#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Chris from Bloomington, IN. Teach world history for private online HS affiliated w/ Indiana Univ. Always wanted to teach thematically but have trouble wrestling with it for world history. Hoping for great ideas tonight! #sschat
Hello my name is Abigail and I am a pre-service teacher at Grove City College in PA. I am currently taking a ss methods class and am super excited for this chat! #sschat
Hi #sschat...it's been awhile! Matt Doran, Social Studies Coordinator, Columbus, OH. Theme - I like the idea of value tensions as themes- liberty vs. equality.
Evening - I teach high school social studies through comics and pop culture. Currently in Hershey at the PA Dept of Ed conference. Eating dinner alone, but excited to be with my #sschat friends #sschat
Good evening @rose_metro & all other chatters! -- I'm Andrew (gr.8 in Mass., co-moderator of #sschat) -- I think teaching early US history through the lens of communication (print media, telegraph, etc.) could be cool!
Hey! I'm Maia, a senior at Elon! Thematic history seems so cool to me! I would love to look at foreign policy development throughout the eras. #sschat#eloned
Evening - I teach high school social studies through comics and pop culture. Currently in Hershey at the PA Dept of Ed conference. Eating dinner alone, but excited to be with my #sschat friends #sschat
Mary-Owen from #growMaury in Tennessee. 7th grade World History and multi-tasking mid-term review creation and #sschat. Looking for ideas for the Spring semester!
Jim Smith, Twin Cities, Minnesota. Taught history/geography for many years. Currently, work with assessment and data as an Assessment Associate with Solution Tree. Love the idea of thematic assessment. #sschat
Hi, I'm Julie from NY. 10th and 12th grade English. If I taught history thematically, I would live to teach a unit on protest and social justice. #sschat
Hello Everyone on #sschat ! My name is Logan. I am a senior at Plymouth State University in New Hampshire. I am excited to enagage with students and professionals alike in this #sschat
I got inspired by a wonderful @NEH_Education summer institute at @AmAntiquarian in 2015 about news media ... but haven't pulled the trigger on this idea #sschat Hoping for help & inspiration tonight!
I did something similar with #APWorld. I co taught with an English teacher. It was a lot of prep on my side but my students seemed to enjoy it #sschat.
I like broad themes such as Technology, Equity, Demographics, Identity and Multiple Perspectives in order to have our Ss practice making connections between the present and the past. #sschat
Tried it first at middle school levels, did it for both 7th and 8th. It worked well with the standards. Have 6 units now, modern era, state building, trade, religion, conflicts & war, and intellectuals/individuals. Still a work in process #sschat
#ellchat US History Teacher. My favorite theme throughout the year:
Who can more effectively create change in society---elites or ordinary citizens?
#sschat
Hey Peeps - I'm actually still in my classroom with kids who wanted to stay late and get caught up on missing work I'm Kathy Teach Govt and U.S in Nevada I will chime in when I can #sschat
Not exactly themes, but I do organize my courses around questions that we address all year...How big should our government be? When is war necessary? Etc. #sschat
A1: Thematically allows for easier connections - broader scope but indepth on topic. such as Confict you can teach several wars not just the one from 1776 or WWI, Civil War etc #sschat
A1 - Because teaching history is about the Ss. Sometimes learning it chronologically is not the best or easiest for them. We have to stretch ourselves pedagogically to get the Ss thinking historically. #sschat
A1: helped me cut the vast multitude that I have to cover w/1 yr world history course. Also need ways to make connections Ss, see how the world relates and intertwines #sschat
A1 Teaching thematically encourages inquiry & critical thinking. Also, it's easier to make connections to the modern & draw Ss in thru relating to stories they can relate to #sschat
David Olson checking in from Madison, WI. Helping the children creating a gingerbread house...
