#sschat Archive
#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.
Monday August 8, 2016
Welcome to ! Please introduce yourself by telling us your name, location & one thing you that hope to learn in this chat!
7/23/1777, Howe’s fleet continues southward along NJ coast, as Washington remains in Ramapo, NY https://t.co/Cu5PJA51uu
Chris from Bloomington, IN. Teach world history for online HS affiliated w/ Indiana University. Excited for tonight's chat!
Andrew, High School US and Government, Maryland. How to have courageous conversations.
Hey ! I'm Andrew from Massachusetts (gr.8 Soc.St.), looking for specific ways to navigate this tricky election season
Hi . I'm Wayde in Chicago, working for and looking to learn from .
7/25/1777, Washington marches into northern NJ as Howe’s fleet continues southward along coast https://t.co/s2ibSm2J4i
Daniel, NYC, how teachers prepare their students to talk about current events
Hi Brittany from NJ, 6th&7th SS, hoping to learn something I can use while teaching about the election in Sept
Welcome, everyone to tonight's ! https://t.co/oi1WskGEZe
Welcome to ! Please introduce yourself by telling us your name, location & one thing you that hope to learn in this chat!
Hi everyone. I'm Peter Adams, head of educational programs with . I was a writer on the resource
Dan Krutka checking into from Texas. I’m looking to learn how others teach students to consumer & curate online news responsibly.
Hi ! Karen from San Diego. I teach 9th and 10th world history. Glad to get back into these chats!
Connie, 5th grade social studies in Nashville, TN. Hoping to try new ideas, Ss come back next week!
Welcome Andrew! We're glad to have you.
Luke from Virginia! Excited to discuss ways to bring current issues into the classroom 👍🤔
Matt Doran, Social Studies Coordinator, Columbus, OH. Evaluating credibility of online sources
7/26/1777, Howe’s fleet is spotted off Little Egg Harbor, NJ, as Washington moves to Morristown, NJ https://t.co/EyK6u0tDJq
Welcome Andrew! Glad you could join us.
I teach high school social studies and incorporate comics to teach critical reading. It's my birthday today! https://t.co/RLXELl6R0y
Welcome everyone! https://t.co/hr5KB8fWPs
Welcome to ! Please introduce yourself by telling us your name, location & one thing you that hope to learn in this chat!
Hello History writer w/ passion for connecting history to headlines
And I hope to learn more about the resources teachers are looking for this fall
Mary from CO joining tonight. I coordinate the TPS Teachers Network. In my other life, I'm a political & current events junkie.
Hi Brittany! Welcome, we're here to help. :)
-- can you tell us more by what you mean by "navigate"?
Joanne from Missouri. 7th grade world history &11th grade modern global issues. Hoping to learn + abt form assessment of CT skills.
Great to see such a range of folks!
Merri SoCal in transition former US / Geo / Gov / Econ teacher
7/27/1777, In Morristown, NJ, Washington receives report that Howe’s fleet was spotted off Little Egg Harbor on the 26th
Just looking to connect and learn from my fellow SS T's
Welcome Tim! Happy Birthday!
Hi all! It's been so long! I'm Molly from Chicago. APHG teacher & PBL (SBG) coordinator.
Hi Kenneth! Welcome and we have a passion for that too!
Hello . Emily from NY. Have been teaching 11th and 12th but moving to 7th US history. Hoping to find resources for middle level.
Grant, IL, SS department chair. Constantly thinking about student engagement.
Memphis is tuned in for ! Join us as we discuss and how it applies to your classroom.
Alisha, KS, ideas to incorporate current events https://t.co/B1T5hwoYLS
Welcome to ! Please introduce yourself by telling us your name, location & one thing you that hope to learn in this chat!
Kathleen joining from Germany. I teach Genocide & Human Rights for
School librarian interested in fostering civic engagement and the research skills to support them (San Francisco Bay Area)
Identify the useful & appropriate sources, steer away from the "icebergs", skills we can apply in midstream
One thing I am hoping is to see how Ts across the US (& beyond) handle difficult but necessary conversations!
Welcome Kathleen! Glad to have you!
7/29/1777, GW from Lambertville: “Should the Fleet come into the Bay we can be down below Philada before they…attack”
ooh, cool move. Is your 7th grade curriculum still US?
Welcome Grant! So are we!
Hi Tamara from NYC, 8th gd USH and Media Tech, looking for ways to engage students in news/media literacy
7/29/1777, GW from Lambertville: “or should they return [to NY] we shall be so far upon our Way back”
Yes, but only through the Civil War
Adina from Alberta, gr 7 T this year. newbie to this chat! Looking for some new current event integration ideas
Jeremy, Boston, w/ & hoping to learn thoughts from teachers about & FHAO
Great! Welcome, we're glad to have you.
Welcome! We have plenty of those!
Checking in late.. Phil from Sarasota.. I teach 6-8 AH. Great topic
The first step is creating a climate for difficult conversations to happen.
Love TPS network! Perk from LOC Institute.
