Martin Luther King Day is next week and you’ve probably already finalized your lessons. Hopefully you’ve got multiple days built in to widen the discussion to US history, government, and current events. To help with your planning, take advantage of the different resources and ideas below. (Developed in part by the New York Times Learning Network.)
Posts from the ‘strategies’ Category
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
History Nerdfest 2016 Day Two: VBQs – Using Google Forms and multimedia to create engaging problem solving
And now it begins.
This morning is the the first day of the full on #ncss16 conference. Five sessions to attend today ending with a 5:00 presentation with @ that will focus on using VR and Google Cardboard. Diet Pepsi, almond croissant, and fully charged devices.
Video Based Questions. Using Google Forms to create a more interactive version of a DBQ. I’ve been using something that I called a MDQ for a while that sounds very similar. My Media-Based Question also uses video, audio, and photos to engage kids in some sort of a writing prompt.
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.
Each year more than 100,000 Americans actively participate in Geography Awareness Week. Established by presidential proclamation more than 25 years ago, this annual public awareness program organized by National Geographic encourages citizens young and old to think and learn about the significance of place and how we affect and are affected by it.
Each third week of November, students, families and community members focus on the importance of geography by hosting events; using lessons, games, and challenges in the classroom; and often meeting with policymakers and business leaders as part of that year’s activities. Geography Awareness Week is supported by year-long access to materials and resources for teachers, parents, community activists and all geographically minded global citizens.
This year’s theme, to help celebrate the very cool anniversary of the National Park Service, is Explore the Power of Parks.
Want a piece of this? Head over and check out these resources: Read more
Several weeks ago, I had the opportunity to chat with Meghan McDermott while we were both attending a Library of Congress gathering. She’s doing some amazing things with her middle schools kids, including having them write a ton.
She’s using a variety of successful strategies (You’re gonna want to check out her 7th graders Seven Themes of History Memes.) but I especially fell in love with her TRAP3 tool. Teachers I work with are always looking for handy tools that can help kids think historically and to write using evidence. And Meghan’s TRAP3 organizer seems like a great way to help students structure historical arguments. I asked if I could share her great ideas with you – not only did she agree but she sent examples, presentation slides, and student work.
The beauty of the TRAP3 is that it provides a powerful structure that makes it easier for kids to develop not just an opening paragraph but a clear outline for their essay.
What is the TRAP3? Read more