A1: Thematic approaches help kids make connections and see relationships between ideas. I use this approach in Modern U.S. Hist
#sschat
Thematic teaching adds meaning to our study of all the Social Studies disciplines. For us at my school, our themes allow us to make the study of history relevant and useful for citizenship(making effective decisions). #sschat
Not exactly themes, but I do organize my courses around questions that we address all year...How big should our government be? When is war necessary? Etc. #sschat
A1: It allows students to cover more of the class curriculum while making deeper connections. And allows students to examine the same event/series of events multiple times with different perspectives #sschat
A1: help students better enact historical thinking skills by identifying continuity and change as well as impact of historical perspectives on an issue that also has contemporary ties (historical significance) #sschat
Teaching w/ themes helps Ss make connections to the present which is a goal in teaching history. When Ss see the past in the present they will engage more. #sschat#eloned
Questions are posted around the room and we add details to help refine our answers throughout the year. Even better when I followed kids into APGOV the next year. Same questions, more connections. #sschat
Right - I teach more “spiral” than theme. 9/11 is a spiral of connections I use throughout the year - beginning with the Crusades and ending in current events. #sschat
A1: help students better enact historical thinking skills by identifying continuity and change as well as impact of historical perspectives on an issue that also has contemporary ties (historical significance) #sschat
A1: More in line with asking open ended questioning for critical thinking: Why do people fight? What is the best form of government - you can best answer those by teaching thematically #sschat
A1 Thematically allows for connections that are more difficult to make in a traditional history class. Easier to study Revolution by looking at American, Industrial, Technogical than to look at each separately. #sschat
A1) Teaching themes thematically allows for students to understand how events have unfolded and changed over time and to not see them as an isolated event. #sschat
A1 - Because teaching history is about the Ss. Sometimes learning it chronologically is not the best or easiest for them. We have to stretch ourselves pedagogically to get the Ss thinking historically. #sschat
NCFEs push doc analysis and reading comprehension more than anything. Another reason why I switched, since less of burden on the specific random history trivia questions #sschat
A1: More in line with asking open ended questioning for critical thinking: Why do people fight? What is the best form of government - you can best answer those by teaching thematically #sschat
Anyone have any experience creating a museum exhibit project? This would be the culmination of an inquiry unit on the Great Depression. #sstlap#historyteacher#edchat
A1 Thematic teaching allows me to help students start with whatever is on their minds about topic and then learn historical context. Units are a little different each year based on what is in news. #sschat
#sschat A1 In my 1980s Class, I taught musical activism thematically. All those different events (Band Aid, USA for Africa, Live Aid, Farm Aid, Hands Across America) all blended together across 1984-1986. Looked at how music voiced awareness.
Themes are also catalysts for stories. For example, if students study how an event shapes one's identity, they're more likely to remember that as opposed to a series of dates about that same event. #sschat
A2. History still requires a good sense of chronology which many HS Ss don't have. Have to keep a running timeline alongside the thematic studies. #sschat
A2 Biggest challenge when I was in secondary classroom doing this was at beginning & changing Ss mindset of how they were learning, switching to themes & inquiry (not chrono & spoon fed) #sschat
A2) Will be different than most parents (& likely Ss) have experienced in past which could lead to some issues. Colleagues may not be on board. #sschat
A2 Ss Challenge: Ss must understand that learning runs ACROSS units-- it doesn't END with a unit exam. Ss must fall in love with repeated exposure of big ideas. This is an adjustment for them. #sschat
A1 We talk a lot about the ‘big picture’ significance of history, which I think has a lot to do with themes. But looking back, I might have helped my Ss more by talking with them about themes more directly, maybe stating outright or asking them what themes they see #sschat
A2: Ensuring students have the background knowledge to understand. Example Teaching a pop culture theme for the 60's -analyzing music lyrics and ensuring Ss were familiar with the other theme: conflict. #sschat
A2 My challenges have come from explaining it to parents and other teachers rather than the students. Students like the fresh approach. Feels more relevant to them. #sschat
Other themes we follow throughout the year:
When is war necessary? Who should be considered an American? What role should the government play in the economy? How should we balance security with liberty?