Greetings from the Bay Area!
7/31/1777, Washington moves to City Tavern in Philadelphia, PA, while Howe assesses Delaware River defenses https://t.co/mvfb5V9K4f
April from Kentucky. I teach 8th grade US History. Looking for ways connect the past to my S's real world & make relevant.
8th Social Studies,Indiana
Welcome everyone! We're about ready to get started!
Contracting with your classroom is the key here! Create a safe space by writing the guidelines together
If you're int in , helping Ss eval info they encounter, check out our new digital resource here https://t.co/8mCq9CNmt1
Nice to meet you! We will share some of our favorite resources w/you 2nite!
Always walk away inspired reading TPS posts!
A1: One important thing is to model proper interactions early and often in the year for Ss
HI Douglas, from Chicago.
A1: Give kids opportunities to ask questions. Make sure they know you don't have all the answers. We find answers together.
A1) From day 1, let Ss know that we'll be disagreeing, asking ?s, etc. That is o.k. but will practice doing so respectfully.
Welcome April! We've got ideas for you!
Relationships: Sharing your humanity & working to know students as best as can. i.e. Reflective Classroom: https://t.co/GMRMDmnBAs
8/7/1777, Howe’s fleet spotted off Ocean City, MD, while Washington remains in Germantown, PA https://t.co/rbUEXfzM5f
A1. Value student voices & value student questions, but also value respect for one another.
A1: Think about what groundwork you lay in class before the difficult discussions arise. How do you create the safe space?
A1 -- for one thing, don't start with "difficult" topics! I aim to set the tone early with low-stakes practice convos 1st.
a2 Staying neutral, reminding students that there are many sides & each person on that sides feels just as passionately as you do.
A1: Create lessons that incorporate the past and present. Give kids opportunities to see the links.
A1 Building community in the class from 1st day making sure Ss know each others names & something about them then build / model
A1: For tough topics I use a horseshoe debate so they have a defined structure to work within and they <3 it.
A1: My main strategies are deeply human. Listening to understand & modeling vulnerability. Show Ss they can disagree w/ you.
Glad to be listening and learning.
A1: Bring up topics, asking ?s, & realize silence is okay. Students want to talk & ask ?s - it's often the adults that are scared!
You mean with an inside group talking and an outside group to observe?
A1: It's always good to have sentence starters posted around the room ie. I understand you but I disagree because...
A1: This was tough for me this year. I emphasized the importance of everyone's opinions.
Yes! My Ss have commented that our discussions don't look like what they see on larger news networks. I think that's good!
A1 get to know your students and their voices in a range of ways
When I taught AmIndianStudies 101, I had students read Native newspapers like ; compare w NYT etc.
Yes! I taught for 17 yrs and still underestimated importance of knowing each other's names. In June "What's your name?" UGH!
A1 Value student voice. Meet Ss where they are. Guide students to support their views with valid evidence. Promote justice.
A1. Start early, invest time at the beginning of the year to establish safe, respectful culture.
That is a great idea to create that structure
Q1 Have to build community at the beginning of the year. Show you value S voice and that your room is free from judgment from peers.
A1: Allow ss to speak openly & freely without judgment. Express your opinions, but don't diminish theirs. Opens up the dialogue.
A1. Outline the norms of civil discourse before any issues discussion. TT has a good resource on this: https://t.co/V1ov4RSv5K
Absolutely. I'm still shocked by my first two years of teaching and how Ss didn't know each other's names five weeks in
Q1: Libraries specifically aim = free space for many worldviews. Assuring , protect ss privacy, respect ideas
A1. Help students understand that today's events have a historical context, too. Discover that context together.
Structure is slightly different - they are in a horseshoe shape along a continuum (yes on one end, no on the other)
A1: meeting students where they are requires listening to students to larn where they are -- great recommendation!
A1: Discuss and model respectfully disagreeing. Build relationships with the students in general and help them build w/peers
Yes! Big stories in Native news got/get little/no coverage from major newspapers.
A1: Establish classroom norms that emphasize active listening, empathy, respect, and the importance of perspective
So important! And then when you show that a S convinced/persuaded you -- golden
A1: plus, consistently reminding students that good research takes many pov into account before deciding
Great point. It is so important to take your time in creating that sfe & reflective environment.
a1 I've handed out discussion guidelines with polite response starters, "I hear what you're saying but how..." vs. "he's wrong!"
A1: Understand multi perspectives based on textual evidence without lashing out/judgement.
always an interesting consideration, how much the teachers share their voice/opinion.
A1: Discuss expectations, practice, reflect. Examine "big" and everyday topics regularly to promote respectful classroom dialogue.
A1 let students see your feelings - don't be cold impersonal moderator
Adina - do you have resources on this structure? openers, monitoring, engagement encouragement?
Nice idea! Really good for Ss that want to have a discussion but don't feel they have the right words to start
Oh okay! I do something similar with Ss standing in classroom. 3 Corners: Strongly Agree, Strongly Disagree, Neutral
You can't preach. They have to get there on their own.
