Category Archives: historical thinking

Who Has Influenced Mankind? Let Your Students Be The Judge Of That – The Historical Hall Of Fame

adam-topliffThis 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

Use Crop It tools to help elementary kids think historically

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

75th Anniversary: Executive Order 9066

japanese-amer-childYou 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

Using dialogue poems to compare, contrast, highlight perspective

montana-hsMartha Kohl works at the Montana Historical Society as an Education Specialist and publishes an awesome site with great teaching ideas called Teaching Montana History. Like most blogs that focus on state or local history, you can always find strategies and ideas that can cross over to other content and areas.

A recent Martha article titled “Writing Dialogue Poems to Compare Points of View” is like that. The idea of using poetry to connect emotion with content can be powerful and something social studies teachers should try more often. In her article, Martha shares an idea that she read over at Tarr’s Toolbox. And it is such a great idea, we asked to cross-post it here. Thanks, both Martha and Russel – you guys rock! Continue reading Using dialogue poems to compare, contrast, highlight perspective

Black History 365

Cross-post by Glenn Wiebe from his site, History Tech.

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The beauty of studying history is that you can never learn it all. There’s always something new to discover. A fresh piece of evidence. Another interpretation. A person or event or idea that has always been there . . . just waiting to be uncovered.

Maybe it’s a small discovery that changes how you personally understand the world. This week I learned that Paul Revere was an amateur dentist. (And if you’re like me, there’s now an image in your head of Revere on a horse – “The cavities are coming! The cavities are coming!”)

Not earth-shattering. But still cool.

hiddenfigures2And then there are those people and events that are just a bit bigger and should change how we all see the world. The movie and book Hidden Figures are like that.

Seriously? How did that slip by?

African American women calculating aeronautical and astronomical math, helping push the United States into space? In the Jim Crow South? Now that’s cool. And powerful. And part of the American story. But up until the last few years, the story of people like Katherine G. Johnson, Dorothy Vaughan, and Mary Jackson was relatively unknown and certainly not mentioned in any of the history classes I ever took.

Which brings us to February.

And Black History Month.

I’m always a bit conflicted about the idea. The concept of a month specifically set aside for the study of Black History started back in 1926 when historian Carter G. Woodson and the Association for the Study of Negro Life and History announced the second week of February to be “Negro History Week.” That particular week was chosen because it marked the birthday of both Abraham Lincoln and Frederick Douglass.

In 1976, the federal government followed the lead of the Black United Students at Kent State and established the entire month as Black History Month. President Ford urged Americans, and especially teachers and schools, to “seize the opportunity to honor the too-often neglected accomplishments of black Americans in every area of endeavor throughout our history.”

The hope was that Black History Month would provide a very intentional time for all of us to remember together the struggles of African Americans to obtain the basic civil rights afforded to others, the challenges African Americans have faced for centuries, and the contributions of African Americans to who we are. But . . . the real hope was Continue reading Black History 365