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Posts tagged ‘primary sources’

Google adds new Classroom features. Use them responsibly.

“With great power comes great responsibility.”

All the MCU fans out there know that this phrase was first used in the 1962 Amazing Fantasy #15 issue and then later by Uncle Ben in the 2002 Spiderman movie.

But history nerds know that different versions of the phrase have been around for much longer. Winston Churchill. Teddy Roosevelt. And this guy – Henry W. Haynes from the public library of Boston in 1879:

The possession of great powers and capacity for good implies equally great responsibilities in their employment. Where so much has been given much is required.

So.

Yes. Google has added some new features to Classroom. And yes. There may be a need for them. But . . . we need to use these new features responsibly. Yes. These features will make life easier for teachers. But here’s the problem.

Like any edtech tool or feature, these new Classroom additions can be abused, focusing not on historical thinking skills but low level learning. Focusing on teacher centered, standardized learning rather than student centered, authentic learning.

Especially the one feature that has most caught the attention of teachers. Read more

Rockwell’s Four Freedoms in the 21st century and rethinking art as history

How great is the Smithsonian? Seriously. Take a few minutes to think about all the teaching goodness that they provide. Learning Lab. History Explorer. Lesson plans. Podcasts. Webcasts. It goes on and on.

But there’s always been a bit of old school in me. So I still subscribe to the print version of the Smithsonian magazine. Yes. You can get many of the print articles at the online version but I like turning pages.

The problem, of course, is between online versions of things and print versions of things, I’m always playing catch-up with my reading schedule. The March Smithsonian just now just made it to the top of the pile and I was blown away by an article by Abigail Tucker.

Titled A 21st-Century Reimagining of Norman Rockwell’s Four Freedoms, the article focuses on the question: Read more

Native Knowledge 360: Culturally appropriate & historically accurate materials about American Indians

The Smithsonian is not the only collection of museums in the country. There are others. But I am gonna argue that the collection of 19 Smithsonian museums and galleries is the largest and most awesome and coolest and most educational and easiest to use of them all. I mean, between the 19, they’ve got over 155 million artifacts, documents, resources, and specimens. If you can find what you need in all of that, you’re just not trying.

One of the newest and awesomest Smithsonian museums is the National Museum of the American Indian. And they just updated their education section to make your trying just a little easier.

Why is that a big deal? Read more

Primary Source Speed Dating: Finding the document of your dreams

Kara Knight from Minnesota History Society and the Inquiry in the Upper Midwest has perhaps created one of the most intriguing conference session titles ever.

What’s not to like about Primary Source Speeding Dating? And her tagline is even better: Discover the Primary Source of your Dreams – Finding the Perfect Match.

Loving this!

I think we can all agree that finding and using primary sources as part of teaching and learning is a no-brainer. But the actual finding and using can be a pain in the butt. It takes time to find the right source and it takes time to figure out how best to use those sources. So during this #MCSS2018 session, we talked about ways to match classroom needs, brain research, and just the right primary source.

We ended the session with an activity Kara called Primary Source Speed Dating. It’s a bit like Read more

Tip of the Week: Bias, civic literacy, and historical thinking skills

Back when my youngest was in fourth grade, I asked her to preview the very cool You Are the Historian website. It’s an interactive tool that asks elementary kids to use historical thinking skills while addressing the site’s guiding question: What really happened at the first Thanksgiving?

The site led her through primary sources, to video clips of colonial historians, and to the exploration of different artifacts. After she was finished, I asked her what she learned by “playing” the game:

The past is what really happened. History is what we say happened.

I couldn’t have been prouder. That’s exactly what I hoped to hear. (And good job, BTW, You Are the Historian creators.)

History is our interpretation of evidence.

We have a problem. We look at evidence. And we figure it out. But I’m not always sure that we’re teaching our kids how to do that very well. Part of the problem is bias. We don’t always make it clear enough that everything we have our kids use to solve the problems we give them is biased.

And just as there is no such thing as unbiased primary evidence, there is no such thing as unbiased secondary evidence. All news, photos, media sites, books – it’s all biased.

Need a few examples? Read more