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.
Like most of you, I first ran across the Structured Academic Controversy idea via Sam Wineburg and his Stanford History Education Group’s Reading Like a Historian curriculum. Specifically SHEG’s Was Lincoln a Racist lesson. But there’s always been that sense that Wineburg and his troop of SHEG geniuses adapted the strategy to fit their needs. And maybe I’ve been doing it wrong. So thanks Georgia Brown from Grayslake, Illinois who led a conversation this afternoon about what it can look like outside the SHEG universe.
So let’s start with the basics. What is a Structured Academic Controversy?
It’s a cooperative learning strategy developed brothers David and Roger Johnson to engage small groups of students in the discussion of controversial issues. Through a series of steps, add to their understanding of an issue or question. After students have fully explored and analyzed the pro and con arguments on an issue or question, they work as a group to reach a consensus on the issue.
So it’s not a debate. There are no winners and losers here. We’re just trying to find the best answer to the question. But looking at pros and cons gives kids the chance to look at multiple perspectives without the pressure of having to “win.”
Feel free to head over to the original Johnson brothers article and get their research and instructions. And you’re done. But we had a great conversation about what it can look like in the classroom so don’t be afraid to head back here for a few more tips and tricks.
Georgia started with the basic steps in the process she uses: Read more
I love the National Council for the Social Studies national conference. Who doesn’t? Seriously. Thousands of social studies nerds all in one place? Talking about best practice, resources, tech tools, sharing ideas, getting smarter?
What’s not to like?
And it kicks off today. We’re all in Chicago for the next four days and it’s awesome.I can sit down and immediately get sucked into a conversation about the best way to use maps as a hook activity or how to use the latest Library of Congress mobile app or where I can find the best primary sources for AP World History. And that’s considered normal behavior.
These are my people.
Thursday is really just a warm-up day. The official NCSS conference jumps off tomorrow. Today is tours, pre-cons, half day workshops, and the National Social Studies Supervisors Association conference. I get the chance to spend all day with NSSSA folks learning more about working specifically with teachers.
But like every year at NCSS, I’ll try to live post most of the sessions I’m in. So there’s gonna be typos and weird grammar and strange paragraphs. I’ll try to fix them later. But feel free to follow along.
And right out of the gate, Read more
A big part of what I do every week involves spending time with teachers, especially social studies teachers, leading and having conversations around best practice, instruction, and assessment. And it’s almost always the best part of the week.
Think about it. I get the chance to sit and nerd out with other social studies people talking about our favorite history stuff. I know. It’s awesome.
A lot of our recent conversations have focused on the soon to be released Kansas state social studies assessment. At its most basic level, the assessment will ask kids to solve a problem using evidence and communicate the solution. This assumes, obviously, that the kid will have acquired some historical and critical thinking skills somewhere along the way.
And the more I get the chance to work with our current standards and the planned assessment, the more I realize that we need to do more than just train students to start thinking in certain ways. We also need to train them to stop thinking in other ways. We want them to be able to source and contextualize evidence. We want them to read and write effectively. These are useful skills.
But there are also ways of thinking that can slow that process down and even grow into habits that can lead to ineffective (and perhaps dangerous) citizens.
I recently ran across an article on my Flipboard feed that specifically addresses these ineffective and potentially dangerous habits. Posted by Lee Watanabe-Crockett over at the Global Digital Citizen, the article highlights both problems and solutions. You’ll want to head over there to get the full meal deal but because Lee focuses more on generalities than things specific to social studies and history, I’ve given you just a little taste below: Read more
Let’s be clear from the get go.
It happened. We have hundreds of thousands, millions, of primary sources. We have photos. Government documents. Train timetables. Movies. We’ve got oral histories. Diaries. Letters. Court transcripts. There are prison confessions. Newspapers. Lists of stolen property. Sacks of hair. Piles of shoes. Boxes of wedding rings. And many of the actual camps, barbed wire, gas chambers, and crematoria still exist.
So let’s be clear.
The Holocaust happened. Over six million European Jews were murdered between 1933 and 1945. More than six million others deemed undesirable were also murdered by the government and party led by Adolf Hitler.
So, please, do not plan an historical thinking activity that asks your kids: Read more
I’m trying to crawl my way out of an Interwebs rabbit hole this afternoon. I tumbled in pretty deep while researching an upcoming presentation on teaching controversial topics in the classroom.
And it’s impossible at this point to try and reconstruct the paths I’ve gone down. But basic in a nutshell . . . I got distracted by the huge number of fiction and non-fiction resources that started turning up that seemed perfect for supporting instructional designs focused on conversations on race, immigration, or gender.
So the rabbit hole was not completely unrelated. It’s all still stuff connected to my original topic – though somehow I did end up landing on the FiveThirtyEight polling page and the Henry Doorly Zoo & Aquarium Through My Eyes YouTube video.
I also ran across a few belief statements from New York’s Bank Street College of Education that align perfectly with why teaching controversial issues is so important.
What potentialities in human beings – children, teachers, and ourselves – do we want to see develop?
- . . . gentleness combined with justice in passing judgments on other human beings.
- The courage to work, unafraid and efficiently, in a world of new needs, new problems, and new ideas.
How cool is that? As a big believer in the power of books to connect emotion and content, I love how these statements support the power of fiction and non-fiction in the social studies.
So I figured that I might as well share some of what I found, starting with a few of the books I ran across and then a list of lists. A quick warning, allow yourself some time for browsing – you may be here a while: Read more