#sschat
A2: A problem I have come across in the past is parent push back. They are used to history being taught chronologically and sometimes do not understand why its not the same. They may see it as teacher bias at first #sschat
that's how we've reviewed them typically. Find the patterns when teaching them, but we still cover the causes/effects so they can see where it all fits in the world history puzzle #sschat
I made an attempt to organize World thematically, but this is just an initial crack at it... I'm a student teacher and I don't teach World. #sschathttps://t.co/BNrGYZZyId
A2: My fear is a lack of empathy. Different times had different values, teaching thematically can teach the themes well but can risk overlooking certain norms of different societies. Definitely a tightrope as @stephensonmused said. #sschat
What I'm learning - I need to sit in all your classes and figure out how to rework my curriculum from geographically/chronologically to thematically. #sschat#myheadhurts
when I was in classroom & taught thematically, I tried to pose a problem/issue that Ss would have to explore thru investigating supporting Qs that went w/ issue #sschat
The time tightrope has always been tricky and I always seemed to error on the side of broad and shallow - this was a mistake. Always take the learning deep. #sschat
A1: based on what I just learned now, teaching thematically is better aligned with inquiry-based pedagogy. CA has adopted a new H/SS framework that is more inquiry-based @CHSSP_SO#sschat
For me it is a personal initiative in my classroom. I was challenged by an amazing professor from an NEH Summer Institute last year and it has changed my approach completely. #sschat
A2: pacing, also sometimes kids struggle with time frame because they are used to chronology the sometimes think oh these things all happened at the same time? No #sschat
That's a better answer than mine. Cause and effect is more important to me than remembering which of 2 separate events that aren't connected happened first. #sschat
Thematics should not mean that you sacrifice chronology. The best themes are the broadest ones. You can "tell the story" of history and then periodically delve into abstract concepts like equity over time. How can equity be applied to various historical genres or eras? #sschat
Awesome idea. I work with a T who has a "master prezi" that she continually comes back to. Another teacher has a massive timeline around the room to anchor Ss.
#sschat
A2: Understanding the different time frames when looking at conflict getting them to understand different time means different weaponry. Not all wars are fought the same so you can't apply strategy across the board #sschat
Joining late in KC, teach 7/8 A2) another issue w thematic is who is choosing them and are they culturally relevant and equitable, same issue w chronology too #sschat
I think students learn more when they start with an issue on their minds. Then, they have motivation to learn the context. They ask more, better questions. They start to connect things. #sschat
A2 Thematic instruction does take away some of the narrative of history. But for Ss who are intrigued, they'll put the story together on their own! #sschat
Great point! Also, this is when #edtech seems pretty awesome. Have Ss add to their own timelines or make a class one together as year progresses (put themes in the legend box? :) #sschat
A2. History still requires a good sense of chronology which many HS Ss don't have. Have to keep a running timeline alongside the thematic studies. #sschat
Teaching thematically allows for students to broaden the potential learning opportunities available to them. This allows student to make connections and apply material in their lives, which is a goal of successful teachers. #sschat
A2: how can we work with a textbook that is chronological by default? jump between chapters? hm.. that's my challenge as I have yet to take a plunge into thematic approach #sschat
A1 allows cross time period connections. Now Ss studying nat'ism and pop'ism 1800s. Then can link to early 1900s, to Independence of colonies, to current global change and thus increase their understanding. #sschat
You should both come back next week when we talk #edtech tools for collaboration - I'd love to learn about some examples of projects like this.
