Over the last few years, we’ve seen the instructional strategy pendulum swing over to encouraging more use of evidence by students to solve authentic problems. And there’s tons of stuff out there to help us and students make sense of primary and secondary sources.
You’ve got the Library of Congress primary source analysis worksheets. You’ve got the awesome stuff by Sam Wineburg and Stanford. There’s the DocsTeach site by the National Archives as well as all of their document analysis lessons / worksheets. And lots of things like Historical Thinking Matters and Historical Scene Investigation.
But a lot of people don’t seem to be aware of the excellent work that the History Project at the University of California, Irvine does with helping student evaluate evidence. We have been perhaps overloaded with Wineburg’s stuff so much that we don’t think that we need to go out and look for other types of tools.
Don’t get me wrong, Sam. I absolutely love your stuff. Sourcing, contextulization, corroborating. I am all in. But we always said that it’s okay to date other people. And the History Project has some useful stuff.
I especially like their 6 C’s of Primary Source Analysis graphic organizer. Read more
I’m sure most of you are doing the same thing I’m doing right now. Spending time with family and friends, watching football, catching up on that book you’ve been dying to read, eating too much, and enjoying the occasional nap.
Between now and the first week in January, you’ll get a chance to re-read the top ten posts of 2015. Enjoy the reruns. See you in January!
Several of us were talking a few days ago about different ways to design hook activities that would engage kids while also encourage writing skills.
My favorite is to use thought bubbles on paintings or photos. Thought Bubbles ask kids to imagine what the people in the image are thinking.
Start by finding a photo or painting depicting an event, idea or group of people that helps introduce your content. I used the famous Emmanuel Leutze painting of Washington crossing the Delaware as my starting point. Read more
Most of you are already familiar with the idea of document analysis worksheets. These sorts of tools are perfect for scaffolding historical thinking skills for your kids. Some of the best, created by the Library of Congress and the National Archives, have been around for years. I also really like the stuff created by the Stanford History Education group, especially their Historical Thinking Chart.
We should be using all of those evidence analysis tools with our kids. They can be especially helpful for training elementary and middle school students to gather and organize evidence while solving authentic problems. And for high school kids without a strong background in historical thinking skills, the tools provided by the LOC, NARA, and SHEG are incredibly useful to guide thinking.
But what about other types of graphic organizers? Are there some organizers you should be using but aren’t? Spoiler alert. Yes.
As you count down the final days and hours, many of you are having students create final products and assessments. We often ask kids to create these end of year projects in textual form. Absolutely nothing wrong with that. Writing is proof of thinking. But there are are other types of assessments that can also measure levels of thinking that we sometimes forget about, ignore, or just don’t know about.
The Instructional Arc of the National Council for the Social Studies and my own C4 Framework ask kids to solve problems and communicate solutions. Both are based on the national and state literacy standards that ask students share research and solutions in a variety of ways:
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
The problem seems to almost always revolve around finding and using a tool that free, easy to use, and that supports the Instructional Arc and literacy standards. One possible answer? Read more
We want them to be able to make an argument using evidence, logic, and reasoning. And we want them to be able to do this in a variety of ways. But it’s difficult to create any sort of argument without some sort of written version first. So having our kids write is always a good idea. The problem? Sometimes our students just need something simple to get them started.
I recently ran across a pretty basic graphic organizer that has apparently been around for a while but because I’ve been so busy with the whole Wichita State beating University of Kansas then losing to Notre Dame basketball thing, I somehow missed it. If you’ve heard of it, feel free to head back to your bracket. If it’s as new to you as it is to me, hang around.
Called PEEL, the organizer is an easy to use tool that provides your students Read more
First things first. If you haven’t hung out at Russell Tarr’s Toolbox, you need to head over there when we’re finished here. Russell has been creating and sharing cool tools for social studies teachers forever and it’s all incredibly handy stuff. (You might have run across Russell’s ideas before on his Active History or ClassTools.net sites.)
About a month ago, I was on his site and ran across something that I thought was very cool. I’d been searching for ideas on how to help elementary kids source evidence. You know – author, date created, audience, intent, the sort of questions that are the foundation of historical thinking.
My goto strategy has been one shared by the Library of Congress that helps kids all the way down to kindergarten start the process of historical thinking – by training them to ask questions about primary sources. The LOC example focuses on the idea of Read more