As social studies teachers, we’re always looking for great current events resources. And what history teacher doesn’t love old newspapers as primary sources?
Several years ago, I ran across a site that does both. And translates stuff into English for you. And provides a very cool way to visual browse over 10,000 newspaper in map form. And has a mobile version for iPods, iPads and cell phones.
Called newspaper map, the relatively new webapp uses Google Maps to visually display newspapers from almost every country in the world. You can filter the map results by place, address, newspaper name and language. The further you zoom in, the more pins you see. The larger the pin, the larger the paper.
Okay. I’m a bit off task but does the lack of an apostrophe in “how-tos” bug anyone else? Pretty sure this is correct but it sure looks weird. Especially when my built-in spell checker is telling me it’s wrong.
Anyway . . . where were we?
Handy teacher guides and how-tos.
Edudemic is not a social studies site but it is a very sweet place to catch up on your tech integration knowledge. The tagline says it all: Continue reading
Okay . . . guarantee is a strong word.
Encourage might be better, maybe stimulate. Jump start?
But it doesn’t really matter what word we decide on.
I think using some of the ideas that Sally Hogshead pushes can help increase the chances for grabbing and keeping the attention of our kids.
Sally wrote a book called Fascinate: Your 7 Triggers to Persuasion and Captivation that came out several years ago. What she talks about in the book are the powerful strategies that are used to influence thinking and decision making. Fascinate is targeted at marketers and ad folks but the ideas seem to be exactly what stressed-out teachers are looking for.
Economists have always said that to get people to do something, you have to provide incentives.
So . . . imagine a middle school teacher trying to elicit engagement and excitement about the Compromise of 1850 with 13 year-olds. What to do? Sally has some suggestions . . . seven to be exact. She calls them triggers. A trigger is “a deeply-rooted means of arousing intense interest.”
Sally says it just a matter of picking, choosing and combining the right triggers and your kids will be eating out of your hand.
So what do these triggers look like? Continue reading
Deb Brown, a good friend from the Shawnee Mission, Kansas district, shared a statement with me several years ago and it’s rattled around in my head ever since.
“Primary sources belong to everyone. Not just the smart kids.”
I like that.
Something else she said caught my attention.
“Kids should read like a detective and write like an investigative reporter.”
With the new Kansas state standards in full force and the NCSS C3 document just out, this sort of thinking needs to part of every teacher’s world view.
Around the same time, Deb shared some of the things that teachers in her district were using to help kids make sense of all sorts of historical evidence. They fit perfectly into the first C of the 4C’s framework I’m developing for social studies teachers:
And using graphic organizers help meet Common Core literacy standards. So I’ve borrowed what she shared and put them together with a few other things to come up with a list of eight highly effective strategies. Together, they provide students with a variety of powerful data collection tools that they can use as they work to solve problems. Continue reading
After years of sitting on the margins of instructional practice, social studies is getting a makeover. The Common Core is calling for the teaching of literacy through the integration of fiction and non-fiction into our instruction. In August 2013, the National Council for the Social Studies published the complementary College, Career, and Civic Life Framework for Social Studies State Standards.
Both the Common Core and College, Career, and Civic Life standards support a different approach to teaching and learning social studies than what we saw as part of No Child Left Behind. Instead of focusing on memorizing specific content measured by multiple choice tests, students are now being asked to do social studies – to think historically, to solve problems, to read, write, and communicate. As teachers, we are being asked to find a balance between foundational knowledge and the authentic use of that knowledge.
But it can be difficult. What does that balance look like in actual practice? Continue reading