#sschat
Thematics should not mean that you sacrifice chronology. The best themes are the broadest ones. You can "tell the story" of history and then periodically delve into abstract concepts like equity over time. How can equity be applied to various historical genres or eras? #sschat
These timelines show Territory Expansion and Migration/Immigration (which they learn separately, but they fit nicely on the same timeline) -- not pictured: Social Reforms, Technology, Slavery/Anti-Slavery, Political "Road to Civil War" #sschat
Alan Hunter and Mark Goodman of MTV have joined over the past several years. Interesting to hear their perspectives from being part of it during their years at MTV. #sschat
I have come to believe that there are so many narratives anyway that chronological gives a false sense that history is neat and linear when it really is kind of a mess at any given point. #sschat
A2: how can we work with a textbook that is chronological by default? jump between chapters? hm.. that's my challenge as I have yet to take a plunge into thematic approach #sschat
Great point! Also, this is when #edtech seems pretty awesome. Have Ss add to their own timelines or make a class one together as year progresses (put themes in the legend box? :) #sschat
A2. History still requires a good sense of chronology which many HS Ss don't have. Have to keep a running timeline alongside the thematic studies. #sschat
Change of environment. I'm thinking timelines, lots of primary source images, yarn, fine arts, and plenty of 2D and 3D space for teaching history thematically. #sschat
Ben from Chicago, joining late ... I remember my APUSH teacher giving us very fragmentary reading assignments (Ch.2p.5-7; Ch.3p.21-24, etc.). It took a little getting used to, but it ended up working out #sschat
A1: Because social studies isn't organized neatly, it's messy and shows themes throughout multiple time periods. Students should more learn to recognize those patterns instead of organizing by decade or century #sschat
I’m constantly working to build a better ‘textbook.’ So much is online. Piece it together and add documents, activities, to help sts make connections. #sschat
I'll be honest. After a year of trying to do geography thematically, I have yet to find any text that arranges itself that way at the middle school level. #sschat
A2: students might miss the background information on how events came to be, I follow the articulation for all of my AP classes, which tends to restrict to chronological order #sschat
I'm not clever enough to go international, and not sure 8th graders could handle such a broad focus.... but we go there occasionally like regarding Mexico #sschat
It's all different ways to get to the same result ultimately. It's what teachers feel comfortable with and what they feel Ss can handle the best #sschat
In reply to
@NanaKathy22, @mdoran2067, @cheffernan75, @MHSN_Smith
This tool will definitely make the list of ones to investigate. I tried an interactive timeline a year ago with a different tool and it was underwhelming at best.
#sschat
A1. I think the biggest argument in favor of organizing thematically is to broaden the geographic/cultural scope of the class, esp. in a world history course #sschat
I'll be honest. After a year of trying to do geography thematically, I have yet to find any text that arranges itself that way at the middle school level. #sschat
World History students had fun with cotton bolls and comparing the efficiency of de-seeding by hand vs. using the cotton gin! Thanks @soilhealthguy for providing us with cotton for the hands on experience! #haysvillerocks#usd261derful#sschat
A3: I do not know if that would work, but I have been thinking of using "the purpose of life" to groups throughout history. could more experienced Ts give me advice on this idea? #sschat
Absolutely. Within my thematic units I tend to work chronologically. Do Ancient Civs, to empires to absolutism, etc to nation-states. Need the building blocks to see how they build on one another #sschat
In reply to
@flipping_A_tchr, @mdoran2067, @cheffernan75, @MHSN_Smith
A3 Teaching thru inquiry. Begin w/ compelling Q. Have Ss analyze sources (primary & sec) supporting Qs to answer compelling Q tied to the theme being taught #sschat
A3. Currently I am having students take a deep dive into the French Philosophe's, to dig deep into their own words. Then we will have a Salon day before our final assessment before Christmas. This will set up the themes for next semester of World History #sschat
A3: Since I am a pre-service teacher I have not had any classroom experience of my own but I think grouping different topics by theme could be very successful! #sschat
A2: most students have been taught chronologically their entire educational careers and enjoy the consistency. The transition into thematic learning may be difficult. I find it difficult to create assessments that will most benefit the students come time for a state final #sschat
A3) My course is completely online & self-paced but have Ss choose historical theme/essential ? as their focusing lens for studying past. Reflect in each lesson about how they've used their theme & how it overlaps w/ others. #sschat
A3: keep it centralized and broad i.e. "liberalism across time" or "conflict and resolution" then give students some leeway to choose their own direction. #sschat
#sschat A3 Bringing in speakers (experts) to share their stories. Fortunate to have Malcolm-Jamal Warner, Joe Piscopo and Curtis Armstrong speak to our Ss about 80s TV and Movie culture. Also had Brad Long from Hoosiers join us.
