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Posts tagged ‘historical thinking’

Google adds new Classroom features. Use them responsibly.

“With great power comes great responsibility.”

All the MCU fans out there know that this phrase was first used in the 1962 Amazing Fantasy #15 issue and then later by Uncle Ben in the 2002 Spiderman movie.

But history nerds know that different versions of the phrase have been around for much longer. Winston Churchill. Teddy Roosevelt. And this guy – Henry W. Haynes from the public library of Boston in 1879:

The possession of great powers and capacity for good implies equally great responsibilities in their employment. Where so much has been given much is required.

So.

Yes. Google has added some new features to Classroom. And yes. There may be a need for them. But . . . we need to use these new features responsibly. Yes. These features will make life easier for teachers. But here’s the problem.

Like any edtech tool or feature, these new Classroom additions can be abused, focusing not on historical thinking skills but low level learning. Focusing on teacher centered, standardized learning rather than student centered, authentic learning.

Especially the one feature that has most caught the attention of teachers. Read more

Tip of the Week: Questions, tasks, and resources. Oh, my! Covering content using the C3 IDM

Our current state standards have been around since 2013. Centered on five Big Ideas and a balance between content and process, the document is unlike previous standards documents. And after five years, most Kansas teachers are at least aware that we’re asking them and students to approach teaching and learning differently.

That we want students to have both foundational knowledge and historical / critical thinking skills. That social studies classrooms need to be more than drill and kill, lecture, worksheet, quiz on Friday. And that creating engaged, informed, and knowledgable citizens requires more than rote memorization and low level thinking.

While our standards look and feel differently than most other state level documents, teachers across the country – like their colleagues here in Kansas – are also being asked to concentrate on training kids to do social studies. Sam Wineburg is a household name. The teaching of historical thinking skills such as Sourcing, Contextualizing, and Corroborating is becoming commonplace. Bruce Lesh and his History Labs are being duplicated by teachers in all sorts of classrooms. The National Council for the Social Studies has also been a huge part of this pendulum shift with its College, Career, and Civic Life (C3) standards.

Good things are happening.

But . . .

Yup. There’s always a but.

During every standards training I do, every historical thinking conversation I have with teachers, there’s always a but.  Read more

Rockwell’s Four Freedoms in the 21st century and rethinking art as history

How great is the Smithsonian? Seriously. Take a few minutes to think about all the teaching goodness that they provide. Learning Lab. History Explorer. Lesson plans. Podcasts. Webcasts. It goes on and on.

But there’s always been a bit of old school in me. So I still subscribe to the print version of the Smithsonian magazine. Yes. You can get many of the print articles at the online version but I like turning pages.

The problem, of course, is between online versions of things and print versions of things, I’m always playing catch-up with my reading schedule. The March Smithsonian just now just made it to the top of the pile and I was blown away by an article by Abigail Tucker.

Titled A 21st-Century Reimagining of Norman Rockwell’s Four Freedoms, the article focuses on the question: Read more