Current events have always been something that we as social studies teachers are acutely aware of. There are so many ways that we’re able to use them to connect past with present. But the last few weeks have been difficult. Ukrainian people are suffering. And it doesn’t seem like that will be ending anytime soon.
What’s the best way to integrate the events in Ukraine into our classrooms?
We all love Mister Rogers. Something he said once seems to fit here:
“Anything that’s human is mentionable, and anything that is mentionable can be more manageable. When we can talk about our feelings, they become less overwhelming, less upsetting and less scary.”
The more we talk, the manageable things become. Browse through this short list of resources that can help. And while the list is separated by grade level, don’t be afraid to cross-pollinate between the two.
“As a youngster, I thought I had drawn the short straw being born female. None of the stories I was told of adults actively and effectively engaged in the world had to do with women. How startling it was to learn (after college!) that women have played important roles in every aspect of American life – establishing homes for family life, fighting and spying during every war, establishing social service networks, and dramatically influencing laws and attitudes.”
Students who don’t learn the facts can develop the wrong idea about what women have accomplished.
“If women’s contributions and accomplishments are not mentioned, the omission is not even noticed, but a subtle lesson is learned just as certainly: Women haven’t done anything important. Knowing that teachers cannot pass along what they themselves have not been taught, the NWHP aims to make excellent, user-friendly materials readily available for all areas of the K-12 curriculum. Language arts, social studies, creative arts, the sciences – women have been active in all these areas, and the stories of their accomplishments are fascinating.”
Yes and yes.
But I’m conflicted about the whole Women’s History Month thing – a lot like my hesitation around the idea of a separate Black History Month. Too many of us still use February and March to have kids memorize random Black history and women’s history facts and call it good. (We also seem to have a habit of doing the same thing with Latino history and Asian American history and Native American history and . . . well, you get the idea.)
I’m conflicted because I know many of you may be looking for great Women’s History month resources. And I have a list. But part of me is afraid that it will only get used between now and the end of the month.
Who doesn’t love sticky notes? Different colors. Different sizes. Plus . . . you know, they’re sticky. But they’re easy to underestimate. I mean, they’re literally a single use, throw away, forget about because their job is done, sort of thing.
But I was reminded recently by a friend of mine that sticky notes can be used in a lot more ways than just as a simple reminder stuck the corner of your computer monitor. There are lots of cool ways that we can use them to support historical thinking and the collecting / organizing of foundational content.
The simpliest way?
We all use exit tickets. But I like the simplicity of having a kid write down a few quick things on a sticky note and just whacking it on the door or bulletin board on their way out of class. The prompts might be: something new, rate its importance 1-10, how it connects to something else I know. Or try one of these sentence starters:
One thing I knew already was
I’m confused about
I learned . . . and now I’m thinking
One idea that challenged my thinking is
I agree or disagree with
One thing I got done today was
Maybe even have kids color code their ticket. Green for something that made sense to them. Red for a question.
Way back in the day, there was no access to digital primary sources. There weren’t any online archives. DocsTeach? Nope. Stanford History Education Group? Nope. Library of Congress? Nada.
W all made due with whatever supplementary materials showed up with our textbooks and the assorted primary source Jackdaw kits that were able to track down. But here’s the thing . . . even if I had somehow gotten access to actual digital primary source documents back in the day, I’m not sure what I would have done with them. Like most social studies teachers at the time (and more than just a few today), I really didn’t have a clue of how to use primary sources as part of the learning process.
Even worse, I wasn’t really sure why I should be using this sort of evidence. What was the point? I mean . . . every kid had a textbook. I had a teacher’s version of the textbook. I could lecture. They could copy down my notes. What else did we need?
But with the help of some amazing mentors, I began moving more towards the idea that kids need to be active users of evidence while solving problems. And there is now a clear shift in social studies and history instruction towards this idea of historical thinking, using evidence, and problem solving. More and more teachers are using primary sources as integral pieces of the learning process.
We’re all familiar with iCivics, right? The government / civics centric website created with the encouragement and support of former Supreme Court justice Sandra Day O’Conner? The site with remote learning resources for parents and teachers?
No? Well . . . there’s no better time than the summer months to poke around and find some stuff perfect for your grade band and content. Cause, trust me when I tell you this, you’re gonna find some things. Lots of things. Lots of free things.
Head over there now and spend a few hours. Then come back here to take the next step. Cause there’s a next step.
And if you’re already familiar with iCivics, awesome. You’re ready for the iCivics next step.
Google Arts and Culture might just the most underutilized Google tool of all time. There is so much stuff that we as social studies teachers can use from the site. And if you haven’t been over there to poke around lately, youneed to get off the couch and head over.https://artsandculture.google.com/
First known as the Google Art Project, the site was launched just over ten years ago as an online platform that highlighted high-resolution images and videos of artworks and cultural artifacts from partner organizations and museums from around the world. So for history and humanities teachers, the site was super powerful from the get-go.
Basically it’s a database of artwork, objects, artifacts, and documents from thousands of museum collections and historical sites from around the world. Much of this content comes from Arts and Culture partners – public museums, galleries, and cultural institutions. These partners also provide such things as 3D tour views and street-view maps that allow you to “walk” through their actual brick and mortar sites.
So what kinds of things can you find at Arts & Culture? At the basic level, you can find artwork, history, and geographic places. But within that structure, there is so much more. Seriously. It is incredibly easy to stop in for a quick search and surface an hour later, having gotten sucked into whatever cool thing lead to the next cool thing that lead to a 3D tour of some cool place.
But recent changes and additions make it even more useful.
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social studies nerd, consultant, tech guy
Thanks for dropping by! As a curriculum consultant for ESSDACK, an educational service center in Hutchinson, Kansas, History Tech is my chance to rattle on about social studies and technology. Feel free to poke around.
Evidence Analysis Window Frames and Tools for Teaching & Learning
At ESSDACK, we want to offer tools and products that encourage you to learn and work when and where you want. Check out these handy products that can be used as instructional tools and professional learning opportunities in ways that work best for you.
The very cool Evidence Analysis Window Frame that scaffolds historical thinking skills and helps kids make sense of primary sources.
But you'll also find C4 Cards and 25 Days of History Tech Tools to help you grow professionally.