Inquiry is one of the biggest buzz words in the social studies world. And it should be. Having kids use evidence to solve problems is a great way to build foundational knowledge while encouraging critical thinking skills. About I year ago, I ran across a great resource designed specifically to help teachers use and develop there own inquiry based lessons.
So today it’s Throwback Thursday.
. . . . . . . . . . . . . . . .
You’re looking to create an Inquiry Design Model lesson and need some resources. Maybe you and your kids are getting ready to start a problem-based project. Perhaps you need some really good thinking or writing prompts. Or four or five engaging primary sources to add to your instructional unit.
Where do you go to find what you’re looking for? What’s your go to?
The Library of Congress, National Archives, and SHEG are my top three. But I’ve got a new favorite.
Developed by the folks at Maryland Public Television, the Maryland Department of Education, and the Maryland Humanities Council with funding from the Library of Congress Teaching with Primary Sources program, the recently created Social Studies Inquiry Kits give you access to great questions and powerful primary sources.
Each kit contains three guiding questions, five primary sources, and one secondary source. The Inquiry Kits are designed specifically to help as you plan your instruction. We know that it can be hard to work with primary sources in many of our classrooms. Sources are often not accessible, because of illegible text, high reading level, or simply a lack of interest on the part of students.
So how can Inquiry Kits help? Read more
I thought I knew the Smithsonian History Explorer. I’ve been using it and recommending it for years. But I was wrong. I don’t know the Smithsonian History Explorer.
Not like I should know it. Cause they’ve changed and updated it.
So if you teach US history (or even world), you seriously need to head over and do some poking around. The staff from the Smithsonian Museum of American History has added so many new resources, lessons, activities, and themes, I guarantee you’ll walk away with all sorts of stuff you can incorporate into your instruction tomorrow.
Start by using the Read more
Well, it’s been a while.
Between some unplanned family obligations and a variety of work related stuff, History Tech got pushed off the front burner, then the back burner, and eventually ended up somewhere into one of those cabinets where you store Tupperware bowls that are missing a lid.
This week we’re crawling out of the cabinet and onto the back burner at least. But . . . we missed sharing start of school resources. Missed National Women’s Suffrage Month. Missed the kickoff of the very awesome Kansas state social studies virtual PD series that is replacing the equally awesome but Covid-19 canceled F2F state conference. Missed the kickoff of the election. Missed a bunch of stuff.
So we’re gonna start small today. Just a quick website recommendation designed especially for K-5 teachers who are looking for resources and ideas for helping their kids understand historical inquiry. Read more
Several years ago, I posted a quick article highlighting the 75th anniversary of Executive Order 9066. It was a good reminder for me about the power and impact of executive orders. As you begin to plan for the upcoming school year, don’t shy away from using primary sources like photographs that document uncomfortable topics. Lean into them.
Today? A Monday Memory flashback post from 2017.
You all know photographer Dorothea Lange. If not Dorothea herself, you’ll recognize her famous candid photos taken during the 1930s highlighting the struggles of Americans suffering during the Great Depression. Her iconic Migrant Mother and the series of photos around that image depict the desperation many felt during the period.
Later in 1942, she was hired by the US government to capture images of the relocation of Japanese-Americans affected by President Roosevelt’s Executive Order 9066. Thousands of American citizens were being stripped of their civil liberties, their businesses, and their homes before being placed in internment camps scattered around the country.
Lange was originally opposed to the idea but accepted the task because she thought “a true record of the evacuation would be valuable in the future.” But after reviewing her photographs and their portrayal of the Japanese American experience, the military became concerned how the images of the internment program would be received by the public.
So government leaders Read more
I’ve seen it so many times.
And you probably do it every day, without even realizing it.
I’ll be chatting with a teacher just before they start a class or enter their room and there is subtle but powerful shift in body language. It’s happened so often, I started calling it the Wonder Woman pose. You’re making a very deliberate mental shift to teacher mode and that mental adjustment impacts how you stand and move.
I asked a teacher about it once and she said:
“I’ve never really thought about it. But I guess I’m thinking about what I need to do and how I’m going to do it. I’m clicking on a mental tool belt.”
She’s right. We all put on a virtual tool belt every time we get in front of students. Pulling out just the right tool for a specific task.
If you’ve never been to the Google Arts & Culture site, this is truly one of those tools that needs to be in your instructional tool belt. Arts & Culture gives you free access to millions of primary and secondary resources to use as part of your instruction and learning.
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. Read more
School looks different today than it did back in 2017 when I first wrote this. But I think in many ways it applies more now than three years ago.
Why? Because it’s easy right now to revert back to the familiar. To what’s comfortable for us. But the situation teachers and students and families are in right now lends itself to innovation and change and problem based learning. To exploration and virtual reality and primary sources and datasets and all sorts of things that we know are good for kids.
So here it is. A Wayback Wednesday History Tech re-do.
And I know you may not be in the right place for this right now. I get that. If that’s you, I’m good. File this away then for next fall – it’ll still be here.
. . . . . . . . . . . . . . . . . .
Shocker. Lecturing to students puts them to sleep.
Who could have guessed?
Well . . . I should have. But I didn’t. During my first few years as a middle school teacher and later, during some time I spent teaching in a college social science department, I lectured.
Early on, I didn’t know better. I was taught that way in both K-12 and in my college content courses. There were no real alternatives provided in my ed classes. And I started teaching long before established mentor programs got cranked up. Lecturing in a social studies class was just the way things were done.
By the time I had moved on to higher ed, Read more