Tough for all of us, I think!
Yes! Modeling vulnerability and respect. Not knowing everything, willingness to learn
Yes, valid evidence please!!
Yes! Part of me wants to start the year off with getting into content, but long-term payout of this is SO much better
A1 someone mentioned getting used to silence I think this is important as well don't be too quick to move on
I say engage students in testing which news orgs did & didn't cover, then have them respond in some way
A2: Probably from the same places many adults get their info from, Yahoo News, Facebook, Twitter and Reddit
Perfect way to create relevance to the past, humanize historic figures/events. https://t.co/qoDeycYZSA
A1: Create lessons that incorporate the past and present. Give kids opportunities to see the links.
If they make ungrounded or clearly inaccurate claims, is that okay?
Similar, but they move along the continuum to recognize good arguments. Keeps them engaged
A2 the newspaper comes to my classroom every day - makes the class relevant, and kids can see that they still exist
agreed! -- changes teachers' role from master of knowledge to facilitator of learning
A2: Students, teachers, everyone get news from diverse sources today. We have to critically look at them all like primary sources.
Let me see what I can dig up - it has been a few years since I started doing them.
A2 Online from social media, mostly snapchat and facebook. Sorry for being late Brett from Oskaloosa IA 6th G SS
I like Circle of Viewpoints from Visible Thinking routines @ Harvard's Project Zero to promote empathy for diff POV.
A2 also use Google news, CNN, FoxNews, MSNBC - great when studying govt to look for bias
easier said than done, though, right?
A2: Google - working w Ss to recognize filter bubble, their searches affect the content returned to them https://t.co/H0OE0cYuTF
A2: Students get news from social media, dinner table, each other.
A1: Write-arounds-all ss share, hear others, w/o any reason to just "wait to talk";Starting w brainstorm abt why hard to have convos
Yes! So often Ss don't get time to think about the topic. We discuss big ideas!
Just got home from a long day at the pool (managing/working), will have to check archives of I think!
We always present multiple points of view on CE issues, guide the discussion, but always remain neutral.
Students should critically analyze Facebook posts and tweets just like they do with a political cartoon from the 1800s.
A2. I can honestly say, I don't know (with certainty) where they get the news that they hear. I would venture to guess social media.
Tip: Encourage students to see social as a conduit not a source. Push past the platform & always question who is posting
Yep. It only helps to create the conversation.
A2 When looking at newspapers, study words/weight they carry. Recent NYT said AfAm students "complained" about inequity.
A2: Teach older students to filter news in google & receive notifications for topics they are studying.
A2 Dogo News & the Associated Press via local news websites. I do weekly current events about a country we study in ancient civ
A2 I would say the majority of my Ss get their news & this might be a weak word for what they consider news from their social media
Agreed. Students should have opportunities to respond to gaps or biases in news coverage w/ tweets, letters…
A2 Many get news from the Internet. Some TV. They don't read newspapers. So we discuss Week in Rap most Fridays.
A2. That is an excellent question...to ask my students...first thing tomorrow.
Late to the party. A1) Open up your door during breaks. Ss come in develop relationships & build trust
A2 many from Facebook & their fav Jamn/KISS/similar morning radio program -- snarky, bits-and-pieces, uncontextualized, incomplete
might be a good opp'y to discuss def'ns of social media, and find out what they use.
Its a completely different literacy process than traditional sources. https://t.co/m5mYJ98fku
Students should critically analyze Facebook posts and tweets just like they do with a political cartoon from the 1800s.
Would love to know how you use the print edition w Ss. Any tips or activities to share?
Yes, & if the diverse resources part of everyday-pleasure reading, etc., know diverse thinking expected/respected.
So many families don't get a physical paper anymore so kids are getting less exposure to news
A2 Besides all the usual answers (social media, tv, etc) also comics,,, at least after I've been their tchr https://t.co/ANYeC4EIFk
and have been really helpful with this
Ha! I'm in Newton Mass so I get the opposite: "left" majority" with a vocal "right" minority!!
A1: accountable talk moves, i.e. "I agree/disagree..." "I heard you say..." "I am not sure I understand" post stems, model their use
Can you clarify what you mean about "completely different"?
A2: Most of my kids hear news from others in passing, TV news or FB. I'm trying to help them be less passive in getting their info.
A2) Lots of students get info from social media. Rarely TV. This going to make kids research from CPUs and reliable verified sources
A2 (OK I'm intrigued), My Ss have said they follow celebs on Facebook, Snapchat, etc.. and hear about news that way.. :(
We can send you the conversation tomorrow!
Well yeah, but only if the Ss are called out on it
Yes! I’ve been in Facebook discussions & felt overwhelmed by amount of research required to verify friends' posts.
A2: Reddit for sure (they have subreddits like politics, world news, conspiracy news, etc).
A2: A good reminder for students is to "push past the platform" -- social media are usually not sources of info.
A2. Might make sense to ask the students where they get their news. Bonus: What do they think is news?
It's OK, I'll get my second wind!! :)
A2 when my goals throughout the year to expose Ss to all the media (news) available to them one that is most effective is
A2: So "I saw it on Facebook" could mean anything. Depends on who you like and follow.
"genre credibility" is an interesting notion about diff. types of sources having different cues for credibility
A2 Do we really know??! had anybody here in actually polled students on this question?
A2: Junior Scholastic, , , & any clips I find online.
Dif. approach to read blogs or online "nonvetted" materials than something that has gne through an ombudsman. o
A2 how many Ts are modeling finding news in class? Curious... not using, but finding..?
A2: Even "news" really isn't the news anymore. Go to https://t.co/0fxZ0GxxL0 and see how many click-baity articls and typos you see
Ss are using social media for news but some are using savvy strategies, following wide variety of outlets - not all "soft" news
They don't know that, and neither do many adults!
Q2 - how ofte do people teach students the traits of quality journalism instead of just listing specific news sources?
Or the teacher can ask follow up questions to create civil discourse.
For sure. We talk about what it means to be empathetic, and what it means to actively listen (body language, etc).
A2: I'd like to ask Ss this questions-I wonder if it varies by age, grade level, etc.- https://t.co/QvHTBV8eB9
A2. I can honestly say, I don't know (with certainty) where they get the news that they hear. I would venture to guess social media.
A1/A2-Where do stubborn facts come in? - Ex: FLOTUS and slaves building White House v Bill O’Reilly?
A2 Last year I also used resources & w quite a bit of success!
hard to find real journalism these days, its a dying art
Sounds like a great research opportunity. ;)
1st year teaching MS SS and am seeing this might be a good exercise to do with Ss.
A2: My son says: "They don't. -- Buzzfeed, Daily Beast, NYT"
Q2: -- have you encouraged students to intentionally follow sources that challenge their opinions?
always great to use English language newspapers from around the world online
A2: Teaching students how to digest and be critical as well as know the limitations of sources is a goal this year
Might be a good activity (multi day?) to have them suss out what some reliable online news platforms/publications are.
A2: Educate students on reliable sources and diversity of sources. Many soc media, list-view sources can simplify complex issues
So true! Social media has that same flaw.
but also great advances w digital journalism?
"News" went through established filters for authenticity. Filters no longer present.
I think the fallacy is differentiating between social media and the news, they are becoming one in the same
This is a great idea! Has anyone done a poll with their students? https://t.co/otFddHqhae
A2 Do we really know??! had anybody here in actually polled students on this question?
Also important to teach students that not all posts (and accounts) are equally credible. Standards matter
Look at one event and how sources around the world report it.
Would be great to do. Wish some of the folks on my social media platforms would do that.
could they be receiving more exposure to mult sources? I only saw NYT as kid, that's what we had
BAM! But cant be read through same types of filters! https://t.co/ZevBzV0Do0
I think the fallacy is differentiating between social media and the news, they are becoming one in the same
Sounds like got on the plane to come to MN for . almost foiled our keynote plans but we prevailed!
A2: Most of my 5th graders have never followed news prior to entering my class. They love it!
Q3: How would you describe your Ss ability to evaluate the credibility of the information they encounter? https://t.co/TCtsfqrRvT
might be fun to give Ss an index card explang their background & they share how they'd search. Include age & familiarity w/ intrnt
Ugh, that was a frustrating topic/thread to follow last week! Made me wish I were teaching (in late-July)!!
-- "we are all entitled entitled to our own opinions but we are not entitled to our own facts."
When you find something like this w Ss, encourage them to contact the reporter, tweet at the news org w suggestion
A2: Have adults also changed the way they get their news-use more social media, what do we model for kids https://t.co/Z4rBtjCEZT
They don't know that, and neither do many adults!
Would be cool thing to have students do in their school - math/statistics. :)
A2: I get to teach this to 12th gr IR class. SS asked for current events ed, changing schedule to accommodate!
A3" I'd like to say worse than my generation but we were pretty crappy too, I think the medium is the only thing that's changed
A3: Try to use the ole IB Diploma History framework. Origin, Purpose, Value, and Limitations. Students look at all 4.
A3 Ss definitely need to work on evaluating credibility - I teach APUSH & they're not immune to poor resources. Fast does not = best
love that question "what is news"! Very intriguing answers
A3 almost zero in September, sadly If it's published and recent, then many think it must be okay
“Facts are stubborn things” --John Adams, should be everyone’s motto https://t.co/IH1BipzJt6
-- "we are all entitled entitled to our own opinions but we are not entitled to our own facts."
Those resources are bottomless sources of really engaging do nows! Love them
A3: Not good. This is one thing we work on
that's a discussion that develops over time - as class discussions evolve, Ss begin to see patterns in sources followed
Most under 30's are getting news from SM and blogs, not credentialed news sources. Skews all things said.
