NCAA basketball? Absolutely. History Movie Madness? Heck, yeah. Bracketology in the classroom? Yes, please.

Just so you know. Huge March Madness fan. First four days of the tournament rank right up there with the NCSS conference, Fourth of July, and the winter holidays. And the 2023 version did not disappoint. Would have liked KU to have done better but otherwise loving the upsets.

But somewhere in between Princeton knocking off Arizona and Gonzaga surviving TCU, I flashbacked to the American Battlefield Trust’s History Movie Madness Bracket Contest from a couple of years ago. You’ve probably heard of the Trust back when it was called the Civil War Trust. It started as a group dedicated to preserving Civil War battlefield sites. It’s now also working to do the same for Revolutionary War and War of 1812 sites. So . . . they’re good people.

I’ve written about my favorite history movies before so having the chance to break down 32 movies to find the all-time best is right up my alley.

The Trust starts off with by claiming somehow that Gods and Generals is the best movie ever. Clearly they’re very confused about what constitutes a quality movie. (Spoiler alert. Gods and Generals didn’t make it out of the first round.) But I love the idea of a movie bracket. I was so in.

I’ll be honest. I hadn’t seen all of the movies in the bracket. But I haven’t seen all 68 teams in the NCAA tournament either. So I was okay faking my way through this bracket the same way I did my basketball one. And the criteria for the winners is about as loose for the movies as it is for the NCAA. Pick your faves based on leading actor or director or time period or most significant event or most historically accurate or well, whatever you decide. My wive’s 5th grade class picked basketball winners based on best mascot so . . . there’s a lot of leeway here. (Gonzaga Zags BTW.)

I’ve posted my entry below. Feel free to troll my picks.

Chronicling America Research Guides. Where have you been all my life?

I’ve had the chance to meet a lot of people who work at the Library of Congress. And they’ve all been awesome. I’m sure there’s probably one or two who work over there who are Las Vegas Raiders fans or who will tell you that they don’t like Kansas City Joe’s burnt ends. And other than those one or two, they’re all a pretty amazing group.

But after last week, my love for the Library of Congress and the people who work there has gone through the roof. I’ve talked about the Library’s amazing Chronicling America website before. And so you already know how powerful and useful I think Chronicling America is for social studies teachers and their students.

(Never visited and need the short version? Chronicling America has almost 200 years worth of digitized primary source newspapers available for scanning, analyzing, downloading, and printing. It’s searchable by keyword. By language. By state. By ethnicity. And it’s free.)

As we all continue finding ways to integrate inquiry-based learning activities into our classrooms, primary sources are the foundation for much of what we’re asking kids to do. Of course, part of the problem is finding primary sources that align with what we want kids to learn. Chronicling America can help.

But after last week? Things just got a whole lot easier. The reason?

Throwback Thursday: History shouldn’t be boring. Or leave out stuff. Resources for your Indigenous Peoples’ Day

I’ve been on a serious Nathaniel Philbrick kick over the last few months and just finished Mayflower: Voyage, Community, War. It’s an incredibly interesting and detailed exploration of the interactions between the Indigenous nations of what we now call New England and English Pilgrims and Puritans during the 1600s.

Spoiler.

Schoolhouse Rock left out some stuff. Seriously. A lot of stuff.

One issue that Philbrick was very open about reminded me of a conversation I had with a group of upper elementary teachers several years ago. I had asked them to read an article titled How Do We Teach With Primary Sources When So Many Voices Are Missing? Published by Education Week, the article highlights the difficulty in telling a complete story when Indigenous voices are hard to find, the same issue that Philbrick struggled with.

Bottom line? We need to train both ourselves and our students to look beyond what the easy to find sources are telling us. (I’m looking at you, Schoolhouse Rock. And our textbooks. And a lot of contemporary trade books.) It’s what Sam Wineburg once called “reading the silences.” We need to be more intentional about finding and using sources that fill in those silences, than let kids listen to the stories that are often untold and left out. 

Finding these missing voices is important for a lot of reasons. But one particular quote in the EdWeek article stood out for me:

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?

It’s not just your tee shirt. It’s your favorite teaching strategy . . . uh, tee shirt.

We had a good run. Over eleven years.

And I’m trying to keep my chin up but . . . you know, it’s hard. Accepting the fact that we’ll never be together again can be rough.

You know what I’m talking about. The day you finally realize that awesome pair of jeans is just isn’t as awesome anymore. Maybe it’s that sweet hoodie you got at the merch table during a concert weekend back in college. Or maybe it’s your favorite, most comfortable tee shirt.

That’s me this morning. Back in the day, I got in the habit of grabbing a tee shirt from each of the campus visits my kids would make during their college searches. This particular shirt has been a favorite since I traveled with my first kid to Seattle 11 years ago. It fit perfectly. It was comfortable. Over the years, it slowly broke into perfection. It’s been the go-to shirt for years. But at this point, even I have to admit perhaps it’s just a little too broken in.

Eventually our favorite stuff wears out and we have to move on. It’s hard but we do it cause, well . . . cause the stuff just doesn’t work anymore.

And if you’ve gotten this for, you’ve got to be asking yourself.

Seattle Pacific tee shirt? Seriously?

Here’s the point.

5 inquiry learning and primary source teaching hacks. Cause you know . . . it’s good for kids

I’m spending the next several days with some amazing teachers. We’re all part of the Kansas Department of Education’s work on tweaking and revising the rubric used for scoring the state mandated social studies assessment.

We’ve chatted before about the state standards and the very cool state assessment. But in a nutshell? The standards focus on discipline specific skills and process rather than just rote memorization of facts. The state assessment, which the department calls a Classroom-Based Assessment, allows local districts and classroom teachers to design their own inquiry based assessment activity specific to their students and content.

These locally designed assessments are scored with a generic rubric created by KSDE and a select group of teachers. After a year of field testing, we’re coming back together to fix some issues with the rubric that teachers have noticed.

As part of that process, we’ve had the opportunity to look at a wide variety of student created products that address the tasks outlined in the CBAs developed by teachers. And we’ve noticed a few things about these tasks.

The goal of the CBA is simple. Measure how well students can make claims and support those claims using evidence and reasoning. And, well . . . this requires the use of evidence, specifically the use of primary sources. What have we noticed? Not all of the CBA tasks are . . . hmm, high quality. So it’s difficult to determine, using the rubric, whether kids can actually make claims using evidence because the task is poorly designed. A lot of the design issues involve the integration of primary sources.

We figured this would happen and that ongoing professional development would be needed along the way. Teachers across the state (and across the country) are still wrapping their heads around what inquiry-based instruction and assessment can look like. So, in addition to tweaking the rubric, we’ve also started thinking about and planning for next year’s professional learning opportunities around the design of not just the CBA but the integration of evidence in instructional activities.

Part of that planning is providing teachers with primary sources and how to integrate them into a inquiry-based activity. So . . . today? Five hacks for using primary sources as part of your everyday activities.