Our current state standards have been around since 2013. Centered on five Big Ideas and a balance between content and process, the document is unlike previous standards documents. And after five years, most Kansas teachers are at least aware that we’re asking them and students to approach teaching and learning differently.
That we want students to have both foundational knowledge and historical / critical thinking skills. That social studies classrooms need to be more than drill and kill, lecture, worksheet, quiz on Friday. And that creating engaged, informed, and knowledgable citizens requires more than rote memorization and low level thinking.
While our standards look and feel differently than most other state level documents, teachers across the country – like their colleagues here in Kansas – are also being asked to concentrate on training kids to do social studies. Sam Wineburg is a household name. The teaching of historical thinking skills such as Sourcing, Contextualizing, and Corroborating is becoming commonplace. Bruce Lesh and his History Labs are being duplicated by teachers in all sorts of classrooms. The National Council for the Social Studies has also been a huge part of this pendulum shift with its College, Career, and Civic Life (C3) standards.
Good things are happening.
But . . .
Yup. There’s always a but.
During every standards training I do, every historical thinking conversation I have with teachers, there’s always a but. Read more
Just finished a great two days with Rich Cairn from the Collaborative for Educational Services. Together with a small group of middle and high school teachers, we spent the time working to figure out effective ways to engage English Language Learners with social studies inquiry methods. Rich is in charge of Emerging America, a Library of Congress Teaching with Primary Sources project.
Part of what he does is to help teachers across Massachusetts – and now Kansas – use Library of Congress resources to make inquiry learning accessible to all learners. During our time together, we addressed a wide variety of topics – challenges faced by English Language Learners, challenges faced by teachers of EL students, ways to use graphic organizers to support language acquisition, using the LOC website, researching the history of immigration policies and court cases, and generally have an awesome time.
A small part of our conversation focused on the use of essential and compelling questions. Here in Kansas, we’ve been pushing compelling questions for a while. They play an important part in our current standards and are the key to a great inquiry-based lesson.
Question. Evidence. Solution. Communicate the solution. It all starts with a great problem to solve.
And during our conversation Rich shared a sweet definition of what a great historical inquiry-based question should look like in that process. He was happy to share it.
So . . . if you’re looking for a list of characteristics of what a compelling / essential / overarching / inquiry-based question should look like, here ya go: Read more
I just got off the phone with a former social studies teacher and current building admin. She’s working with several of her teachers as they develop standards-based lessons and units.
Part of the problem that they’re running into, of course, is that the state standards here in Kansas are not your typical standards. Our document does list some suggested people, places, events, and ideas for each grade level. But that list is not mandated or assessed at the state level. The social studies standards in Kansas is made up of a simple bulleted list:
- Choices have consequences
- Citizens have rights and responsibilities
- Societies are shaped by beliefs, ideas, and diversity
- Societies experience continuity and change over time
- Relationships among people, places, ideas, and environments are dynamic
The purpose behind this “simple” list is to encourage classroom instruction that ties social studies content to these big ideas. We used the term mental velcro a lot – why teach the aftermath of the Civil War? Why teach about the Army of Amazons in southeast Kansas? Why teach redlining in Chicago during the 1930s?
Because Read more
When I firsted started teaching 8th grade American History, there was no access to primary sources. There weren’t any online archives. DocsTeach? Nope. Stanford History Education Group? Nope. Library of Congress? Nada.
I made due with whatever supplementary materials showed up with my textbook and the few Jackdaw kits that I was able to track down and order. But here’s the thing . . . even if I had somehow gotten access to primary source documents, 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? Every kid had a textbook. I had a teacher’s version of the textbook. I could lecture. I was set.
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.
There has been a cool supply and demand process happening over the last few years. Teachers want and need more primary sources. The internet has made those sources more available and accessible. More availability and accessibility means more teachers are using those sources. More teachers used to this availability of sources demand even more sources.
But there will always be questions about how to best use primary sources. A recent article by Discovery Ed’s Joe Sangillo does a nice job of highlighting five effective integration strategies. I’ve pasted a quick summary of Joe’s thinking but be sure to head over to Discovery Ed to get the full meal deal: Read more
Several years ago, I had the chance to be part of a learning community facilitated by Bruce Lesh. At the time, Bruce was teaching high school in Maryland and traveled to Kansas for a week as part of our Century of Progress TAH grant.
He shared a ton of great stuff including his idea of History Labs and the process of historical thinking. Like many of us, part of his social studies world view included ideas from Sam Wineburg. Wineburg uses the semantics of sourcing, contextualizing, and corroborating. He also talks quite a bit about kids working to “read between the lines” as part of that analysis process.
Bruce altered that language a bit and used the words text, context, and subtext to describe student thinking skills. The basic idea is the same but I like the alliteration / re-use of the word “text” and how that can help kids remember what their task is when making sense of evidence. Since then, teachers in the group have continued to use his vocabulary.
Many of the TAH project participants continue to meet four times a year to share ideas and hone their skills. Yesterday was day four of the year and among other things, we celebrated the birthday of Thomas Jefferson and hosted a historical political campaign t-shirt design contest. Read more