A3 coming into high school they can do a checklist of validity - my job to have them question it - not always as simple as check
Oh absolutely I think we all have changed our news reception drastically in the past 5-10 yrs
Cross content material. That's some serious integration right there. I love it! https://t.co/b5ihweC155
Would be cool thing to have students do in their school - math/statistics. :)
A3 Changes quite a bit across the year. Beginning not so much but hopefully by the end they're viewing critically!!
A3 my Ss love conspiracy theories & seemed to be attracted to "clickbait" type news stories but then that becomes teachable moments
A3. Sometimes depends on this issue. Confirmation bias often gets in the way..i.e. credible sources are the ones that agree with me.
Q3 This unit helps Ts & Ss explore relationship btwn idenity & their "confirmation biases": https://t.co/u8ogHALrQp
A3 I actually think it's getting better - kids now joke about "if it's on the internet, it must be true" - but still needs work
Does anyone discuss how algorithms rule our news bubbles & what to do about it?
Wonder how much of this is related to emphasis on primary sources in last few years. My Ss think PS>sec sources.
We used to survey our teens about it but discontinued that form of assessment. Bet has something
A3 7th graders have little stamina to find reliable sources. They use 1st resource that pops up. That's why we work on it in class.
A3: I would say that most people (students & adults) have fairly weak "crap detectors” as Hemingway called it.
Their news source is what they hear adults talking about vs. reading news together in the morning
Shocker! I thought our generation was perfect and it's the kids who screwed everything up!;)
Different "literacy" to read nonvetted news sources without established crediability. Most adults above 30 has NO experience
agree this is important. The question becomes will the Ss take the time to check credibility?
A3: Not great. My Ss still have trouble understanding that "bias" doesn't mean it's not true.
those can make for great hooks to get kids into a lesson as well!
ouch, yeah that might be a big part of it
A3 media literacy is now more important than ever - and it's fun, dynamic, to teach (and learn alongside the Ss)
There is a white power website about MLK - looks totally legit on first page of website - blows students minds when we dig into it
I think we have to be so careful with fanning cynicism. CNN is not the only source--lots of great journalism out there
"teachable moments" -- helping students learn from their errors rather than always avoiding and/or shaming!
. argued that “critical consumption” is 1 of 5 social media literacies we need in digital age: https://t.co/B4CW667lSJ
A3 Probably a 5-when things are too extreme some recognize it
A3 Have to teach Ss how to evaluate credibility of sources. Look on FB, a vast amount of adults don't do this. Model, give examples.
Try to bring this up, like the idea of the "echo chamber" of social media and how we have to WORK to stay informed
Yes. Wish David Ignatius' op-ed on that from last week wouldn't have been so Trump focused. Applies to many things.
yes! Google is scary -it wants i to feel comfy w/what it feeds you. &then unfollowing those who disagree w/you=narrow
A3: focus on logical fallacies, use of rhetoric, source literacy as much as possible. authority is constructed & contextual.
Totally forgot about My Ss love doing the weekly what's in this (current event) pic
A3: I've found my S's taking it at face value, not thinking about credibility. I start with school gossip to help with the concept.
If you want a good cry, teachers, check out this list of my students' thoughts on source reliability: https://t.co/Mzhu0nPOau
Are Ts finding that Ss use Facebook? I see many mentions and NONE of my kids are using it regularly
We would argue that active participation in civic society is one of our most important goals!
A3 I think getting Ss to understand who "owns" a website / news organizations is so important & walking them through ex key.
has great lessons promoting Ss to assess reliability in primary and sec docs. Can transfer to news sources, too.
A3. Some ideas I wrote in a blog post a few months ago: Don't Believe Everything You Read on the Internet https://t.co/CJceVtu0gL
yes! this is why evaluation ed needs to focus more on things we actually *do* instead of a checklist we think we *should*
A3) I'm not too sure Ss do a good job of verifying information. I think they take it as face value and run with it
A great lesson is teaching students about the challenges that sources present to journalists too
NO argument here! It is why I teach. #
Great question! Does anyone have a response? https://t.co/fneogBZMu0
Are Ts finding that Ss use Facebook? I see many mentions and NONE of my kids are using it regularly
right - they need to understand that EVERYTHING is biased! Doesn't make it unusable or untrue
How are your Ss using social media to collect news?
None of my Ss use it anymore. They has too many relatives on it. Most of mine on Youtube, Snapchat, Instagram now
Today, more Instagram, Snapchat
- seeing a lot of cmnts on stamina - it's true, they dont have the stamina to see it through sometimes! We have to show its worth it
Wait! There are still editors and fact-checkers! Let's not give Ss the impression those are gone!
when we discuss current events, asked to cite source - if relying too heavily on single source, I ask for vareity
Instagram is much cooler than Facebook now with the kiddos
Mine are all about Instagram & Snapchat, little young for fb news comes from what they hear (or watch, i.e- debates)
My international students much more into Facebook than Twitter. Most snapchat https://t.co/UjQgMcrIeM
Great question! Does anyone have a response? https://t.co/fneogBZMu0
Are Ts finding that Ss use Facebook? I see many mentions and NONE of my kids are using it regularly
Good question to ask them is who the "authority" is of the publisher (or author/authors).
