ginott; I recall seeing him on talk shows when I was young and really loving his messages. That is a quote I’ll keep close

    I also resonated to your comment regarding SHEG’s digital work. The old CRAP standards are, well, crap; what I love about the SHEG approach is learning to use the web to evaluate the web and comparing websites as a fact checker does.

    I recently blogged on the NCSS Connected site about the importance of scholarly work in the classroom and gave SHEG my first, and largest, shoutout.

    May 23, 2018
    • glennw #

      It’s always good to hear from you – thanks for checking in! And, yes, I love SHEG. The idea of going “lateral” to evaluate info makes so much sense and it’s something that we can teach kids to do.

      Your article looks great – will read in depth later today. Thanks for sharing! (But I did enough quick browsing to read your disclaimer at the bottom – “. . . but I am, after all, a middle school teachers.” Nice!)

      Thanks for the comment and have a great week!


      May 23, 2018
  2. Janessa #

    Hi! My name is Janessa. I am currently in a graduate program at Sacred Heart University to become certified in secondary social studies education. I’ve been looking through your blog and I really enjoyed a lot of your insights. I’ve created a lesson plan using Teaching Tolerance about the United States government’s internment of Japanese Japanese Americans. I have also attached a great activity for students to use to supplement the lesson plan. In the activity, students step into the shoes of Fred, a 23 year old from Oakland, California, who was born 14 years after his parents immigrated to the United States from Japan. Through this game, there are a plethora of different possibilities, as students choose from options on how to handle the circumstances Fred is under. This activity gives students a different vantage point of internment, as it undermines the almost universally accepted notion that the internees had zero control of what happened to them. Instead, it shows that internees were constantly faced with decisions, whether it be to join a resistance movement or to stay quiet, whether to answer yes or no to a questionnaire, etc. I believe this activity will prove to make the circumstances of Japanese-Americans more personal for students and will provide them with a different perspective of what life was truly like as a Japanese-American in the United States immediately after Pearl Harbor. The lesson plan I have provided asks the essential question: Did the United States government accurately describe the internment of Japanese-Americans? I have provided students with four resources to answer this question. The first is a short essay where the author identifies the vague terminology used by the United States government to describe the internment camps and its strategies to institute them. The author also provides terms that would be more appropriate to describe the actions of the U.S. government. In conjunction with this essay, I have asked students to write the terms in multiple ways. Students will write guided paragraphs about the words from the central text and then share their findings with peers. The second source is a collection of photographs of the “War Relocation Camps.” The third source is for advanced learners. It is a chapter titled “Home Was a Horse Stall,” which was published in “Us and Them: A History of Intolerance in America.” It is an informative essay that elaborates on the interment crisis. The final source is a piece of literature titled “The House of Lemon Street,” which tells the story of a family who battled against the unjust laws aimed at immigrants of Japanese ancestry.
    To assess student learning, students can choose to either create political art to demonstrate their understanding of the social justice issues of Japanese internment that correspond with the essential question. They can also write a short essay answering what impact the United States government’s terminology had on Japanese internment. This assignment is geared towards a tenth grade civics or social studies class.

    August 11, 2018
    • glennw #


      I missed your comment earlier – sorry! It looks like an amazing lesson. We want kids to make sense of evidence in the context of an authentic or realistic problem. The Text Adventures is new to me – will need to spend some time playing with that. Thanks for sharing!

      Good luck as you continue your studies!


      August 17, 2018

Trackbacks & Pingbacks

  1. Sharing Diigo Links and Resources (weekly) | Another EducatorAl Blog
  2. History Nerdfest 2018: Helping Teachers Embrace Controversial Issues | History Tech
  3. Yup. You’re gonna have to talk about it. 22 impeachment resources that can help | History Tech
  4. Fave posts of 2019: Yup. You’re gonna have to talk about it. 22 impeachment resources that can help | History Tech

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

%d bloggers like this: