I’m starting to get the feeling that we’ve reached critical mass. When I work with social studies teachers around the country, I always make sure they’re familiar with the work by Sam Wineburg and the Stanford History Education Group.
SHEG’s Reading Like a Historian lessons and Beyond the Bubble assessments are the kinds of non-negotiable tools that belong in every teacher’s toolkit. But for the longest time, it seemed as if very few teachers had actually heard about the SHEG site. Of course, as soon as these teachers had the chance to explore the available tools, they were blown away.
Lately I’ve run into more and more teachers who are already familiar with the site and are finding very cool ways of integrating SHEG resources into their instruction. Maybe we’ve reached the point where most teachers have heard about the SHEG goodness and we all love it. (If you’re still not sure what sorts of SHEG lessons and assessments are available, for Pete’s sake, stop reading and head over to check it out.)
If you are using SHEG resources, I feel a little like a TV infomercial host this morning when I say, “but wait . . . there’s more.”
Because SHEG has some new stuff. Read more
It comes but once a year. The National Social Studies Supervisors Association and National Council for the Social Studies combined conference. For a history nerd, it’s the winter holiday break, the Final Four, and fresh out of the oven chocolate chip cookies all rolled into one event.
For three days, it’s about conversations that focus on social studies, tools, resources, evidence, and best practices. So what did I learn?
I’ve noticed that I’m on a bit of an early childhood kick today. It’s probably a good thing – there’s so much more I need to learn about social studies in the elementary classroom.
Dr. Christine Beaudry from Nevada State College is sharing ways to encourage civic engagement through ELA and trade books.
She starts the conversation by asking: Read more
Several days ago, a group of us got together to do some Inquiry Design Model creation. And one of our conversations focused on the interactions between indigenous people and European colonists during the early years of the United States. That led to further discussions around Columbus Day vs. Indigenous Peoples’ Day.
As part of that conversation, I asked teachers to read a couple of different articles focusing on primary sources and thinking about the voices that may be missing from the stories those sources are telling. The first article, Teaching Hard History With Primary Sources, is from Teaching Tolerance and provides resources for including voices of enslaved persons in American history.
The second was published just a few weeks ago at Education Week. Titled How Do We Teach With Primary Sources When So Many Voices Are Missing?, the article highlights the difficulty in telling a complete story when Native American voices can be hard to find. Bottom line? We need to train both ourselves and our students to look beyond what the easy to find sources are telling us. It’s what Sam Wineburg called “reading the silences.”
Finding these missing voices is important for a lot of reasons. But one particular quote in the EdWeek article stood out for me: Read more
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
As my two kids weaved their way through middle and high school, they experienced the first waves of STEM, Career Pathways, and the focus by school districts on specific technical skills. As students who were also interested in art, music, and journalism, it became difficult for them to find room in their schedules for these “non-essential” courses.
The reasoning? We need to get kids ready for high paying jobs after graduation. Get them ready for engineering majors in college. For careers in computer science or coding cause that’s where the money is.
Not that STEAM and tech and career tracks and coding for 8th graders is necessarily a bad thing. I truly believe that we need to provide all types of learning experiences and opportunities for our students. But it seemed at times as if all of those things were added at the expense of things like art, history, and music.
It’s gotten better as Read more