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Posts tagged ‘stanford history education group’

You want kids to have skills. Read Inquire Write can help.

Last week, I got the chance to work with about 25 teachers and educators from around the state as we started the process of revising our state social studies standards. Long time readers will recall a similar process from seven years ago.

At the time, the Kansas state standards were very much the same as other state level standards documents. The focus was on the details of history – people and places and dates. Assessments tried to incorporate critical thinking but since the entire test was multiple choice, it was difficult to measure high levels of thinking and problem solving.

To be successful on this type of high stakes state assessment, teachers shifted to a drill and kill,  memorize specific pieces of content out of context instructional strategies. These strategies increased test scores but lowered student engagement, failed to create critical thinkers, and didn’t prepare kids to become informed citizens.

So we started from scratch.

The 2011 process resulted in a brand new set of standards that shifted instructional focus from memorizing details to one that encouraged analyzing evidence, solving problems, and sharing solutions. We created five big ideas that acted as our standards. We adapted reading, writing, and communication expectations and instruction best practices to guide local curriculum development. And we left the specific content up to each district.

Teachers appreciated the freedom to focus on the doing of social studies rather than asking kids to memorize minutiae. But this “new” style of teaching can be time consuming and difficult. The old standards had trained both our kids and our teachers that drill and kill was acceptable – now we were asking that instruction and assessment look different.

And teachers had questions. What does this sort of teaching look like? How do you assess the learning? How long should it take? If we don’t have to “cover”so much content, what content is important enough to focus on? What resources are available?

Back in 2013, as the revised document rolled out, there weren’t a ton of examples and resources out there that supported this kind of inquiry based teaching model. But around the country, others were having similar conversations:

Things got better.

And now, if you’re looking for examples, resources, lessons, student samples, and rubrics, things are looking even rosier. 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

History Nerdfest 2017: Using SHEG templates to create your own historical thinking lessons

We all love the Stanford History Education Group. Great lessons. Aligned assessments. Perfect balance between process and content. Focus on historical thinking skills. And just this week, a rebranding of the site and the addition of civic literacy tools.

But what happens if you can’t find what you need for your content in their list of 132 US and world history lessons? Go back to the lecture?

Nope. I’ve been preaching for years that we should be using the structure and process of those 132 lessons to create our own. Extra work? Sure. But if you follow the SHEG model, you know that what your kids are going to get is good for them.

But it can be daunting. What are the steps? What should go where? How should I create the questions? What documents to use?

Some of those questions were answered Saturday when Read more

Newsela adds “tampered” primary sources

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

How to: DBQs and primary sources

More and more of us are integrating primary sources and inquiry learning into our instruction. In Kansas, this emphasis on historical thinking is tied to our recent standards. We’re moving to a writing slash social studies state assessment with a shared rubric that supports analyzing evidence and responding to a writing prompt.

There are several things that teachers are using to integrate the use of evidence and historical thinking into their classrooms:

  • Document Based Questions
  • Stanford History Education Group

Both of these tools provide opportunities to train kids to use evidence and develop products that demonstrate understanding. But we sometimes don’t have time to go out and track down all of the online goodies. So browse on down to find some useful DBQ, SHEG, and primary source sites.

Read more