Tag Archives: historical thinking

iPad apps and the C4 Framework for Social Studies

best practice, C4, common core, historical thinking, ipad, standards, strategies, technology, ,

I spent most of the day today talking iPads with K-12 teachers in all contents. But I have to admit – my favorite part of the day was the two hours spent with social studies teachers.

C4-logoWe chatted about a variety of things but the focus was on iPad apps and activities that aligned to my recently released C4 Framework for the Social Studies. For those unfamiliar with the C4 Framework, we’ve broken down the NCSS national social studies standards, the Common Core literacy standards for the social studies, and the new Kansas social studies standards into four easy to follow themes that can help you plan high-quality lessons and units.

The idea behind the C4 Framework is to incorporate each of the following items into your lesson and units: Continue reading iPad apps and the C4 Framework for Social Studies →

How I use “Discrepant Event Inquiry” in my classroom

best practice, common core, graphic organizer, historical thinking, history, lesson plans, library, literacy, Megan Klassen, photos, primary sources, strategies, Uncategorized, , , , , , , , , , , , , , , , , ,

A few years ago, I was introduced to “Discrepant Event Inquiry” from Glenn Wiebe. (Here is another post about it from his History Tech blog). The idea is that you take an image and only reveal a little bit at a time. As I reveal a little bit of the picture, the students must guess Who is in the picture, What is happening, When was the photograph taken, and Where is this taking place. This encourages students to think outside the box and it also does WONDERS with questioning and how to ask the right questions. Naturally, I turned this into a competition. Continue reading How I use “Discrepant Event Inquiry” in my classroom →

So I asked my eleven year old, “What is History?”

Brad Burenheide, historical thinking, history, ,

As I begin the transition from summer to fall semesters (I know it is way too soon!), I decided to think about how I can start my methods course.  I have my own set of ‘willing’ lab rats at home and I cornered my sixth grader and asked the question in the title of this post.  The reply was what I expected…  Continue reading So I asked my eleven year old, “What is History?” →

Teaching with Artifacts

historical thinking, lesson plans, Mary Madden, primary sources, professional development, , , ,

I am a museum geek. I grew up going to museums in Chicago, part of our annual trip to see my grandparents. That, plus my love of American history, led me to the museum field and teaching with artifacts. Nothing can bring history to life like the things left behind.

Don’t believe me?

Check out the German U-boat, the U505, at the Museum of Science and Industry in Chicago. Or examine the pike at the Kansas Museum of History, one of the actual pikes John Brown purchased and shipped to Harper’s Ferry to start a slave insurrection. Looking at the pike you can’t help but ask yourself

Who used it? What happened to that person? Why did he buy pikes and not rifles? Why did the revolt fail?

This is why I love artifacts. Continue reading Teaching with Artifacts →

Your brain is a bucket full of holes. Sam Wineburg can help

Glenn Wiebe, historical thinking, lesson plans, primary sources, , ,

I get the chance to work with all sorts of teachers, across the state and around the country. We’re all different. But when the conversation turns to teaching and learning social studies, I often hear the same thing:

“I have to lecture (or have students read their textbooks out loud, create outlines from the chapter, complete fill-in-the-blank worksheet packets, or watch a 30 year old video converted from 16 mm film) because the kids have to know their facts. It’s not fair asking them to think historically without the basic facts.”

I get it. And I don’t disagree. Kids do need the facts. But I think for too long we’ve just assumed that acquiring foundational knowledge and historical thinking are two distinct and different activities. We fill up their heads with facts and then, if we have time in the school year and after the state assessments are over, then . . . we can try some of that historical thinking stuff.

We need to stop doing that.

The brain is not a basket that we can just fill up with stuff. The brain is a Continue reading Your brain is a bucket full of holes. Sam Wineburg can help →