For a former poly sci major, a presidential election year is like one long Super Bowl party. Polls. Data. Ads. Commentary. Analysis. Policy discussions. Lots and lots of analysis. Throw in the Senate and House races – not to mention the state and local stuff going on here in Kansas – and it doesn’t get any better.
And the cool thing is that there are tons of online resources available to help me, you, and your students understand and participate in the process.
Your first step should be to browse through the article titled Have Politics Become So Ugly That Educators Are Afraid To Teach Civics? It might be easier to pretend the election is already over and try to ignore all the ugliness that can happen when we see so much polarization in the process. But we can not ignore our task as social studies educators – preparing students to be thoughtful, engaged, and informed citizens. Read more
Last week, I had the chance to lead a quick conversation centered on this simple question:
“Is it ever okay to tamper with history?”
As in . . . is it okay to modify and edit the primary and secondary sources that our students use as part of the historical thinking process?
It’s always an interesting conversation. Because without fail, you get both ends of the continuum. On one end, you’ll have teachers who will argue for “absolutely not. You never mess with the raw data of history.” Or the other side that sees no problem with massive changes in vocabulary, wording, and voice.
I’m gonna fall somewhere in the middle. There are steps that you need to follow but without some editing and modification, most primary sources are not accessible to most of your students. Providing evidence that is usable to your kids is one of the first steps in creating historically literate students and modifying difficult to understand evidence is often necessary.
An article written in 2009 by historical thinking gurus Sam Wineburg and Daisy Martin for the National Council for the Social Studies journal, Social Education, provides some helpful tips for what this can look like.
In Tampering with History: Adapting Primary Sources for Struggling Readers, the two write:
We are unabashedly urging history teachers to tamper with history.
And in addition to offering a variety of arguments supporting that statement, the two also provide a three step process for how you can do the tampering. It’s an article you need to spend time walking through – perfect for the year’s first department meeting.
But once convinced, most of us run into the next set of problems. Finding the time to doing the tampering or finding already pre-tampered documents. The curriculum at the Stanford History Education Group Reading Like a Historian is a great place to start but other modified documents are practically non-existent.
Until now. Read more
We all love the History Channel. And we all love the Cooking Channel. So why not the History Cooking Channel?
Yup. The History Cooking Channel. A YouTube channel dedicated to exploring all things related to the 1700s – with a cool focus on cooking, food, baking, and eating.
It’s a perfect supplementary resource for you US and World history types. You get hundreds of quick videos highlighting how people cooked and ate during the 1700s. Kids can experience Read more
I’ll admit it. I’ve been on a Google kick lately, especially with the recent release of some new Google gadgets. Led some on-site Chromebook trainings. Hooked a few people on the power of Cardboard. And there have been several recent presentations focused on under-appreciated Google tools for social studies teachers.
It was during my trip to and a preso at ISTE that I ran across significant changes to one of my favorite under-appreciated tools, the Google Cultural Institute. It was a little awkward. Have you ever gone to a Google tool and it’s different than when you last visited?
Yeah. That was me. Together the session participants and I all headed to the Cultural Institute and . . . it was not the same. My collections were in a different place. The ability to annotate items in my collections were gone. Finding historical places and their 3D versions was a different process. Even the name was different. Now it’s called Google Arts & Culture.
But as I’ve played with it since then, the new and improved GAC (Cause using Google Arts & Culture is just too much.) has grown on me. If you’ve never been to the site, this is truly one of those tools that needs to be in your instructional tool belt. We’re always looking for primary sources. For artifacts. For places that provide evidence for our students to use. The AC gives you access to millions of items to use as part of instruction and learning.
Basically the GAC is a Read more
I had the privilege to meet Shana Crosson from the Minnesota Historical Society face to face earlier this week at the #ISTE2016 conference. And I walked away smarter than I was before. But not just smarter. After several conversations and listening to Shana work her magic at her poster sessions, I left Denver incredibly impressed with what she and others at the MNHS are doing to support historical thinking and technology integration in K-12 classrooms.
Shana’s session, created with help from MNHS Education Outreach Specialist Jessica Ellison, focused on ways to help teachers and kids use primary sources images as part of the learning process. These are skills that we all should be using as social studies teachers.
We live in an increasingly visual world. Students are bombarded with strong visual images all day, in school and out of school. Learning how to read historic images empowers students to learn essential critical thinking skills that can be used on any image, document or other primary source, whether it’s historic or contemporary.
She provided a ton of reasons for using images, sites for finding useful images, and strategies for integrating them into instruction.
Advantages of Images: Read more