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
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
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
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