Category Archives: Scott Peavey

Dueling Timelines: Combining “Big Events” and “Big Ideas”

As we are currently in the midst of coaching clinic, teacher workshop, and summer institute application season, time always seems to be lacking.  That is partly why I am taking the easy way out by showing the slides of a portion of a presentation I gave in New Orleans in 2015 on innovative uses of classroom space.

This section of that presentation presents an option for using two timelines, uniformly color-coded based on unit, to help students simultaneously grasp the chronological progression of events and see how the relationship between ideas and historical agents are dynamic and ever evolving.

Please leave a comment if you have any questions or thoughts, or if you would like more information on this lesson application!

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“The Anti-Washington”: Using Art as a Historical Tool in World History Class

I believe that a key aspect of “doing” social studies is to give kids the opportunity to not only connect prior knowledge to the content being studied, but also allow them the chance to reevaluate their opinion of historical figures using new knowledge that is presented.  Teaching high school world history normally involves introducing students to a wide range of individuals, concepts and events.  Trying to help students achieve some level of mastery of these concepts can seem daunting, especially if you are not able to tap into that reservoir of knowledge that the kids bring with them into the room.  In teaching the French Revolution and its aftermath I attempt to achieve this by bringing in the single historical figure in which kids are the most familiar: George Washington.  In the process I also give the students a chance to flex their non-text discipline specific literacy muscles by analyzing two pieces of art work that say an awful lot about the subjects of depicted in each.

Continue reading “The Anti-Washington”: Using Art as a Historical Tool in World History Class

The George Washington Teacher Institute- A Great Opportunity for Teachers!

The following is a guest post from Doing Social Studies contributor Joe Zlatnik, an 8th grade Social Studies teacher at Basehor-Linwood Middle School


Professional development, for most of us, occurs in our own building and districts, and, in my experience, is not usually planned with social studies teachers in mind. The professional development I have been involved with is usually very general and is rarely specific to what I teach. While this is unfortunate, the burden on school administrators planning professional development opportunities is understandable. STEM subjects and reading are the major priorities of the state of Kansas, and school districts follow suit. Considering the shrinking budgets across the state, there is less and less available for content-specific professional development, especially for Social Studies teachers.

While this is certainly a disappointing reality, there are incredible opportunities available for those who seek them out. Conferences, such as KCSS and NCSS, are great opportunities to network and learn from some of the best Social Studies teachers from around the state and country. There are also a number of opportunities available during the summer for teachers who seek to grow as a professional.

Last month, I had the incredible opportunity to take part in the George Washington Teacher Institute at the our first President’s beloved estate, Mt. Vernon. This five-day, four-night residential professional development program focused on the leadership and legacy of George Washington, and the lessons that we can derive from him and his experiences. Dr. Denver Brunsman of George Washington University led the institute. We also had opportunities to collaborate with Mt. Vernon’s historians, curators, educational experts, and the fellow teachers taking part in the institute.

Continue reading The George Washington Teacher Institute- A Great Opportunity for Teachers!

Teaching the Pledge: A Strategy for Using the Pledge of Allegiance to Promote Civic Discussion

The Fourth of July has always been a favorite holiday of mine. The fireworks, the food, the abundance of red, white and blue, the obligatory History Channel marathon of something about the American Revolution; it all is precisely in this history teaching, America loving, BBQ enthusiast’s wheelhouse. The Fourth is the day where nearly all of our nation’s traditions and rituals are put on full display, and I hope that our students (and really all Americans) recognize the significance of this nation and the great responsibility placed in all citizens by the Founders.

During the annual fireworks display I always find myself taking a moment and reflecting with pride the origins of our nation and the principles in which we were founded. This opportunity to reflect is really the purpose of our national traditions, but too often we get so caught up in the hectic nature of 21st century life that the meaning gets lost. In terms of school, my mind immediately goes to the recitation of the Pledge of Allegiance by students of all ages. Those schools where this is a daily or weekly requirement display an admirable dedication to honoring America, but I hope the respective social studies teachers in those buildings take the time to remind their students of the magnitude of those words. The Pledge of Allegiance is a powerful act that strikes at the heart of what it means to be a voluntary, active member of our republic. However, without reflecting upon its meaning it can become an empty gesture that is done without meaning or significance. In my class I took a portion of a 45-minute class period to discuss with my kids the significance of the Pledge and what exactly they were doing as they have been reciting it for years.

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Informed Citizenship: Analyzing Bias in Current Events

The following is a guest post from Basehor-Linwood Middle School teacher Joe Zlatnik.  Joe teaches 8th grade social studies at BLMS.

news1The concept of citizenship can be found throughout various social studies curricula. KSDE social studies standards are designed to “prepare students to be informed, thoughtful, engaged citizens…” and the National Council for the Social Studies C3 curriculum seeks to offer opportunities “for students to develop as thoughtful, engaged citizens.”

However, the steps to becoming a citizen are not clearly outlined. It is as if you become a citizen as a byproduct of going through these prescribed curriculums. I argue that one will not simply become an engaged citizen by completing a curriculum, but that students also need to have a way to decipher the ever-changing world we live in.

Being an engaged citizen today is, perhaps, more difficult now than it has ever been. The CBS Evening News with Walter Cronkite has given way to Fox News and MSNBC. We now live in a world with a 24-hour news cycle, multiple cable news channels, and a bias that is inherent in almost all the information that we receive.

As reporting has been replaced by editorializing, we find ourselves struggling to formulate our own opinions due to being overwhelmed by talking heads from across the political spectrum telling us what we should think. Developing a sense of citizenship amongst students, while daunting, is now more important than ever.

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