I spent the majority of my grade school years at Alta Brown Elementary School in Garden City, America, working on my three Rs. It was pretty traditional stuff – snacks every afternoon, keeping the metal slipper slide super slick with our waxed milk cartons, lots of math drills, straight rows of desks, and, of course, the very awesome Weekly Reader that showed up every Thursday.
Surely you haven’t forgotten the Weekly Reader.
For those of you who didn’t have that particular grade school experience, the Weekly Reader showed up, well . . . every week. Designed for elementary kids, it highlighted current events and always included interesting feature stories. And it was glorious. At least for a budding social studies nerd like me.
My memories were jogged a week or so ago when I ran across the Read more
I got the chance over the last few days to spend time with tons of social studies gurus and learn tons of new stuff at the National Council for History Education conference in Washington DC. Thanks to Dr. Richard Satchwell and Judy Bee at Illinois State University and all the folks at the Library of Congress Teaching with Primary Sources project for making the trip possible.
Part of our TPS time together was spent with developers of the five Library of Congress interactive civic education apps they’ve created. Very cool stuff that you can find at the LOC. All five are super handy for helping kids make sense of primary sources and for training students to engage as informed citizens. It was great sitting with the developers and learning more about how to use the apps with kids.
But I am just as excited about something , Chief Education Officer at iCivics, threw out at the end of her formal presentation about their DBQuest app:
We’re releasing a new iCivics game tomorrow called Race to Ratify.
She couldn’t really share a ton about it but we got the chance to get a quick taste of the game. And when she said “tomorrow,” she meant last Friday. So it’s been officially out in the wild for a few days. I’ve played with it a bit since then and it’s pretty much like all iCivics content.
Awesome. Read more
After a quick six hour visit to the the Smithsonian National Museum of African American History and Culture yesterday, it just made sense to stop in at the #NCHE2019 session by Maureen Costello, director of Teaching Tolerance. Maureen shared Teaching Tolerance resources that can help you effectively teach issues surrounding the history of slavery in the United States.
“History is not the past. It is the present. We carry our history with us. We are our history.”
Black English: A Dishonest Argument
Maureen started by sharing that most of our students leave high school without an adequate understanding of the role slavery played in the development of the United States – or how its legacies still influence us today.
Slavery’s long reach continues into the present day. The persistent and wide socioeconomic and legal disparities that African Americans face today and the backlash that seems to follow every African-American advancement trace their roots to slavery and its aftermath. If we are to understand the United State and the world today, we must understand slavery’s history and continuing impact.
Unfortunately, research conducted by the Southern Poverty Law Center in 2017 shows that our schools are failing to teach the hard history of African enslavement. They surveyed U.S. high school seniors and social studies teachers, analyzed a selection of state content standards, and reviewed 10 popular U.S. history textbooks. The research indicates that: Read more
As a founding member of the National Women’s History Project, Mary Ruthsdotter knows the importance of teaching kids about the accomplishments of women.
“As a youngster, I thought I had drawn the short straw being born female. None of the stories I was told of adults actively and effectively engaged in the world had to do with women. How startling it was to learn (after college!) that women have played important roles in every aspect of American life – establishing homes for family life, fighting and spying during every war, establishing social service networks, and dramatically influencing laws and attitudes.”
Students who don’t learn the facts can develop the wrong idea about what women have accomplished. Ruthsdotter continued:
“If women’s contributions and accomplishments are not mentioned, the omission is not even noticed, but a subtle lesson is learned just as certainly: Women haven’t done anything important. Knowing that teachers cannot pass along what they themselves have not been taught, the NWHP aims to make excellent, user-friendly materials readily available for all areas of the K-12 curriculum. Language arts, social studies, creative arts, the sciences – women have been active in all these areas, and the stories of their accomplishments are fascinating.”
Couldn’t agree more.
But I’m conflicted about the whole Women’s History Month thing – a lot like my hesitation around the idea of a separate Black History Month. Too many of us still use February and March to have kids memorize random black history and women’s history facts and call it good. (We also seem to have a habit of doing the same thing with Latino history and Asian American history and Native American history and . . . well, you get the idea.)
I’m conflicted because I know many of you may be looking for great Women’s History month resources. And I have a list. But part of me is afraid that it will only get used between now and the end of the month.
So here’s the deal. You can have the list. But Read more
For whatever reason, I’ve gotten into a ton of conversations lately around the topic of compelling questions. Some of the conversations have focused on the creation of quality sample questions as part of the ongoing revision of our current state standards. There’s been discussions with schools and individual teachers as they continue to develop quality curriculum designs and instructional units.
And while there always will be – and should be – conversations about the differences between compelling, driving, essential, and supporting questions, the point remains the same. If we’re going to help our kids become knowledgable, engaged, and active citizens, they need to be solving problems and addressing questions. So quality questions of all kinds are something we need to be incorporating into our unit and lesson designs.
But what can they look like? 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: