You’re right. Most New Year’s resolutions are made closer to the actual New Year. But it’s still January . . . so I’m good, right?
And it’s never too late to make a few 2019 social studies resolutions. Best place to start? Asking questions about our current practice, especially during this middle of the year period: What’s working? What’s not? What do my students need? What resource needs to be phased out? How can I get better?
The middle of the school year is a perfect time to think about these sorts of questions. In that spirit, here are five New Year’s resolutions every social studies teacher should make: Read more
Both my kids have always had a strong sense of art, of being able to create visually appealing pieces. (The Rowdie effort to the left by the oldest is not one of his best efforts, though it does accurately convey the family pet’s personality.) We constantly had crayons, painting supplies, easels, and all sorts of other artsy things in use around the house.
I wasn’t much help. My art skills have been described as “creative” and “abstract.”
Both kids continue to share their love for the medium and to help me think about art and artists. And today, a quick conversation with a high school US history teacher meandered down a path that focused on ways to integrate art into our instruction.
So it got me thinking a bit.
We often forget how powerful the arts can be in connecting our kids with social studies content and big ideas. Art, in all of its forms, is a great way to create emotion, generate connections, and build relationships. Whether viewing landscapes, portraits, or historical events through the eyes of contemporary artists, students can get a sense of time, of place, of interpretation that would be impossible using other forms of primary sources.
One of the quickest ways to incorporate the arts is to focus on the visual – paintings, drawings, and images. But I often notice it missing from the toolkits of many social studies teachers. And I’m not exactly sure why. Maybe we’re just not aware of the resources available or the kinds of questions to ask. If we’ve never thought too much about using artwork as an instructional tools, it can be hard finding a jumping off point.
So what can it look like when we intentionally integrate visual art into our classrooms? Try some of these ideas and resources: Read more
Almost exactly three years ago, away back in 2015, I wrote a short post about the Hamilton musical. My kids have a standing order that requires them to keep me updated with the latest pop culture from the youths. And my daughter was already in love with Lin-Manuel Miranda and the way he incorporated music and dance to tell the story of Alexander Hamilton.
While I hadn’t seen the show, I was able to read enough, see enough, and hear enough to be convinced about the power of the story. And was convinced that using the story and music would be a great way to help kids better understand the broader story of the Revolution and America’s founding fathers.
Last Friday, while in Chicago for the #ncss18 conference, I finally had the chance to actually see Hamilton in person.
Wow. Just. Wow.
I am now even more convinced about how this secondary source re-telling of the period of the late 1700s can help connect our kids to both past and present. And while Hamilton is a particularly spectacular example of the power of music and emotion to engage the learner, it’s not the only way we can use music in the classroom. So this morning, I’m re-posting another quick set of resources that I put together a year ago that can help you begin to think about what the integration of music might look like.
I am not Read more
It ranks right up there with the Holiday season, KC Chiefs football, and the first weekend of the college basketball tournament. It’s National Council for the Social Studies conference week. I’m lucky enough to get front row seats and am trying to live blog my way through it.
It’s something we all struggle with.
What does instructional design look like when we combine content knowledge with historical thinking skill. The answer?
The Inquiry Design Model.
It’s a great way to integrate the NCSS Inquiry Arc into actual practice. And like the rest of you, those of us in Kansas have been wrestling with this question since 2013. We created new state standards that focus on finding a balance between content and process. It’s a great idea but what does it actually look like in practice? Teachers want and need specifics about creating learning activities that encourage historical thinking skills in their students.
Created by S.G. Grant, John Lee, and Kathy Swan, the IDM becomes part of the answer by providing a structure for integrating content and process together. Based on the Inquiry Arc of the National Council for the Social Studies C3 Framework, IDM helps build a connection between the head and the heart of our students while also training them to think historically.
The head has always been part of social studies but if we’re going to get under their skins, we have to connect with their hearts too. Most teachers know their content. But many struggle with helping kids care about the content
Think of a great inquiry activity created using the IDM method as “bigger than a lesson but smaller than a unit.”
What are the different parts of an IDM? Read more
Let’s be clear from the get go.
It happened. We have hundreds of thousands, millions, of primary sources. We have photos. Government documents. Train timetables. Movies. We’ve got oral histories. Diaries. Letters. Court transcripts. There are prison confessions. Newspapers. Lists of stolen property. Sacks of hair. Piles of shoes. Boxes of wedding rings. And many of the actual camps, barbed wire, gas chambers, and crematoria still exist.
So let’s be clear.
The Holocaust happened. Over six million European Jews were murdered between 1933 and 1945. More than six million others deemed undesirable were also murdered by the government and party led by Adolf Hitler.
So, please, do not plan an historical thinking activity that asks your kids: Read more
I’m trying to crawl my way out of an Interwebs rabbit hole this afternoon. I tumbled in pretty deep while researching an upcoming presentation on teaching controversial topics in the classroom.
And it’s impossible at this point to try and reconstruct the paths I’ve gone down. But basic in a nutshell . . . I got distracted by the huge number of fiction and non-fiction resources that started turning up that seemed perfect for supporting instructional designs focused on conversations on race, immigration, or gender.
So the rabbit hole was not completely unrelated. It’s all still stuff connected to my original topic – though somehow I did end up landing on the FiveThirtyEight polling page and the Henry Doorly Zoo & Aquarium Through My Eyes YouTube video.
I also ran across a few belief statements from New York’s Bank Street College of Education that align perfectly with why teaching controversial issues is so important.
What potentialities in human beings – children, teachers, and ourselves – do we want to see develop?
- . . . gentleness combined with justice in passing judgments on other human beings.
- The courage to work, unafraid and efficiently, in a world of new needs, new problems, and new ideas.
How cool is that? As a big believer in the power of books to connect emotion and content, I love how these statements support the power of fiction and non-fiction in the social studies.
So I figured that I might as well share some of what I found, starting with a few of the books I ran across and then a list of lists. A quick warning, allow yourself some time for browsing – you may be here a while: Read more