It’s day one of #maceks17 and it’s already awesome. Meeting old friends and making new ones. I get the chance to do a couple of things today – help man the ESSDACK booth and do an afternoon session. Excited about both. Hanging out at the table gives me the chance to meet lots of different teachers and hear all sorts of stories about what is working in classrooms.
And spending time with social studies teachers talking about technology? That’s the sweet spot.
But if you’re reading this, chances are you missed MACE and the afternoon session. I get that. Not everybody gets the chance to hangout with the #maceks17 folks. So if you’re curious about the 21st Century Social Studies: Tip, Tools, & Tricks preso, here’s quick summary of what we talked about: Read more
As we ask our kids to read more fiction as well as non-fiction texts, it can sometimes be difficult finding just the right content. The good news is that there are resources online that can help. Here five of the most helpful: Read more
The reason why the movie Jaws is so incredibly spooky? Because for most of the film, we never really see the main character. Just the scary music and the occasional dorsal fin. We can’t see what’s under the water but we know something’s there.
Something big and hungry.
History is a little like that. It’s easy to see the surface stuff. People, places, dates. But it’s the stuff that our students don’t see that is usually the biggest and most important. Underlying causes. Past events. Hidden connections. All of these contribute to how things happened and continue to happen.
I recently ran across a handy graphic organizer idea that I think can help kids intentionally think about these hidden, under the surface pieces. The Facing History folks have titled this teaching strategy the Iceberg because it can help students organize and make sense of the different factors that lead to particular events. The strategy is also great for training kids to balance informative and literary texts, for building content knowledge, for generating text-based responses, and supporting the use of evidence.
It’s also great for organizing notes as student learn about a period in history, as a review, or as an assessment tool.
And yes. I get it. An Iceberg is only Read more
I just got off the phone with a former social studies teacher and current building admin. She’s working with several of her teachers as they develop standards-based lessons and units.
Part of the problem that they’re running into, of course, is that the state standards here in Kansas are not your typical standards. Our document does list some suggested people, places, events, and ideas for each grade level. But that list is not mandated or assessed at the state level. The social studies standards in Kansas is made up of a simple bulleted list:
- Choices have consequences
- Citizens have rights and responsibilities
- Societies are shaped by beliefs, ideas, and diversity
- Societies experience continuity and change over time
- Relationships among people, places, ideas, and environments are dynamic
The purpose behind this “simple” list is to encourage classroom instruction that ties social studies content to these big ideas. We used the term mental velcro a lot – why teach the aftermath of the Civil War? Why teach about the Army of Amazons in southeast Kansas? Why teach redlining in Chicago during the 1930s?
Because Read more
One of the longest conversations we had while working to rewrite our state standards was the one focused on relevancy. As in, how can we encourage teachers and students to make connections between past and present. We knew that engaging kids in the content is key. That hooking students into wanting to solve problems is vital to long-term retention and application.
We finally settled on using language centered around “contemporary issues.” It was a great conversation and one that all social studies teachers need to constantly think about.
But I recently ran across an article over at the Middle Web Future of History site that does a great job of explaining what it really can look like when we make social studies relevant and work to connect it to the lives of our students.
Written by Lauren S. Brown of US History Ideas for Teachers, the article suggests Read more
I’ve had the chance over the last few weeks to spend a lot of time working with both elementary and secondary teachers on effective uses of primary sources. Together, we shared a wide variety of both digital and paper / pencil strategies that support historical thinking.
One of the easiest but most effective strategies is called Crop It. In some ways, it’s a lot like my Evidence Analysis Window Frame but I really like the flexibility embedded in the Crop It idea. The idea is pretty simple: students use L-shaped paper “cropping” tools to explore a visual or textual primary source.
One of the problems that we often face is finding ways to help students see details – and to make sense of the those details – when viewing a primary source. Photos, paintings, and graphics can contain a ton of specifics that get missed if students don’t take the time to look for them.
Crop It slows this process down so that students scan a source at a deep level and think about what they’re looking at. It gives them a way to find evidence, see multiple viewpoints, and gain a more detailed understanding of a primary source.
This strategy works especially well with elementary and middle school students to help them develop and support historical thinking. And the cool thing is that you can use it with all sorts of visual sources.