Who doesn’t love sticky notes? Different colors. Different sizes. Plus . . . you know, they’re sticky. But they’re easy to underestimate. I mean, they’re literally a single use, throw away, forget about because their job is done, sort of thing.
But I was reminded recently by a friend of mine that sticky notes can be used in a lot more ways than just as a simple reminder stuck the corner of your computer monitor. There are lots of cool ways that we can use them to support historical thinking and the collecting / organizing of foundational content.
The simpliest way?
We all use exit tickets. But I like the simplicity of having a kid write down a few quick things on a sticky note and just whacking it on the door or bulletin board on their way out of class. The prompts might be: something new, rate its importance 1-10, how it connects to something else I know. Or try one of these sentence starters:
- One thing I knew already was
- I’m confused about
- I learned . . . and now I’m thinking
- One idea that challenged my thinking is
- I agree or disagree with
- One thing I got done today was
Maybe even have kids color code their ticket. Green for something that made sense to them. Red for a question.
So . . . how else can you use a sticky?
I can’t remember where I first learned about hexagons in the classroom. And I talk about them as much as I talk about Google tools like Jamboard. So if you’re already using hexagons, good on you. You are excused. (Though feel free to hang around for a quick refresher and maybe a couple of new tools.)
If you’re not quite sure what I’m talking about, you’re in the right place.
Using hexagonal thinking in the social studies classroom is a way for students to think about and understand connections between ideas, people, places, dates, events – basically all the stuff we’re asking our kids to mess with while they’re in our classrooms. Hexagons are a perfect tool for creating intentional conversations between students and content. They give you a great tool to encourage deep and critical thinking about the foundational knowledge that make up the discipline.
Why are they perfect?
A hexagon can connect with six other hexagons. And those six can connect with even more. So when you put a bunch of ideas or events, people or places on a bunch of hexagons and pass them out to different groups of kids, every conversation and every set of connections will be different, even though the decks of hexagons they received are all the same. The discussions that develop will go in all sorts of directions, with kids asking questions and justifying their connections with evidence. And this works in all the social studies disciplines.
The basic idea?
Give individual kids or small groups a stack of hexagons. Each of the hexagons has a person, place, idea, event, or whatever printed on it. All of these persons, places, ideas, events, or whatevers are part of a broad topic such as the Cold War or the New Deal or whatever. They connect them together in ways that make sense to them. And then you ask them to explain their thinking.
Maybe some more details?
A year ago, during final keynote of the 2020 NCSS national conference, author and actor George Takei shared his experience growing up in what he called an American concentration camp. As a five year old, he and his parents were forced into several different camps during World War II simply because of their racial ethnicity.
As he shared his experiences and connected them to contemporary issues, I flashed back to an earlier History Tech post highlighting the 75th anniversary of Executive Order 9066, FDR’s executive order legalizing the internment of thousands of American citizens like five year old George.
Takei’s session was a good reminder about the power of the Bill of Rights and what can happen when we ignore its principles. As you continue to plan your instruction for the rest of the year, don’t shy away from telling the story of America even when it makes you and your students uncomfortable.
One way to do that? Lean into using primary sources that document the topic – such as Takei’s personal story.
Takei shared a bit about his recent graphic memoir titled They Called Us Enemies. It’s a perfect (and powerful) way to begin a conversation around Executive Order 9066. Use the available teaching resources and discussion guides to hook your kids and get them asking the right sorts of questions.
Another way? Use photographs, like these taken by Dorothea Lange.
We want our students to make sense of content, be engaged, and see connections to contemporary issues. That’s why we’re so bought into the idea of using primary sources. But we also know that using primary sources can be difficult. So we’re always on the lookout for handy primary source analysis tools.
Based on work done by the Project Zero people over at Harvard Grad School of Education, the See Think Wonder strategy is one of those all purpose thinking routines that can be use across grade levels and content areas. And it’s perfect for helping kids break down primary sources, especially images, artwork, and political cartoons.
So . . . if you’re not already using it, hang around. Some ideas and free resources coming up.
If you already are using See Think Wonder, hang around. Cause Google Jamboard and STW were made for each other.
The beauty of STW is that it encourages students to make careful observations and thoughtful interpretations. And when paired with Jamboard, it can stimulate curiosity and help set the stage for more inquiry.
One of the advantages of doing what I do is the chance to meet and talk with lots of great social studies teachers. Whether it’s traveling around doing on-site trainings or leading workshops in ESSDACK’s own facility, the opportunities to brainstorm ideas and learn new things are abundant.
Several months ago, I spent the day working with a small group of middle school teachers. The conversation shifted to literacy strategies and what works best to help students read and write in the social studies. Andrew Trent, teacher from Clay Center and colleague on the state assessment writing team, shared a strategy that I had never seen before.
Titled Tic Tac Tell, the strategy is very simple to implement but it has a lot of potential for adapting to different grade levels, content, and complexity. The original focus of Tic Tac Tell was to provide a quick and easy way for kids to interact with vocabulary words. We know that to learn new vocabulary words and phrases, kids need to experience those words or phrases multiple times in a variety of contexts. Tic Tac Tell works great for that, especially with elementary kids.
But I think you could also use this to introduce, review, and assess a wide variety of concepts, ideas, people, places, or events.
So. How to use it?
Way back in the day, there was no access to digital primary sources. There weren’t any online archives. DocsTeach? Nope. Stanford History Education Group? Nope. Library of Congress? Nada.
W all made due with whatever supplementary materials showed up with our textbooks and the assorted primary source Jackdaw kits that were able to track down. But here’s the thing . . . even if I had somehow gotten access to actual digital primary source documents back in the day, I’m not sure what I would have done with them. Like most social studies teachers at the time (and more than just a few today), I really didn’t have a clue of how to use primary sources as part of the learning process.
Even worse, I wasn’t really sure why I should be using this sort of evidence. What was the point? I mean . . . every kid had a textbook. I had a teacher’s version of the textbook. I could lecture. They could copy down my notes. What else did we need?
But with the help of some amazing mentors, I began moving more towards the idea that kids need to be active users of evidence while solving problems. And there is now a clear shift in social studies and history instruction towards this idea of historical thinking, using evidence, and problem solving. More and more teachers are using primary sources as integral pieces of the learning process.