A3 The strategy of starting with Big Questions allows you to teach thematically. Here is a recent blog post on how I did it in US history. Start on the 2nd day of school! #sschathttps://t.co/wV2TnVmPmu
Yes! I love https://t.co/eEAkGuzcWL for interactive timelimes. Students can collaborate on the timelines, add videos, images, text and embed questions into them. I have used it in the past for my #APUSH students with success #sschat
A3: My Modern US Hist class has three units: Role of Govt in Society; Role of US in the World; Politics of Power
We end each unit with a Socratic Seminar that ties our big questions to contemporary issues within the theme
#sschat
A3) remind Ss multiple causes result in events...seems to me a Ss could narrowly focus on the current theme and miss looking at the issue from multiple angles #sschat
A3: Use a lot of @SHEG_Stanford lessons because so much of our testing revolves around stem based questions and their documents and lessons are great for all things. Also allow choice so Ss can dive deeper where they choose in broad theme #sschat
A3: A variety of texts, both visual and written, help. There are so many great resources online. When we talk about race and racism, we watch Conversations about Race Op-Docs from the NY Times. Infographics and short videos make history come alive for students. #sschat
A3. I like the idea of Ss forming expert groups within a given theme. For ex, if theme is human-enviro interaction, groups could examine that in a range of places during a given period, then share with peers #sschat
A3 The strategy of starting with Big Questions allows you to teach thematically. Here is a recent blog post on how I did it in US history. Start on the 2nd day of school! #sschathttps://t.co/wV2TnVmPmu
Exactly. Thematic opens up observations like "there have been 45 US Presidents and 9 foreign policies" that would be missed in chronological approach #sschat
I have come to believe that there are so many narratives anyway that chronological gives a false sense that history is neat and linear when it really is kind of a mess at any given point. #sschat
A3 use preview lesson to begin unit. Show Ss maps, docs, etc. Have Ss create ?s and find connections. See if they can make connections before unit #sschat
A3: PBL works extremely well for thematic teaching. Debating is fun, too. For music appreciation classes, creating playlists really tie things together. #sschat
A3 I start with what is on the news. Most of my readings are from newspapers, journals, New York Review of Books, or excerpts from monographs. Also - tie the curriculum to people - stories. Also - have a student choice project in each unit. #sschat
A3: I have my students group primary source documents based on themes for their DBQ and they create a poster. They have to defend their groupings. It helps students see that there are multiple ways to view something.
#sschat
A3. Post thematic posters to add to throughout the course - revisit the themes multiple times. Have Ss keep a thematic journal or portfolio. Connect current events to the themes. #sschat
Here is where we can find the content/information students need. It can never replace the teacher who can leverage this content into a learning space where students engage, invest and #ownit#sschat
Gotta love @SutoriApp! My World Knowledge students compiled Deaf History into interactive timelines, and they used that to quiz each other. They loved it #sschat
In reply to
@MsTurner1027, @vicpasquantonio, @SutoriApp
Firmly believe in that when it comes to larger projects or self-directed units. We are adding the AP Capstone program next year, so it'll be fun to see that develop #sschat
8th grade: we taught post-WWI to current times Chron some years and by themes others. Pros and cons to both and we really couldn’t ever decide as a team what was best. #sschat
A3: I also have my 1st unit be historical skills and current day. Try to give them the tools right away and use them with examples they're living through. Easier to get spark than w/events hundreds or thousands or years ago #sschat
Agree. I encourage my Ss to looks at their theme in diff ways. For ex, conflict & warfare doesn't have to just relate to countries fighting on battlefield. Could relate to Great Schism, disagreement over methods for self-determination, etc. #sschat
Yes! I love PBL and my #APUSH class is always doing some sort of debate/ in depth discussion. Today we discussed immigration and did a debate. My students got really into it. #sschat
It would be a good activity to teach historical context. Present primary documents from across time and have students group by context - bridges the idea that history is a big cloud blowing forward with time. #sschat
A3: One of my favorite PBL projects was Ss had to fill a time capsule with primary resources that "define" American history until present. Not sure if that's "thematic" but had to share. #sschat
I don't feel the need to deal with everything. I do tell them they don't know what job they'll do, but they will all be citizens. I do work to create complexity for them. They don't have to agree with each other, but they need to understand why people hold difft views. #sschat
In reply to
@CHitch94, @classroomtools, @cheffernan75
I'll do this too when it works. Even chronologically based units, I tend to look more geographically than true chronologically with Ancient and early empire and "Middle Ages" #sschat
