#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.
I try focusing on the context surrounding a religion's beginning, a basic rundown of tenants, & impact on society, art, literature, etc. Also like Ss to identify similarities & differences between major religions. #sschat#sstlap#religion
Todd Gragg. AP World History Educators @MCHSBombers1 Here is a pic of my three kids shortly after i returned from a four week study fellowship. #sschat
Hi everyone! Nick, preservice teacher from Columbus Ohio. My apologies that my pic is not related to content, but I love to bake, and this is one of my recent creations! #ssvpln#sschat
Hi once again! I’m Darren and I’m high school social studies teacher at @csdriverside. This is a selfie right before #APUSH workshop last week in La Jolla. #sschat
Developing one's pedagogical content knowledge (PCK) is dependent upon deep understanding of content knowledge. Tonight, we will discuss the different domains of content knowledge: substantive and syntactic. Here we go! #sschat
Hi All~Am Author of a Civics Handbook~ grateful for all teachers~ had excellent grade school & high school teachers~ they inspired my love of history~ thought I might join in... #sschat
A1: The purpose is to present perspectives to our students so they can make decisions and come to conclusions that will ultimately help them become active and engaged citizens... #sschat
A1. Important for students to gain an understanding of where our country has come from and where we are today. Gaining perspective of our history helps appreciate the freedoms we have been given. #sschat
A1: To make them well rounded citizens of the world. History forces people to look at the why and try to understand what is going on and how we can change for the future. Also teaches great skills #sschat
Good evening! My name is Makayla Trone and I am an education major at William Woods University! This is one of my favorite quotes because it inspires me daily to keep moving towards my goals while also making my own legacy! #sschat
A1. History education teaches Ss to think critically about events in the past and today. It's also uniquely suited to teaching textual analysis, meaning-making, corroboration, and context. #sschat
A1: This may not be the most important part of history education, but it is a critical one for me: to help our students become informed, responsible citizens. #ssvpln#sschat
#sschat Q1) without our past, or history, how can we plan and make change for the future? In order to grow, we must first establish where we once stood and where we now stand.
Chances are that your philosophy of history education sheds light on how you would answer the rest of the questions this hour. So keep your answer here in mind and think about how your philosophy and answers align, or don't. #sschat
A1: provide students the opportunity to see who makes history and how perspectives and/or who writes history effects how we view the world and ourselves. #sschat
Nick I think this might just be the most important part. Ic fact we might be seeing the ramifications of ignoring this aspect of history education for a generation. #sschat
A1) Purpose of history education is to develop informed opinions w/ sense of engagement regarding current issues utilizing knowledge of past & skills gained through such study #sschat
A1: A history education gives kids a sense of from where they came. To make connections between peoples across the globe, and to better explain why things are the way they are. More importantly are the lifelong skills of critical thinking and problem-solving. #sschat#ssvpln
A1: An understanding of history is crucial to an understanding of the world today and our interaction within it. Students are living in history every day! #sschat
A1: To help students understand the world that they are living in today. How we got here, how we can prevent past mistakes, and how we can change it for the better #sschat
#sschat A1 To teach the positives and negatives of the past. One positive I️ enjoy is the Enlightenment, looking at the political philosophies that define us. One negative, the Dark Ages: how did we stop progressing and go backwards?
Such reasoning also emphasizes the need for complex understanding of cause-effect relationships, a vital historical thinking skill in history education #sschat
A1: I am inclined to believe it is to give voice to the words and actions of the past. To help us learn from centuries of triumph and defeat to help build a brighter tomorrow. Though we must do that without distorting original intent of our sources. Tricky process! #sschat
A1: I think the purpose of history education is to allow people to experience points of view they may not have considered, allowing for informed decisions on specific issues. #sschat#ssvpln
The more I think about it, understanding of causal relationships is crucial *beyond* history class: science, literature, social interactions.... #sschat
Such reasoning also emphasizes the need for complex understanding of cause-effect relationships, a vital historical thinking skill in history education #sschat
I teach Geography and US History. The more I teach it, the more I realize the interrelationship... Geography includes how people interact today and in the past. Really a beautiful thing! #sschat
A1: Teaching history is a crucial part of a students learning. They have to be knowledgeable about events that went on and know the reason of our being. They also need to understand how we can learn from these past events to see how different people shaped the world. #sschat
Come by our presentation at #ncss17 on Saturday at 5:15 to play #politicraft, learn how to integrate the game into your classroom and maybe walk away with a FREE DECK! #wedocivics#sschat#ncss2017
A2 Historical thinking skills including assessing written and visual sources, as well as how these skills make us better and more informed citizens. #sschat
A2. "Who lives, who dies, who tells your story?" History as a collection of stories told from different points of view. Sourcing, context, corroboration, and close-reading. #sschat
A2) Certainly historical thinking skills, but in terms of concepts I think values important to one's own & national identity can be shaped/defined/debated-example: national security v. individual liberty #sschat
Q1)Being educated & informed about history, social studies,civics can help create a foundation, where students can become confident in their knowledge, form their own opinions from facts, critical thinking... #sschat
A2. I think cause and effect is the most important of the large and abstract concepts taught. This skill transcends history education and is important to everyone in every area. It is vital in today's society as well as history and how the two interact. #sschat
Depends on your perspective, there was definitely a "slow down" but not a total stop in learning. Take a look at contributions of the Church in this time. #sschat
A2 Historical thinking skills including assessing written and visual sources, as well as how these skills make us better and more informed citizens. #sschat
Dan Krutka joining in late! A2: I like the Big 6 historical thinking concepts for broad understandings of history: https://t.co/fT7qLjrgGl@SHEG_Stanford's methods for working with specific documents. #sschat
Great concept that allows for a TON of individual defining and shaping as it can be interpreted in so many new ways w/ different historical events #sschat
A2: Teaching students how to research and assess the validity of what they are seeing in the news. Understanding motives and bias of writers and that the story being told is often just one perspective of a larger issue. #sschat
A1: To give students the tools to participate critically in their society. To provide them with historic diversity that encourages them to appreciate differences in the now. To help them advocate for their identities. #sschat
A2) Continuity and change, how people shape and are shaped by the environment, history is not a chain of facts but narratives created by historians based on evidence. #sschat
A2: Ideas that are not confined by context, but transcend them. i.e. How technology shapes society, power structures, social hierarchy, conflict, transformations in government, etc. #ssvpln@OSUSocStudies#sschat
A2: The idea of "modernity," perhaps. Are we living in a modern society? How so? At what point in time did we become "modern," and does modernity change? See philosopher Enrique Dussel. #sschat#ssvpln
I use the skills from @sheg weekly if not daily. I start my year with some of their lesson plans on introducing the skills. Especially love the lunch room fight lesson. #sschat
A2 cont.: Specifically, identifying historical significance is really underrated because it requires us to make important disciplinary or ethical value judgments about what issues are worth studying & how they connect thematically to other issues. #sschat
A2: I feel that it is exceedingly important to teach about activism, and as others have said, reform. Along with these, justice is a related concept that I feel belongs in the classroom, especially Social Studies classrooms #ssvpln#sschat
A2) Certainly historical thinking skills, but in terms of concepts I think values important to one's own & national identity can be shaped/defined/debated-example: national security v. individual liberty #sschat
a2) We often discuss in history education the importance of bringing in multiple perspectives, but perhaps the bigger goal is developing empathy in our students #sschat
A large concept that should be taught is the interconnectedness between past events with what happens today. This should be highlighted through current events woven into a history class #sschat#ssvpln
A2) We need to be able to discern factual, unbiased context from multiple sources in order to analyze actions and past events. If we cannot do that (because we are unable or not allowed), we cannot freely act ourselves.
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If I may humbly offer~ for Veterans Day Weekend, I'd offered my book for free download, ends tonight MN~ Perhaps it might be of help/use to some... https://t.co/vWqbheXV7t#sschat
A2. This is simple yet abstract. I think it is enlightening to realize that history is not completely objective, but has been informed (and should be) by multiple perspectives. #sschat
agreed, as long as we avoid the traps of presentism and acknowledge contingency ... things didn't have to turn out this way! There is no straight arrow from a past event to now #sschat
A2: Empathy - How are we able to put ourselves in the minds of people who might have lived hundreds or thousands of years ago. #sschat@ERobbPrincipal@HistoryislifeDC
A2) We need to be able to discern factual, unbiased context from multiple sources in order to analyze actions and past events. If we cannot do that (because we are unable or not allowed), we cannot freely act ourselves.
