I’m not talking about an actual hat. Not a baseball cap. Or a visor. Or a bowler, beanie, beret, or bucket hat.
I’m talking about SHEG HATS.
As in Stanford History Education Group and History Assessments of Thinking.
I’m sure that you’ve been over to the very useful Stanford History Education Group’s site with its three different tools, right? (If you haven’t, mmm . . . go there now and be amazed at how your life will be changed.)
All of us at the KCSS have been pushing Sam Wineburg’s work for years so I’m hoping you’re already familiar with the work his SHEG group has been doing around the idea of reading like a historian. They’ve packaged their work into three chunks – instructional lessons that focus on training kids analyze evidence to solve problems, onlive civic literacy lessons, and wait for it . . . Continue reading SHEG HATs for the win→
And I recently ran across some work he did several years ago that I think is interesting. Sam and colleague Chauncey Monte-Sano interviewed 4,000 people – half of whom were juniors and seniors in high school and the other half over the age of 45. It was a very simple survey. Wineburg asked each participant to list ten names in response to one question:
Who are the most famous Americans in history, excluding presidents and first ladies?
Feel free to post your answer below in the comments. We’ll wait.
In today’s “fragmented society,” one might expect two very different lists – one consisting of rap stars and actors and the other listing a few of the Founding Fathers, Edison, and perhaps Helen Keller. What the two researchers discovered was something very different. Continue reading Who’s your “most famous American?”→
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.