We’ve chatted before about ways to introduce, talk about, and integrate controversial topics on our classrooms. Today I’m flashing back to a conversation I had with Charles Vaughan, a high school teacher from South Carolina. Ten months ago, he shared some of his experiences and thoughts on incorporating political topics into his instruction.
Some of what he referenced seems relevant this week as the congressional impeachment inquiry continues to ramp up. Quoting from an article in an Atlantic titled The Case for Contentious Classrooms, Charles highlighted the importance of what he calls a political classroom:
“Schools teach many things. For the most part, though, they have not not taught students how to engage in reasoned, informed debates across society’s myriad differences.”
He also shared some thoughts based on a book titled The Political Classroom by Diana Hess and Paula McAvoy. During an interview titled Politics in the Classroom. How Much is Too Much? on NPR, McAvoy asks: Read more
Yup. It’s that time of year when I want to say I’m too busy to write anything new but it probably has more to do with the fact that’s Friday. It’s 103 degrees outside. And I’m just super lazy.
But part of it does have to do with a conversation I had yesterday with some of the marketing geniuses at ESSDACK. We spent an awesome 60 minutes talking about a variety of different topics – all focused on our ROI. And I started getting flashbacks to this post I wrote several years. If you remember reading it, it’s okay to go back to your cold beverage. If not, welcome to a quick updated post on #RefreshFriday.
ROI was never something I had to worry about back in the day when I was teaching middle school. If I made to 3:30 with nothing on fire and all 145 middle schoolers accounted for, I checked it off as a major success.
Return on Investment? ROI? I’m not even sure the term had been invented yet. And if it had, I would have had no idea what it meant and how the idea might apply to my classroom.
For anyone without the MBA degree, ROI is Read more
I had such a good time today. Any time I get the chance to spend time with a bunch of other social studies teachers, not much can ruin the day. Seriously . . . a whole day talking, sharing, playing with, and exploring the best social studies tools, resources, and strategies?
And during our time together we messed around with a tool that I had almost forgotten about. The Pie Chart.
The Pie Chart is a powerful graphic organizer / writing scaffold / assessment tool / Swiss army knife. It does it all and is drop dead simple. I first learned about the Pie almost a decade ago from social studies super star Nathan McAlister.
Nate was part of our Teaching American History grant as the summer seminar master teacher and used the Pie Chart as a hook activity to kick start a conversation about the causes of the Civil War.
Steps he took: Read more
We had just spent an hour or so using Russel Tarr’s simple but powerful Breaking News Generator. I wanted to talk a bit about online civic literacy and combating fake news. So I had asked our ESSDACK social studies PLC that had gotten together to use Russel’s tool to create two different stories – a factual Breaking News story and one that was biased or fake.
And, of course, the group came through in typical fashion.
The activity led to a great conversation around effective tools and resources that teachers and students can use while accessing and organizing online information. But it also led to another discussion about all of the tools available at Russel’s awesome ClassTools.net site.
Most of the group hadn’t heard of or used ClassTools.net before. So we explored some other tools including Headline Generator:
I like bacon.
Bacon cheeseburgers. Eggs and bacon. BLTs. Chocolate covered bacon. Maple and bacon doughnuts. Bacon and onion gravy. Bacon topped baked potatoes. Bacon wrapped Little Smokies. Bacon wrapped anything.
I’m probably not the only one. And I get it . . . some choose not to eat bacon for religious or health reasons. (And have much stronger will power than I do.)
My point? Pretty much everything is better with bacon.
So what’s the bacon of social studies? That one thing that goes better with everything and is so delicious that you really need to find a way to integrate it into your classroom? The answer is simple. Read more
It ranks right up there with the Holiday season, KC Chiefs football, and the first weekend of the college basketball tournament. It’s National Council for the Social Studies conference week. I’m lucky enough to get front row seats and am trying to live blog my way through it.
Dr. Phil Gersmehl is rocking the room with brain science and maps. His basic point:
“Kids like pretty maps. But they usually don’t learn from them.”
He’s using brain research to show how our brains unconsciously encode maps differently. What we remember depends on how we encode it. He highlighted some ways that this works and my mind is officially blown. I’ve always been a huge map fan. And I’ve always known that maps can lie. They can be used incorrectly and be confusing.
But I’ve never really thought about the reasons why. This is why he says:
Kids don’t just learn stuff from maps on their own.
Need an example?