Despite the best efforts of teachers nation-wide to freeze their calendars and squeeze in as much family and pool time as they can, the school year is fast approaching. As we begin to transition back into educator mode the plan for the first day of school begins to crystallize in our minds. For the past several years I have utilized this activity to get my students communicating with each other, receiving invaluable guidance for myself, modelling a skill we utilize repeatedly, and setting the tone for our entire course..
After a standard intro and icebreaker I write the following prompt on the board:
“Describe an effective teacher.”
Since I have taught freshmen four of my six years in the classroom, I am keenly aware of the importance of explaining EVERYTHING. As much fun as it is to hear a student say “no homework” as if they are the first to come up with the joke, I immediately ask students what the mission of a teacher is.
As they come to their consensus I break up the class into groups of three. I task each group to collaborate and develop four criteria to judge whether a teacher is effective or not, keeping in mind the mission of a teacher. After 3-5 minutes of conversation, each group shares out their list of four. As they share I write down every response on the board. Normally we end up with a list of between 10-15 characteristics, since I do not write down repeat suggestions. Continue reading The Syllabus Can Wait! A Day One Strategy for Fostering Student Ownership
In the ongoing battle between serious, fact-based interpretation of current events and the onslaught of “fake news” stories being spread throughout social media (and beyond), 21st century social studies teachers face a daunting task. How can we possibly help students develop the necessary skills in order navigate the confusing blizzard of information they encounter on a daily basis? Even still, who has enough hours in the day to both cover all the required content and engage in current events activities that encompass more than reading an article and answering a few questions?
As a veteran teacher believe me, I feel your pain. My colleague Joe Zlatnik and I have spent time the past few years talking with teachers throughout the country about how they address bias in their classrooms. The consensus we have heard is that most teachers don’t address it since they don’t have time to teach “current events.” With this in mind we developed a set of simple activities that can help kids practice the skill of detecting bias within the framework of US and World history courses. I will explain one of these activities in this first part of a three part series.
Continue reading Detecting Bias: Quick and Easy Lesson Applications for Practicing this Essential Skill (Part 1)
This week’s post comes to you from Adam Topliff: I teach 8th Grade Social Studies & Civics at Wamego Middle School in Wamego, KS. I love all things Hamilton!
Spring Break History Nerdfest for the Topliff Family took us to lovely Kansas City and man, it was amazing. We took in the Negro League Baseball and National World War I Museums, looked out over the city atop the Liberty Memorial, and got our fill of great KC BBQ. (Thanks Arthur Bryant’s!) As we took in all of the great stories at the museums, my family and I discussed all the powerful stories of people who have impacted the story of us. So many people of our past never have their story told, primarily because they may not be seen as the big names of history.
Washington, Lincoln, Kennedy are names that will show up in every text book, but they are not the only influential people that have shaped our history. The story of us is filled with millions of ordinary people that might not have stories that flash off the page, but they are just as critical. This important part of telling history became the backbone for a project I created called The Historical Hall of Fame.
A decade ago, in my first year at Wamego Middle School, I was looking for a long term project that would engage my students in one of the most difficult times of the year, after state testing and weeks before the end of the school. Being a fairly new teacher, I struggled to find something that my students could manage. Continue reading Who Has Influenced Mankind? Let Your Students Be The Judge Of That – The Historical Hall Of Fame
One of the easiest but most effective strategies for having younger kids work with primary sources is called Crop It. In some ways, it’s a lot like my Evidence Analysis Window Frame but I really like the flexibility embedded in the Crop It idea. The idea is pretty simple: students use L-shaped paper “cropping” tools to explore a visual primary source.
One of the problems that we often face is finding ways to help students see details – and to make sense of those details – when viewing a primary source. Photos, paintings, and graphics can contain a ton of specifics that get missed if students don’t take the time to look for them.
Crop It slows the process down so that students scan a source at a deep level and think about what they’re looking at. It gives them a way to find evidence, see multiple viewpoints, and gain a more detailed understanding of a primary source.
This strategy works especially well with elementary and middle school students to help them develop and support historical thinking. And the cool thing is that you can use it with all sorts of visual sources. Continue reading Use Crop It tools to help elementary kids think historically
You all know photographer Dorothea Lange. If not Dorothea herself, you’ll recognize her famous candid photos taken during the 1930s highlighting the struggles of Americans suffering during the Great Depression. Her iconic Migrant Mother and the series of photos around that image depict the desperation many felt during the period.
Later in 1942, she was hired by the US government to capture images of the relocation of Japanese-Americans affected by President Roosevelt’s Executive Order 9066. Thousands of American citizens were being stripped of their civil liberties, their businesses, and their homes before being placed in internment camps scattered around the country.
Lange was originally opposed to the idea but accepted the task because she thought “a true record of the evacuation would be valuable in the future.” But after reviewing her photographs and their portrayal of the Japanese American experience, the military became concerned how the images of the internment program would be received by the public. Continue reading 75th Anniversary: Executive Order 9066