Today’s post is written by Cheney, Kansas middle and high social studies teacher Jill Weber. Jill is the 2016 Gilder Lehrman Kansas History Teacher of the Year.
Gone are the days in which reading novels and writing essays belonged solely in an ELA classroom. All subjects are now expected to (and should) be integrating and supporting the reading and writing skills that students are taught in Language Arts class.
“But, but . . . I went to college to be a history teacher, not an English teacher. I don’t know HOW to teach ELA!”
That was me. Seriously. I was ready to fight teaching reading and writing skills as long as I could.
Until I learned some simple strategies to help me. This list is meant to help those who are struggling to add reading and writing skills into their classrooms and possibly give some new ideas to others. Continue reading 5 Easy Ways to Integrate Writing in the Social Studies
Welcome to Scott Peavey, high school US and World history teacher at Gardner Edgerton. Scott will be writing regular posts as the newest KCSS board member.
As social studies teachers we constantly are finding little tidbits of information in our everyday “civilian” lives that create that special spark. I consider that spark to be the feeling of creativity and insight that educators get whenever they identify an opportunity to cultivate a teachable moment in their classroom. The source materials for these sparks are diverse; anything from reading the news to watching my one-year old son race across the living room floor. Over the last week I felt that spark as I was undergoing the most cost-efficient social studies professional development there is . . . reading.
I recently began H.W. Brand’s book American Colossus: The Triumph of Capitalism 1865-1900. Last school year was my first formally teaching 11th grade US History and I quickly found that the Gilded Age and the rise of the industrialists was a weak point in my content arsenal. My goal in reading this book Continue reading Reading as professional development and capitalism vs. democracy
It’s a Wiebe tradition.
The annual summer reading list.
For as long as I’ve been in education, I’ve had a summer reading list. Several of my early mentors suggested that the summer is a perfect time for personal professional learning.Develop a list of professional and fun books. Commit to reading them. Talk about the content with others. I eventually came around to the idea and learned to love it.
My wife, also an educator, started doing it. Later, we passed on the idea to our kids. The cool thing is that we’re all still committed to it. The best summer was the year my wife and I took a tech naked trip to the beach. Without the internet, there’s was nothing to do but sit in the sand and read. Awesome.
Of course, in all of the years that I’ve been doing it, I’ve never actually finished the original list. Schedules change. Books aren’t as good as I had hoped. It’s easy to get sidetracked. Work. Travel. Family stuff. But the idea is still a good one. It makes us better educators. And isn’t that part of the job?
So even though I’m pretty sure I won’t finish it, I still make the list. Cause one of these years, it’s gonna happen. All the books, all the way through. Really. I’m serious. This year for sure.
The 2015 Summer Reading List
Continue reading Summer reading list 2015
We’ve always asked our kids to read. Informational text. Primary sources. Non-fiction. Fiction. Poetry. We’ve always asked our kids to write. Summaries. Research. Reviews. Reaction papers.
At least, that’s been the theory. Good social studies and history instruction has always included these things but I think that sometimes we can forget how critical reading and writing skills are to what we do. The Common Core, for better or worse, has been a good reminder for us. We need to have our kids read, write, and communicate much more.
The problem for many of us?
Uh . . . what does that look like again?
Continue reading Trading Cards, ReadWriteThink, and the Common Core
As we move into a social studies world that is asking kids to collect evidence, organize evidence, create products, and communicate results, writing skills are becoming more and more important.
But for the last ten years or so, at least in the state of Kansas, we’ve asked kids to focus instead on memorizing content. So now when we’re asking our middle school and high school students to not just write more but to use evidence while proving assertions, we get a lot of blank stares.
Steal a practice used by a lot of elementary teachers and start training your secondary kids to use evidence-based terms while writing.
Evidence-based terms are simple phrases that support the use of, well . . . evidence. So if we ask kids to look a couple of primary source documents and develop a thesis from their analysis, they have some scaffolding to help them do that.
Examples of evidence-based terms? Continue reading Using elementary Evidence-Based Terms in social studies classrooms