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Posts tagged ‘historical thinking’

It’s no Hamilton. But maybe it’s . . . better?

I know.

That can’t be right, can it? A musical about the founding of America that’s better than that tired, old Hamilton thing? I mean, we’re talking about a musical that was Hamilton before there was a Hamilton. Before there was even a Lin-Manuel Miranda.

So I’m guessing it’s a musical that many of you haven’t heard about. I had the chance to see a performance of it back in the day – like, seriously back in the day – at the amazing Wichita Musical Theater. And, of course, then I had to go and find the movie based on the Broadway version.

Cause we know how powerful poetry and music and emotion and pop culture and all the things that make Hamilton so awesome can be to encourage student connections to historical content. So why not go back a bit to the original Founding Fathers musical that ruffled a few feathers of its own?

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Which one doesn’t belong? Non-examples saving the day

We get so many of our great ideas from other content areas.

The useful History Frame graphic organizer is really just an American Lit Story Frame in disguise. The engaging Discrepant Event Inquiry strategy has its roots in science and pre-med programs. Who doesn’t love a great set of Structure Strips? Elementary language arts.

And now we’ve got Which One Doesn’t Belong, an activity that has been bumping around math classrooms for centuries.

If you’ve ever played the awesome card game Set, then you’ve messed with the idea of Which One Doesn’t Belong. The rules of the game are simple: Collect as many sets of cards as possible. You create sets by combining three cards that are either All Alike or All Different in each of four different features. To be a set, each of the card’s features (color, shape, number, shading) must be all the same on each card or all different on each card. So this is an example of a Set:

And a non-example:

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Limit voting rights in 3 easy steps. (And how to teach your students about it.) Gerrymandering 101.

It’s as American as apple pie. We’ve been finding ways to re-organize voting districts to our advantage for years. Heck, the Kansas legislature just did it.

But I don’t think we spend enough time having kids explore the whole gerrymandering thing as part of our government / civics engagement instruction. And I don’t think enough of us or our students truly understand the power that redistricting can have on the democratic process.

“As a mapmaker, I can have more impact on an election than a campaign. More of an impact than a candidate. When, I as a mapmaker, have more of an impact on an election than the voters, the system is out of whack.”

David Winston
Republican redistricting consultant following 1990 Census

Quick primer. Gerrymandering is the legislative act of creating voting maps that favor your particular political party. And according to a Wired article from a few years ago, it usually involves one of two different tools:

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If you’re asking kids to do Popcorn Reading, you’re doing it wrong. (Here’s what to do instead.)

Earlier this week, I flashed back to a semi-obscure movie called Conspiracy Theory. Two sentence summary? The main character is freaked out because she keeps seeing this guy, meeting him in elevators, or jumping into a cab before realizing that he’s the driver. She begins to believe that this guy is out to get her but he eventually ends up saving her life, because spoiler alert, there really is a conspiracy.

I don’t think my life is in any danger but my brain jumped back to that movie because over the weekend, my news feed kept sending me to multiple articles that featured headlines like “Teaching Practices to Leave Behind” or “4 Reading Strategies to Retire this Year” or “Stuff We Know Doesn’t Work” and “Why You Shouldn’t Use These Activities in Your Class Because They Will Ruin Your Students and They’ll End up in a Movie with Mel Gibson.”

A search engine conspiracy based on something I may have said out loud within earshot of Alexa? Oh, absolutely. But I took it as a sign and it got me thinking about strategies that I used to use in the classroom and about things I still see teachers doing. Strategies that research tells us really didn’t work.

And the list got pretty big. There are a lot of things we do as teachers that we do . . . well, just because. (And full disclosure? I used almost all of them at some point.) Not because they’re research based or because we have any evidence to suggest they work. We do them perhaps because we saw someone else use them or we experienced them ourselves as students.

And we should stop.

Curious what’s on the list?

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Caption This! Using photos and text to analyze primary sources

One of the most powerful professional learning strategies is also one of the easiest.

You ready for this? You might want to sit down. Ready?

One of the most powerful professional learning strategies is . . . making intentional time for teachers to talk with other teachers. Yup. Teachers yakking with each other. Consultant presentations? Absolutely. Book studies? Yes, please. After school webinars? Sure. But the best PD is often just the two of us sharing ideas over some nachos and a cold beverage. (Hmmm . . . Nacho PD? On a Friday? At 4:00? Today?)

It’s taken me longer than it should have to realize the simple fact that teachers talking with other teachers makes everyone smarter.

You already know this. When two or three social studies teachers get together pretty much anywhere besides the hallway outside their classroom, you’re almost 100% guaranteed to get a great conversation about best practice and great strategies.

I’m lucky. I get the chance to have conversations with so many really great social studies practitioners. Heck . . . just a few days ago, high school history rock star Derek Schutte shared his awesome idea of asking kids to do voice-overs of historical events as if they’re sports casters. I love that idea! Research. Context. Primary sources. Emotional engagement. Student choice and voice. (You know want to know more about that. Make that connection and see an example via Twitter.)

It was last fall during one of those random but powerful teacher conversations that got me hooked on the idea of Caption This. I did some online internetting and found several different variations floating around so I wasn’t exactly sure where the idea for the activity might have started. But I loved the concept and especially appreciated how it asks kids to contextualize and solve problems using visual clues.

So I shared the basic idea with the ESSDACK Social Studies PLC. A recent Tweet from one of my PLC buddies (and former Kansas History Teacher of the Year), Jill Weber, reminded me of our conversation:

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Masterpiece Matchup: Stick figures, primary sources, and amped up learning

I’m so lucky. Four times a year with the Essdack SS PLC, I get the chance to sit around, drink as much Diet Pepsi as I want, talk to super smart social studies teachers, and walk away smarter.

We started meeting after our last Teaching American History grant ended because we couldn’t imagine not getting together anymore. Over the last ten years or so, the group has changed but the goal is still the same:

sit around, drink Diet Pepsi, talk to super smart social studies teachers, walk away smarter.

Last week was no different. Jill Weber shared some claim / evidence / reasoning magic. We explored the brand new African Americans in the Midwest website, and Laura McFarren walked us through something she calls Masterpiece Matchup.

Laura teaches middle school US History in Derby and is always on the lookout for ways to engage her kids with primary sources. Cause . . . like for most of us, that’s always a struggle. But in a perfect example of teachers helping teachers, Laura ran across an idea from Amanda Sandoval called Masterpiece Matchup. (FYI – Amanda is amazing. And, yes, you should be following her. If for no other reason than to see how she has her learning environment arranged.)

Laura took Amanda’s original idea, mashed it up with a SHEG Structured Academic Controversy that focuses on the Lewis and Clark expedition, tried it in her 8th grade classroom, and shared it with the group. And it was awesome. As the A-Team’s Hannibal Smith used to say:

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