This week’s poster is our very own KCSS President, Thomas Fulbright: I have been teaching history at Hope Street Academy, a public charter school, in Topeka since 2008. My wife and I have three daughters, Claire, Nora, and Meredith. I intend to spend my entire life convincing them how exciting and important history is! My bio picture is of Claire and I meeting President Lincoln!
I will start this post with an apology. Last March I made another post advocating for a different approach to teaching history. It seems unreasonable for me to now suggest that approach could be improved. Here is the thing though, even if you are doing something in your classroom that you believe is working well, you can’t help but notice things (some little, some large) that can improve your approach. Good teachers are always searching to find ways to improve their pedagogy, which I assume is why you (I will venture another assumption: you are a good teacher because you use this site!) are reading this blog.
In my last post I discussed teaching history through the use of a simulation of Congress. I gave students a bill from the past, then had them “cast a vote” on the bill by writing an argumentative essay using evidence from the time period (speeches delivered in Congress, newspaper articles, editorial cartoons, etc.) to justify their “vote”. The last part of the process was I had students make a “Contemporary Connection” by reading an NPR article about a similar policy debate being had today in Washington. Students then had to decide if they support or oppose today’s policy. Lastly, they then had to make a comparison to their opinion on the past policy debate with their opinion on the policy debate today. For example; students would have to account for why they had “voted” in favor of H.R.5804 (which became the “Chinese Exclusion Act”), but were then opposed to restrictive immigration policies today?Continue reading Why does what happened in 1890 still matter (Version 2.0)→
In 1953, Emporia, Kansas native Alvin J. King proposed that Armistice Day be changed to Veterans Day to recognize and honor all veterans from all wars and conflicts. The first Veterans Day was organized and celebrated in Emporia later that year. Kansas representative Ed Rees, also from Emporia, took King’s proposal to Congress and President Dwight D. Eisenhower (also from Kansas) signed the bill proclaiming November 11 as Veterans Day.
The first nationwide observance of Veterans Day was on November 11, 1954. Every year since, the President of the United States urges all Americans to honor the commitment of our Veterans through appropriate public ceremonies (from the Emporia Visitors Bureau).
Below are resources and lesson plans that can be used in your classroom to help teach your students about Veterans Day:
You might recognize Lori from her previous posts here on Doing Social Studies.
And now you’ll be able to greet her as the KCSS Excellence in Teaching Award winner.
The award is named in honor of Judy Cromwell, a social studies teacher in the Topeka area for over 38 years. Intended to reward and encourage high quality instruction in the social studies, KCSS selects one winner at the elementary and secondary levels.
Not only is Lori our elementary winner but she also won the Kansas Department of Education Social Studies Teacher of the Year. Needless to say, she’s a fantastic educator and we’re so happy to have her here in Kansas.
Lori Rice currently works at West Elementary in Wamego as a fourth grade teacher. While she is responsible for teaching all content areas, it has been her goal to “teach social studies standards even when these are often neglected due to mathematics and reading instruction taking priority.”
We all love the Stanford History Education Group. What’s not to like? You get incredible lessons aligned to the NCSS C3 standards. And for us Kansas folks, they aligned perfectly to our state standards. They great for training kids to use evidence, think historically, and develop arguments with evidence.
You get powerful assessments that they call HATs – historical assessments of thinking. Short and sweet, easy to use, summative and formative assessments that help you measure a student’s ability to use evidence, think historically, and develop arguments with evidence.
Yup. The two go hand in glove. Tools for teaching and tools for assessing social studies process skills.
And if you’re not using these two free tools . . . might I suggest you head over and take a look? Cause your brain is about to be blown. Seriously. This is a non-negotiable tool that every history teacher should be using. Cause even if you don’t use their lessons, they’re great as models for your own lessons. (And be sure to steal all of their modified primary sources.)
So we’ve got super awesome lessons, assessments, lesson support all coordinated by Sam Wineburg – historical thinking guru and all around history teaching genius.
But SHEG just got better.
Dr. Joel Breakstone, SHEG director, shared the keynote at the 2018 Kansas Social Studies conference this morning. He’s also presenting a couple of breakout sessions.
But this morning, he shared about how SHEG just got better.