Most of my S are on Facebook, Snapchat and Instagram, in 6th Grade. 70% free and reduced pop.
A2/ important Q for students What is the difference between journalism and public relations
I used one on explorers with my Ss. A few missed the false info on it. Eeek.
A3 students must sell me on each chosen source credibility 4research paper before they begin writing - so important - historiography
+1 I try to show students that historians always use *multiple* sources
Definitely! Have used their activity o n 1st Thanksgiving - great, simple start to critical analysis!
And teaching Ss the pitfalls of raw info and other primary sources = vital! Lots of context often missing
They DONT exisit in many of the news sources my S are use. https://t.co/Xt0ImrRctY
Wait! There are still editors and fact-checkers! Let's not give Ss the impression those are gone!
Twitter and Instagram are far more popular here, but it varies by region. Try multiple platforms if possible.
(last year 9th graders doing preso said they incl Facebook logo on a graphic w SNs so parents would pay attention)
who they follow on Twitter, Snapchat, subscribe to on YouTube and then share w me via Twitter
great place to start and show how story can be misinterpreted or repeated.
My Ss use snapchat and instagram - their old Ps use facebook lol
A3: From my experience on outset Ss interest lies in content relevance. All the more reason to define and discuss these dimensions
but - many also rush to present news first - always need to question
Yes, when Ss learn how clickbait farms work (& the money they make off those clicks) they are outraged
Yeah, you might not be ready
A4: Biggest source of my international student's bias is their parents.
Confession. I miss my very own MSNBC bubble during the Olympic games. Rachel Maddow, where are you?
You Tube, forgot You tube, easily the #1 used site on our chromebooks! https://t.co/bJIwjr6Xuh
who they follow on Twitter, Snapchat, subscribe to on YouTube and then share w me via Twitter
But all credentialed news sources are on social. This is not mutually exclusive
I've had Ss s presentation to the whole class about their topic and sources-- they take it seriously!
A3 I have always used the Creditability video from in conjunction with work by & team
A4) I try to be careful of bias. Get both sides and tell both sides of the story. Ss get bias from family, SM, TV, friend groups etc
I've been told by a S that Facebook is for old people. At camp I work at, noticing Instagram and snapchat are big
Most are written at a higher level than my S and they never switch to those sources as they get older. https://t.co/3kkEKMKnq8
But all credentialed news sources are on social. This is not mutually exclusive
Absolutely. Students value teachers that value students. Make the case for justice and foster a collaborative classroom.
A4: their socio economic background plays a big role
A4: There is a groupthink mentality. at times. This prevents critical thinking in an effort to "fit in"
Oh, how did you teach/show them?
A4 Parents Parents Parents Parents did I mention Parents!?
A4: Students don't critically analyze D. Trump but rather just scream racist without giving it much thought
nooooo! pop the bubble! Flip to FNC during the Olympics commercial breaks! It will be fun
A4: I try give them opportunities to see multiple viewpoints, not just the one they get at home. Then make a new opinion.
Absolutely! I'm finding some success with having them write 3 for/against before we discuss. Seems to help a little
part of our struggle w/ election coverage is that Ss are not necessarily researching but presenting arguments heard at dinner..
I think harnessing Ss inherent sense of outrage at injustice is a great driver of learning
A4 Lesson 2 in helps Ts, Ss explore "Impact of Identity" in relation to these thoughts
A4: With my 5th graders, their thoughts are their parents' - it's whatever they hear at home.
Great point! Important to validate difference in access to news along with emphasizing reliability
Was fascinated by Lewandowsky, et al "Misinformation & Its Correction" - learning (1) worldview stands in way of correction, and
A4 Middle schoolers. Primary sources of bias are parents and celebrities. Parents curate the media they see.
A4: Socratic seminars are great for deeper thinking and challenging our biases
Yes, being fast and verifying are often at odds and news orgs need to navigate carefully
Is historiography part of the state-mandated curriculum for anybody in ? yeah, I didn't think so
Interesting, a few participants have said that.
(2) "Self-affirmation of personal values increases receptivity to evidence"
nope - but a lot of what I do is not mandated but still needed
When I point it out to them publicly and puncture their souls! bwahahahaha
Considering having students do one minute write before discussing news to help them overcome worldview bias
Totally agree! Nothing gets adolescents going like sniffing out something unfair.
We live in the same place, good sir
Do P's curate or regurgitate? Difference. https://t.co/V1gV7vAa2i
A4 Middle schoolers. Primary sources of bias are parents and celebrities. Parents curate the media they see.
(dinner has arrived.. NOW I must tune out.. Night but loving the convo!!)
A4: Have them find information on a topic from multiple perspectives (3? 4?) and summarize/compare/contrast
A4: Work in title I school where every student hates Trump but took the https://t.co/XRTwViNf2t test and were shocked at the results
I know, right? Me neither! My 8th graders won't have that problem :)
Yes, content marketing is getting extremely tricky to detect. will have new lesson on that this fall
when "social media" said like it's a bad thing, Ss stop listening - it's their primary platform
Q2: My Ss use tumblr a lot for their news. They corroborate more often than I think people give them credit for.
