2022 midterms + complicated topics = engaged, active, & knowledgeable citizens

One way or the other, things will probably get a bit more . . . hmm, interactive in your classrooms over the next few weeks. As final results from this fall’s midterm elections trickle in and mail-in ballots are counted, you will most likely have some students with questions, parents who may have concerns, and admins who’ll worry about all of the above. Possibly making class discussions difficult and uncomfortable.

And that sort of learning can be difficult. I get that. Throw the current anti-teacher atmosphere into the mix and I can’t think of a tougher time to be an educator. And you’re not alone in being concerned about taking on controversial topics.

Education Week survey data gathered back in 2017 suggested that many teachers find it difficult to talk about race, politics, and other controversial topics. Almost 30 percent expressly avoid it completely. Part of the problem is that many of us – 44 percent – don’t feel prepared to lead conversations that will probably get emotional.

So should you even try? And if you do decide to take on that challenge, what’s the best way to deal with those conversations?

Answer to the first question?

Thanks, George Takei, for the reminder. The Bill of Rights is too important not to teach.

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.

Let’s be honest. None of us are Amanda Gorman. But your students should be.

Let’s be honest.

Very few of us are poets. Very few of us probably even read a lot of poetry.

That might change after this morning’s recitation by National Youth Poet Laureate Amanda Gorman at the 2021 Presidential Inauguration. Her poem titled “The Hill We Climb” resonated with a variety of themes from American history.

And hope.

[Updated] We’re all civics teachers today. 19 ways to talk with your kids about the Capitol attack

I was busy online with a small group of elementary social studies teachers yesterday afternoon when my phone started buzzing. I ignored it for a bit but after a teacher in the group sent me a private message in my Zoom window, my attention shifted. And then, of course, was distracted until late last night and into this morning.

Your role as a social studies teachers has never been more important. Or more difficult.

I was able to take part in a special #sschat session last night and walked away amazed at the power of a social studies PLN. The topic?

“How do I teach tomorrow?”

So many incredible teachers and so many amazing conversations. Blew. Me. Away. There was so much conversation going on, I’m heading back to the chat archive this evening to catch up on all I missed.

(And if you haven’t been part of an #sschat or don’t follow the hashtag, head over to their chat archives and starting getting smarter. Not sure how to do that? Start here.)

One of the amazing things that developed during last night’s chat was the crowdsourced creation of a Google spreadsheet with tons of resources. If you’re looking for ways to talk with with your kids about the events of yesterday and the events that will be taking place over the next few weeks, you need to head over and check out the combined work of hundreds of teachers:

It’s Bill of Rights Day! “. . . a fairer and more just world.”

The Constitution and its amendments seem pretty straight forward. The old girl is over 200 years old and has, for the most part, held up well. But helping kids understand the fragile nature of the ideas and practices embedded in the document can be difficult . . . especially when they see, hear, and read about attempts to ignore or circumvent those ideas and practices.

It’s been a long year. Especially if you’re a social studies teachers. (Government teachers, how ya doing?)

So perhaps it’s appropriate that we celebrate Bill of Rights Day every year on December 15. We get the cake and candles out. Shoot off some fireworks. Sing some old union organizing songs. Replay scenes from the Hamilton musical. Do it up right.

Wait . . . what? How many of you didn’t know that today is Bill of Rights Day?

Not sure how to face your class after the election? Teaching controversial topics with three simple tools

One way or the other, things will probably get a bit more . . . hmm, interactive in your classrooms over the next few weeks. As final results from today’s election trickle in this week and mail-in ballots are counted, you will most likely have some students who will question the results. Making class discussions difficult and uncomfortable.

But that sort of learning can be difficult. I get that. Throw the pandemic into the mix and I can’t think of a tougher time to be a classroom teacher. And you’re not alone in being concerned about taking on controversial topics.

Education Week survey data gathered back in 2017 suggested that many teachers find it difficult to talk about race, politics, and other controversial topics. Almost 30 percent expressly avoid it completely. Part of the problem is that many of us – 44 percent – don’t feel prepared to lead conversations that will probably get emotional.

So should you even try? And if you do decide to take on that challenge, what’s the best way to deal with those conversations?

Answer to the first question?