I’m not talking about an actual hat. Not a baseball cap. Or a visor. Or a bowler, beanie, beret, or bucket hat.
I’m talking about SHEG HATS.
As in Stanford History Education Group and History Assessments of Thinking.
I’m sure that you’ve been over to the very useful Stanford History Education Group’s site with its three different tools, right? (If you haven’t, mmm . . . go there now and be amazed at how your life will be changed.)
All of us at the KCSS have been pushing Sam Wineburg’s work for years so I’m hoping you’re already familiar with the work his SHEG group has been doing around the idea of reading like a historian. They’ve packaged their work into three chunks – instructional lessons that focus on training kids analyze evidence to solve problems, onlive civic literacy lessons, and wait for it . . . Continue reading SHEG HATs for the win→
We should always be thinking about ways to improve – even in May. So I dug around in the archives and dug out a post written several years ago that shares some thoughts about student evaluations. Because your professional growth and student evals are a lot like chocolate and peanut butter – two great tastes that go great together.
Billy Landes was probably the best teacher I ever had. Encouraging. Supportive. Tough. Demanding. Helpful. She let our study group leave to do “research” in the library when I’m pretty sure she knew that we usually headed to the donut shop instead. A learner. Smart. Knowledgeable.
Today’s post is written by Cheney, Kansas middle and high social studies teacher Jill Weber. Jill is the 2016 Gilder Lehrman Kansas History Teacher of the Year.
Sometimes it all goes right. Thursday morning I didn’t think the day was going to turn out. It was just one of those rough mornings. Bad news and frustrations everywhere I looked. Before class started, I thought
Man, I’m gonna really have to fake-it-to-make-it today.
But then class started, and we got rolling with our topic and activity. By the end of my first block I knew I wasn’t gonna have to “fake it.” Today was AWESOME!
And it was made possible by the Structured Academic Controversy (SAC) activity I found using Stanford History Education Group. If you aren’t using SHEG in your classes . . . get on it! Seriously one of the best resources out there for incorporating and teaching with primary sources.
The SAC provides a controversial questions, documents for research, and the procedure for students to participate in small group debates. Students learn how to argue with evidence! And middle school students LOVE to argue!
Students + writing = frustration . . . sound like familiar?
The growing expectation of integrating writing in our Social Studies classroom makes us as anxious about the process as our students. Why does this happen? There are a variety of factors that contribute to this fear and frustration but the most common that I hear from other teachers is
I don’t have a solid system to assist my kids with writing.
We teach a topic and then assess students by asking them to write a response or reaction. What do we get back?