One of the advantages of doing what I do is the chance to meet and talk with lots of great social studies teachers. Whether it’s traveling around doing on-site trainings or leading workshops in ESSDACK’s own facility, the opportunities to brainstorm ideas and learn new things are abundant.
Several months ago, I spent the day working with a small group of middle school teachers. The conversation shifted to literacy strategies and what works best to help students read and write in the social studies. Andrew Trent, teacher from Clay Center and colleague on the state assessment writing team, shared a strategy that I had never seen before.
Titled Tic Tac Tell, the strategy is very simple to implement but it has a lot of potential for adapting to different grade levels, content, and complexity. The original focus of Tic Tac Tell was to provide a quick and easy way for kids to interact with vocabulary words. We know that to learn new vocabulary words and phrases, kids need to experience those words or phrases multiple times in a variety of contexts. Tic Tac Tell works great for that, especially with elementary kids.
But I think you could also use this to introduce, review, and assess a wide variety of concepts, ideas, people, places, or events.
So. How to use it?
I am a huge fan of Google Jamboard. There are so many cool ways we can use a digital whiteboard software like Jamboard to engage kids in solving problems, for messing around with primary sources, and to capture student thinking.
But I was reminded recently by a middle school teacher that not every classroom has access to digital devices or Google tools. And he shared some great ideas of how he uses the old fashioned dry erase whiteboards – you know, the kind you use markers with and old rags to wipe clean – to do some pretty cool stuff too. So I started asking around and there apparently are a lot of you who love using the old fashioned dry erase whiteboards. There are also apparently a lot of ways to use those whiteboards in a social studies classroom.
So today you get five super simple but powerful activities that all work to encourage critical thinking, gather new information, or activate prior knowledge. And the cool thing is that while they work great with traditional dry erase boards, they can quickly be adapted to those new fangled internet-based whiteboards as well.
First things first.
I’m spending a lot of time recently around the soon to be required Kansas state assessment.
A lot of those conversations has focused on ways to prepare our kids for the assessment. Bottom line? Have kids practice critical and historical thinking skills. Done.
At its most basic level, the assessment will ask kids to solve a problem using evidence and communicate the solution. This assumes, obviously, that the kid will have acquired a few historical and critical thinking skills somewhere along the way.
And the more I get the chance to work with our current standards and the planned assessment, I’m starting to realize that we need to do more than just train students to start thinking in certain ways. We also need to train them to stop thinking in other ways. We want them to be able to source and contextualize evidence. We want them to read and write effectively. These are useful skills.
But there are also ways of thinking that can slow that process down and even grow into habits that can lead to ineffective (and perhaps dangerous – I’m looking at you, January 6) citizens.
I recently ran across an older article on my Flipboard feed that specifically addresses these ineffective and potentially dangerous habits. Posted by Lee Watanabe-Crockett over at the Global Digital Citizen, the article highlights both the problems and their solutions. You’ll want to head over there to get the full meal deal but because Lee focuses more on generalities than things specific to social studies and history, I’ve given you just a little taste below:
Let’s be honest.
Very few of us are poets. Very few of us probably even read a lot of poetry.
That might change after this morning’s recitation by National Youth Poet Laureate Amanda Gorman at the 2021 Presidential Inauguration. Her poem titled “The Hill We Climb” resonated with a variety of themes from American history.
And hope. Read more
“. . . it is not enough to be non-racist, we must be anti-racist.”
Let’s be clear.
I really have no idea what I’m talking about. As a middle aged white guy born and raised in Western Kansas, who taught 8th graders in a suburban school district and higher ed at a small liberal arts college, I’m probably the last person who might have some answers to the issues of racial injustice and systemic racism in the United States.
But I do know that I need to take responsibility for trying to figure it out. How to start? By acknowledging the privileges I enjoy because of who and what I am.
I’ve never enslaved others or transported kidnapped Africans to North America or passed Jim Crow legislation or attacked civil rights workers. But I can acknowledge that the world I live in was built by people who did, as part of a system specifically designed to benefit me and others like me. Uncomfortable as it is to admit, some of my actions in this world have directly or indirectly contributed to further divisions. And I need to continue learning how best to work alongside others to correct the flaws in that system.
As a history teacher, it’s easy for me to think of America in the abstract. But we need to recognize and admit that there has always been two Americas. The abstract one – the one we aspire to, a place of equality and freedom and idealism and democracy. You know, the America we teach our kids.
And then there’s that other America, the actual one we all live in. For many of us – especially those of us living and teaching in small, rural, mostly white communities – life can seem like the one we teach. So it’s easy to forget how big and diverse and ugly and difficult the real America is for many around the country – and if we’re honest, how difficult it is for some in the small, rural, mostly white communities as well. The disconnect between those two realities has always existed but events this spring have made that disconnect more obvious for many of us.
There is no amount of Read more
Most of you have probably settled deep into holiday break mode. Getting up a little bit later than normal. Watching football. Eating too much. Catching up on your reading. Trying to decide if The Mandalorian is worth your time. Enjoying family and friends. Not really thinking about the back to school schedule that cranks up in January.
But if you need a break from all of the free time, we’ve got you covered. Between now and the first week in January, you’ll get a chance to re-live five of the most popular History Tech posts from 2019. Enjoy the reruns!
I’ve been spending a ton of time this summer working with groups around the country, helping facilitate conversations around reading and writing in the social studies.
It’s always a good day when I get the chance to sit with social studies teachers, sharing ideas and best practice, talking about what works and what doesn’t. And the cool thing is that I always walk away smarter because teachers are super cool about sharing their favorite web site or tool or handy strategy.
This week was no different. I learned about a simple but powerful summarizing strategy called Somebody Wanted But So.
Summarizing is a skill that I think we sometimes take for granted. We ask our kids to read or watch something and expect them to just be able to remember the content and apply it later during other learning activities. We can easily get caught up in the Curse of Knowledge, assuming that because we know how to summarize and organize information, everyone does too.
But our students often need scaffolding tools to help Read more