In reply to
@MsHolmesTeach, @flipping_A_tchr, @mdoran2067, @cheffernan75, @MHSN_Smith
A3 In a #humanities context, I find that carefully pairing modern literature with historical topics can help students see themes operating across time. Even if LA and SS are split, Ts could align units to help establish those connections #sschat
Thought I agreed here---but the more I think of it, why can't you just assign text chapters/passages out of text "order" if you really love certain aspects of book? #sschat
As I was approaching this unit I was struck by how central these ideas are to the last almost 300 years. To understand 1800 forward we have to get that philosophy. I wanted to give my students that. #sschat
I agree, and it needs to be used for ALL students as well. Critical thinking and higher order cognitive skills are important for ALL students at ALL levels. #sschat
Yes! I love PBL and my #APUSH class is always doing some sort of debate/ in depth discussion. Today we discussed immigration and did a debate. My students got really into it. #sschat
A1 thematic teaching allows for teaching one unit at a time. Working on different skills for each unit or building on them. Probably easier to implement inquiry. #sschat
To an extent. It's self-paced but there is a collaborative element to each lesson where they have to look at portion of at least two other students' work & engage w/ ?s, feedback, etc. #sschat
That's the way that's worked for me with my 7th graders for the past few years. They tend to better understand the time periods when hit the Middle Ages in 5 different geographic locations. #sschat
In reply to
@amcrowe5, @flipping_A_tchr, @mdoran2067, @cheffernan75, @MHSN_Smith
A4 - At first parents were a little skeptical, but after 4 yrs, they love it. Students appreciate the fresh approach rather than the umpteenth chrono US history. #sschat
A3: Taking a past/present/future approach. We are doing immigration kids are comparing immigration of the past with current immigration issues and then not only predicting future immigration but saying what they want it to be in the future #sschat
A4: In my ss methods class my professor has talked about experiences in her past teaching career where she can see a clear difference in student understanding when teaching thematically. #sschat
Learn social media and digital citizenship etiquette please and move on along. I tried to respectfully shut your replies down and you did not catch on. You kept questioning my methods and my thoughts in a somewhat disrespectful way. If you cannot chat nicely please leave #sschat
Our parents see our thematic approach to history as an opportunity for students to engage well beyond names, dates, and battles. It enables connections to current events and gives context to content. #sschat
A3: Anchor units with a single text or idea. In US we start w Declarations: of Independence, Sentiments, Douglass, Workers, Indian Purpose. Then the 13th. #sschat
My Civics students did an election project where they campaigned on an issue in the school and proposed a change and made the change with money I won from a grant. My students have examined Progressive Era reformers and created blogs on their change #sschat
A3 I found that students were generally more engaged, could make more connections over the course of the year and found themselves thinking about the essential questions outside of classtime. #sschat
Cool! This could totally be adapted to so that students are assembling artifacts that tell the story of one particular theme (music, foreign policy, agriculture, etc.), whether its throughout US history or in a given period #sschat
Being a reader of current events, posing Qs I have about what I read, and sorting those out... are there historical connections? And what might grab a S’s attention, and why? Line those up against the curriculum... #sschat
A4 For Ss who love independent thinking, teaching through themes is a comfort. For Ss who lack training in thinking independently, it is a struggle. Ask the Ss who 'get it' to share their tricks with Ss who struggle #sschat
A3 being mindful of timelines parallel to one another. Building and facilitating inquiry. Help ss make connections between units #sschat
Of course good vocabulary building, primary source study etc
A4: no complaints really, Ss seem to like it. Those I've taught probably don't think it's any different than learning it the more traditional way. #sschat
A4 Parents who actually engaged in child's educ seemed supportive. Never received negative parent comments teaching thematically. Once Ss got over change in teaching method, I think most were more engaged, because more saw themselves (not dead white guys) in curricula #sschat
Directly related to Social Studies (Geography): In the "Music and Place" theme, creating a "Google Earth Knowledge Card" on a country's location, culture, music, etc. #sschat
A4: here and there. Some Ps and Ss love the different approach, others it requires advanced explanation - works much better with my AP students compared to on-level. #sschat
A4 my ss are NEVER excited about Kansas history but when it's broken into thematic units we can focus on the big ideas and some pretty cool moments in history. At the end of the year the vast majority have enjoyed it.