Yes, but the ones that do are opportunities to teach them the difference
A4: I've done units w/ Ss about gender & gay marriage, & present many different viewpoints. Ss listen to experts/peers, & consider.
A4 Parents, background, friends, s. media. Fine line for teachers. Show respect, but acknowledge we all have bias & move forward.
other struggle I see is our attention span. Rather watch 30 sec clip rather than sit through whole speech
Agree. It's imp to emphasize the tremendous opportunity that social platforms present
Finally getting home to join Cynthia in Vermont Will try to catch up.
YES!! CNN Student News kicks off its election & current events coverage next Monday, August 15th.
Q4: My Ss are biased by many of the same things adults (inc myself) are--personal experience, familial belief systems, etc
As Ts, we must challenge Ss, "What makes u say that?"
Oh for sure, but my point is that the state D.ofEd doesn't expect/require/support/encourage it
A4 Yes so many factors influencing their consumption of news sources
. This is why I like honor those students bold enough to take the minority side and help them out if needed.
A4: try to emphasize w Ss, we all have bias - it's a problem when we're not aware of it, take our perspective as ONLY pov
entertainers, absolutely! That's a group we commonly miss. Glad you reminded me!
Welcome Evin! Glad you could join in!
A4 Bias can be tough I've had Ss take the Harvard test(s) & some are heartbroken I tell them it is what they do with their bias
A4: Not sure where biases come from, but Ss need to be exposed to different perspectives more & talk through & hear their peers!
A5: My students have been a mixed bag. Some saw protests at Bernie rallies as very scary.
it's always great to show speech clips from different news sources. Minds blown.
Absolutely. They want to consume, but not think. Click-bait article titles don't help with this!
Tonight's is moving too fast for me to follow!
Oh, I hadn't thought of Tumblr! That's a good one to bring up.
I'm afraid we all know the most frequent answer to that question
A4 My Ss are very influenced by their church & their parents w pop culture thrown in but in past have had open minds / open hearts
A5: Also more students need to see that is really matters. Not sure the media helps.
Very common. That's why in approaching potentially false info we must push back on the ideas and not the people
States claim to value hist. thinking, but pack standards with too much content
A5 For some Ss it's too much of a joke. Not sure if they're too far removed but needed to turn convo more serious
A4: S's seem to have the same reasons for bias we have as adults, based on our experiences, ppl around us, and beliefs
S's live in a world of click bait. Many older T's dont know what it is when I say that term. https://t.co/R9omYNwmPu
Absolutely. They want to consume, but not think. Click-bait article titles don't help with this!
Wishing it was 2 hours instead of 1!
A4: Not as much time devoted to SS in elem grades makes oversimplified, bias-heavy views easy for Ss to latch to-Need to change that
I see that there's a lot here!
A4. I prefer POV to bias as a term. Every primary source represents a POV and a purpose, for example.
A5 I ask students to stand in room from 0-100% on this. How close are we today to make this reality? https://t.co/URYxklHXDf
Gender equality/inclusion were big topics in my class too. Ss made direct connections to Civil Rights Movement
Great convo. Thanks for what you do. I’ll be back —hosting in Nov. at December. Keep up the good work.
Local evening/late news was the original clickbait! "Is this dishwasher killing you? Find out at 11!"
Definitely didn't have the mental energy for this evening.
goes back to bias. Loved the Newsroom show on HBO that touched on this
A5) We had a debate about this. As a low SES school, I want Ss to see how White Ss may see it as well. https://t.co/C65oNmRuf8
A5) I teach online & asynchronously, but w/ adults I know, many view BLM as threatening & very offended by idea of privilege.
Too often Elem T's struggle with the time to teach critical thought. Hard to fit in to all of the mandated areas to teach.
And that bias is human nature, but can be surfaced and minimized
A5) Tough! Most Ss in my classrooms didn't seem to care though. It didn't affect their life so why care? Disappointed a little
Always important to bring in multiple perspectives.
We can send you the storify
All of these things we say about Ss & their consumption of info are also strengths. Ss are rdg & are engaged. How can we use that?
Lots of US history discussions could start with this question!
Sorry I missed almost all of this! Our first day of teacher work week. I confess that I feel asleep when I got home.
A5: Talking to my Ss about POV means talking about what shapes that POV, such as privilege. A tough conversation, but important
A5: Allow students to arrive to their own conclusions by examining fact with: Hands Up, Don’t Shoot: https://t.co/SaBPyyxqYf
Same here! <3 it. It's all about connecting and seeing ourselves in others!
A5:human experience determines views. Important to help Ss realize that their reality is not necessarily the reality.
A5: This topic is difficult to approach when you are white and grew up in a white town. Have no experience of what it is to be black
A5 Many wht Ss are naive abt white privilege. None have grown up w/understanding of civil rights movement. Many want to understand.
