Elementary kids freak me out. They’re sticky. They smell funny. And they throw up. All the time. Seriously. All the time. Every day.
My wife teaches elementary kids. She. Is. A. Saint.
And she tells me that her kids don’t throw up every day. I want to believe her but I’m not convinced.
The point? I could never teach elementary kids. So I feel a little weird saying this but . . . Continue reading Notable Books, Notable Lessons: Finding ways to put social studies back into K-8
Our state standards here in Kansas are a bit different than most other states. We focus on five big ideas rather than specific content. It’s a great idea based on research but it can be difficult at times for our teachers to align their instruction. And I know that many of you around the country are always on the lookout for quality Econ resources and lesson plans.
The Kansas and national Councils for Economic Education are just the thing!
A quick example. The first Kansas standard is Choices Have Consequences. (And I know that there are similar sorts of standards and benchmarks around the country.) So how might we design instruction that aligns to that? Continue reading KCEE and CEE are just the thing for standards aligned lessons
I got to know Jill Weber about five years ago when we started our second Teaching American History grant at ESSDACK. And she’s been great about opening up her classroom in a variety of ways including posting ideas and strategies on her blog A View of the Web.
Jill recently shared a post with our study group that she is allowing us to cross-post. Enjoy!
My 7th graders will be taking their first test for me this week. I thought this would be a good time to talk about what a Social Studies test in Mrs. Weber’s class looks like.
Social Studies has changed. Teachers should be implementing activities, lessons, and strategies to help students read and analyze primary sources, think critically, and “do” history. We should be teaching kids how to become historians. How to question sources, look at conflicting view points, and draw conclusions based on the evidence that is given to us.
But what does that LOOK LIKE?
And what does it look like on a TEST?
I have spent the last three years developing a method for creating unit tests/assessments that involve more analysis and application as opposed to simple regurgitation of facts.
Here’s a taste of what you will and won’t see on one of my tests.
Continue reading A Guide to a New Type of Test
Deb Brown, a good friend from the Shawnee Mission, Kansas district, shared a statement with me several years ago and it’s rattled around in my head ever since.
“Primary sources belong to everyone. Not just the smart kids.”
I like that.
Something else she said caught my attention.
“Kids should read like a detective and write like an investigative reporter.”
With the new Kansas state standards in full force and the NCSS C3 document just out, this sort of thinking needs to part of every teacher’s world view.
Around the same time, Deb shared some of the things that teachers in her district were using to help kids make sense of all sorts of historical evidence. They fit perfectly into the first C of the 4C’s framework I’m developing for social studies teachers:
And using graphic organizers help meet Common Core literacy standards. So I’ve borrowed what she shared and put them together with a few other things to come up with a list of eight highly effective strategies. Together, they provide students with a variety of powerful data collection tools that they can use as they work to solve problems. Continue reading 8 sweet graphic organizers for primary sources
After years of sitting on the margins of instructional practice, social studies is getting a makeover. The Common Core is calling for the teaching of literacy through the integration of fiction and non-fiction into our instruction. In August 2013, the National Council for the Social Studies published the complementary College, Career, and Civic Life Framework for Social Studies State Standards.
Both the Common Core and College, Career, and Civic Life standards support a different approach to teaching and learning social studies than what we saw as part of No Child Left Behind. Instead of focusing on memorizing specific content measured by multiple choice tests, students are now being asked to do social studies – to think historically, to solve problems, to read, write, and communicate. As teachers, we are being asked to find a balance between foundational knowledge and the authentic use of that knowledge.
But it can be difficult. What does that balance look like in actual practice? Continue reading Test drive the C4 Framework – Win a prize!