#sschat
A4 It's been really positive. Ss may be little skeptical 1st day, but it ends up making sense to them. No complaints yet, and in 3rd year. I think it's easier for Ss, we can go deeper without added effort. We do "cover" it all, but in focused way instead of litany #sschat
Starting with an article from today's WSJ about Venezuelans in Miami prompted discussion of Florida politics, the situation in Venezuela, oil-dependent countries, US support/non-support of dictators, and Cuban immigration. Great, nuanced convo. Complex like the world is. #sschat
follow up Q: what strategies might work when teaching government thematically? for example, instead of separate units on branches, touch all branches under each theme? hm.. #sschat
A3 Even in a chronological structure, T can create opportunity @ end of unit for S-driven inquiry into modern connections/parallels which would strengthen thematic understandings #sschat
A4) parents are still catching on to move to historical thinking vs trivia but are supportive so hopefully will engage w themes too. Maybe include parents in theme choices? #sschat
#sschat I will come back next week. I am bowing out now. Had a troll not allowing me to give thought and time to full answers. Sad I missed a great chat on such a key topic.
A4 #sschat teaching thematically allows for really focusing on depth of learning about the subject. My ss have always enjoyed learning so much and doing so much with topics. Rather than trying to for EVERYTHING IN. #sschat
A1 i believe themes actually allow Ss more opportunities to piece together a chronological timeline in their head through their own research and over time. Tackling themes allows for revisiting topics on deeper levels. #sschat
I'm currently teaching #NetNeutrality we are able to hit so many different topics Economy, Regulation, Executive Legislative Special Interest Media etc #sschat
Have just discovered Perusall for online group discussion of articles. It's great - allowing for students to ask and answer questions, engaging with the text and each other. #sschat
We tried a few history searches on https://t.co/p38HBoIAn6; top 5 results for each are on the left; the top 5 results from Google are on the right. Which set of websites do you want your students using? #HistoryTeacher#SSChat#diglit#tlchat
Have to leave a little early. Thanks for a great chat! Definitely learned a lot and can't wait to try some of these in my future classroom! #sschat#ElonEd
SCOTUS cases... have to learn the structures of govt & responsibilities/priorities of each. @lawfareblog has AMAZING differentiated lesson plans! #sschat
In reply to
@DarrenHause, @rose_metro, @lawfareblog
A3 Even in a chronological structure, T can create opportunity @ end of unit for S-driven inquiry into modern connections/parallels which would strengthen thematic understandings #sschat
They need to understand the implications of their ideas. They also need to know that their interests are not the interests of everyone else in the country, or world. Try to shake them lose from the dichotomy they see in the world. #sschat
A3 I got great advice from @historyfriend and began year with overview of whole time period chronologically; had Ss crowdsource a timeline that is posted to classroom; we refer to these important events often to provide context #sschat
A5 Depends on the theme(s) being taught, but primary sources are always great! PS, such as, photos, maps, letters, political cartoons, music. Also, news articles, letters. #sschat
Thank you to @rose_metro & @dlaufenberg for hosting tonight's #sschat and to everyone who participated for sharing such great ideas and resources. Archives will be posted soon!
In truth, I was always saddened by how much students forgot of a chronological narrative. A more compelling curriculum leads to stickier learning. They crave relevance. They are always surprised to find out how little is really new or original. #sschat