Click Bait is different. Gets you into the site to hit you with ads with little info otherwise. https://t.co/OXbTETyuYo
Local evening/late news was the original clickbait! "Is this dishwasher killing you? Find out at 11!"
A5:BLM makes a lot of white students (and teachers) uncomfortable. Need to acknowledge privilege before you can talk about it
In what ways? Which outlets? I like "some media" not "the media" so Ss understand complexity of info-ecosystem
A4 always allowed me to present material to my Ss in way that asked them to evaluate & decide, reflect not forced
BLM movement was intended to equalize coverage/attention right? Not claim black>white lives? How did that go for u?
1/2 Important to recognize we live in a world saturated w information & many ppl (Ss and adults) are overwhelmed
A5: All of my S's are Black and/or Latinx. They have a range of anger and despair that nothing can be done.
I hear ya... and we just have to keep fighting the good fight... over and over and over https://t.co/a10XXhtexY
A5) Tough! Most Ss in my classrooms didn't seem to care though. It didn't affect their life so why care? Disappointed a little
Q5: -- so becomes a question of how students learn the humanity and experiences of others
New fun word "infoecosystem" LOVE IT!
Yes, we all carry implicit biases with us! Summer read for Ts was Blindspot to build awareness, good read.
Fake (so-called "satirical news") sites/social feeds are the new clickbait farms
An important lesson in self-awareness. This topic is often avoided bc it's uncomfortable
And yet there has been some really great coverage of why "all lives matter" as a response is insufficient
A5: We look at how change has been made in history to combat these views as well as develop solutions together and w/officers
2/2 - sometimes they cling to ideas for security - if we want to promote convo w Ss (& even Ts), need to recognize all perspectives
also helping students understand that privilege has a study-able (is that a word?) history. none of this is new.
A5 Ss want to support the Police but have witnessed 1st hand the way their peers / family members have been treated so anger sadness
A5: I would like to think they have a moderate view, understanding all sides. But, moderate cable news stations don't sell ads.
Clarification: satirical news (Daily Show, Samantha Bee, John Oliver, The Nightly Show) not what I mean by satirical news sites
A5: I am starting with broader discussion about perspectives. VMFA has Gordon Parks exhibit. We will reflect on his work before BLM
You mean sites like The Onion?
A wonderful way to present the ways we can unite in today's understanding of race+history+white savior complex
That is sad and understandable. I don't know how to project hopefulness in the face of it all.
Perhaps they are reflecting the value our society We adults) is displaying.
A5 Lesson 9 looks @ differing interpretations of events thru DOJ, helps Ss see perspectives. https://t.co/t0yjkz3Q4g
It's great. I set it up as a SAC: Black Lives Matter or All Lives Matter. They learned maybe it isn't a binary.
does not need to be an either/or discussion. Dallas may help on this.
A6: Of course! I do a whole module on how we separate others in society, how do we separate ourselves.
More like "She came home early, to find THIS" Click in and hit with 100 pop ups.
When teaching history, we often focus on a political history & leave too many voices out of the conversation. This needs to change.
A5: How they respond: fear & uncertainty--likely fueled by framing of the issue by local media and persons in positions of power
Here is a lesson I use w/Nat Turner graphic novel and 90s hip hop and today - what has changed? https://t.co/wNlqIPhoxI
A5: Also students do a Human Rights Report card project. Many students will pick the US and focus on these issues.
Thanks for having us! We don't want it to end. Great discussion.
A6: Since I teach World Hist I use global POV and current events: relationship between law enforcement and citizen explored
!! I don't have great answers for those Qs yet. I'll start w/ encouraging contextualization, ack. of bias
A6: My world history class is called Community and Conflict. We focus on questions about perspective, cultural values, etc.
A6: We hope you are! Avoiding discussion only aggravates indifference. Be an in your classroom! We are here to help you!
And yet sensationalism is a practice to get Ss to weigh in and and respond to if they have criticisms
A6:YES. Being from Chicago makes this urgent, but everyone should. Human Geo is a great lens to study the issue through maps.
A6: Justice should be on the docket of every social studies class, front and center
Agree. With primary sources, I always ask, "Whose story is not being told?"
love this. Hants thought of it before.
I always learn through experiencing it for myself but I'm not sure that's what we are looking for here
I'll talk more about comics, graphic novels, and pop culture when I host next week!
Cool idea! Most things are not binary :)
A6: Sometimes the key is developing a context for discussion. Just dropping "How do you feel about BLM?" does not yield much
A6 It will be part of our current events on Friday.
And from what is the reaction that the writers looking for? https://t.co/OY6O3ue2Nw
Agree. With primary sources, I always ask, "Whose story is not being told?"
A6: PD 1st to help them know self & biases, & talking about racism, sexism, more. Then, helping them to feel ready to discuss w/ Ss.
Glad to contribute. This is a very informative chat.
Comics/graphics have played a crucial role in reaching under-resourced/illiterate audiences. Bravo!