#sschat
A2: Perspectives! Who is telling the story? Who is missing form the story? Why are these questions important? These critical historical thinking skills transcend time! #sschat
Yes! You need to understand how the economy influences the decisions of households, businesses, & government. It drives public opinion & public policy. #sschat
History is so much about decision-making about what makes the cut (selection), how much and how we do discuss it (emphasis), & how much complexity to we delve into (simplification). #sschat
A2. This is simple yet abstract. I think it is enlightening to realize that history is not completely objective, but has been informed (and should be) by multiple perspectives. #sschat
A2) Continuity and change, how people shape and are shaped by the environment, history is not a chain of facts but narratives created by historians based on evidence. #sschat
A2 choices have consequences, ss should be able to identity and evaluate choices that societies make and the consequences they have in the world/environment/history #sschat
I like to ask students, what's the difference between bias and perspectives? Allows for good discussion of history, other subjects, current events, etc. #sschat
Crucial part of sourcing a document-often times sourcing is simply left to identifying basics (who when), but need to go deeper to help develop relevant skills #sschat
To be fair, we can’t accurately report all perspectives, if it wasn’t recorded and passed on. I think @CHitch94 shared something about this last week. #sschat
A2: Being able to talk about history and how we study it (metacognition) to understand historic biases in (specifically) American education systems #sschat
A2 I love putting out the “World History” textbook - it’s huge! Then ask if everything is in there... what’s missing? Read author/editor bios... lots of power deciding what goes in/stays out #sschat
Agreed. Very important to teach bias. I’m curious - how do you teach bias? I️ do it by modeling and comparing two sources on same topic/news item. #sschat
The author is coming from a high school teaching background so his stuff is geared to there. But he goes into the theories behind why he designed things that way, so I think with some effort it could be scaffolded down. #sschat
A3. Cause and effect is great to weave through multiple units. History is complex and revisiting past units to show their effect on current units is a good way to practice the skill as well as review past content areas. #sschat
I love that you are doing an overall theme-this is my first year trying it & our #APUSH theme/question revolves around "Power, Powerlessness, and Struggle for Freedom" #sschat
A3: I think there needs to be a focus on current events and how they show connections with the past. These connection will not need to be one to one but just to show how the past effects students in ways they will understand. #ssvpln#sschat
Yes we were just talking about this in my #APUSH class in regards to how the war of 1812 is written about in textbooks (US versus Canadian) and why they would do so. #sschat
A3. Multiple perspectives: How did Spain record interactions w/Am. Indians? How did Am. Indians remember it? Spend some time exploring British & Loyalist views of the Am. Rev. Is it possible to tell the story of the Am. Rev. through female eyes only? African-Am. eyes? #sschat
A3: Perhaps a good way to have students reflect on these concepts over time/units is to structure them into Essential Questions. That way students are referencing back to them throughout units. #sschat
I teach about 9/11 when beginning the Crusades. I blow some minds when we make some stops along History and make direct connections. What happened then matters now. It’s our thread for the year. #sschat
Agreed. Very important to teach bias. I’m curious - how do you teach bias? I️ do it by modeling and comparing two sources on same topic/news item. #sschat
A3) In my online course 2nd semester, have Ss choose essential ? to focus on. In final project, must answer ?s using evidence, explain underlying causes of global issue & offer solutions or predictions. #sschat
A3: A great example of this is activism and reform, especially in American history, perhaps even structuring an entire class around activism and reform, starting with the revolution, moving throughout history to abolition, labor unions, suffrage, and many more #ssvpln#sschat
a3: We have class debates where students "argue" different perspectives to try to convince the other side. Current events, and analysis of primary source documents where we look at POV & why that matters #sschat
A3 Conflict/compromise. Hammurabi's code, Ramses II conquests, Alexander's "greatness", Athens/Sparta, Julius Caesar, Crusades, Reformation....... #sschat
Agreed. Very important to teach bias. I’m curious - how do you teach bias? I️ do it by modeling and comparing two sources on same topic/news item. #sschat
Q3: Begin by suggesting that every society believes they are modern. So then what do we do with the Nazis? Barbaric, unthinkable, the genocide of Jews and others, but just 70 years ago. Very not modern. An unnerving anomaly, or have we yet to arrive at modernity? #sschat#ssvpln
A3: "What is more important, security or liberty?" In American History. Applies in units on Constitution/BoR, societal changes, responses to conflict, etc. @OSUSocStudies#ssvpln#sschat
Certainly crucial to have an essential question, but some teachers just have one for sake of it-must reference back & explore meaning of Q w/ students #sschat
A2: I think something that could be considered very abstract is the views of the people in historical events. Just because is very hard to know exactly why events happened the way they did because we weren't present. #sschat
A3: For empathy, I always try to provide a basic historical landscape and I use terms like “Right now” to help give the idea that people really lived through these times and for people in those times it was “Right Now”. #sschat
A2: Being able to talk about history and how we study it (metacognition) to understand historic biases in (specifically) American education systems #sschat
A3: The 10 NCSS themes provide very broad concepts that can flow through a course: https://t.co/eYreNTeneF. But, also, just asking, why does this topic matter? So what?, can usually get to the core of the issue (e.g., justice, resource distribution...). #sschat
Enlightenment Philosophers and their ideas connect to every unit starting with the French Revolution. Love that Ss start connecting them to their current events assignment! #sschat#spiralhistory
a3) manner in which a unit & its essential question is introduced is vital to expressing major themes & concepts-I try to bring forth a graphic organizer to help students organize these thoughts https://t.co/lmBBjqtQXj#sschat
A3 Identifying parts of the text to determine any bias. What/who is the source? What is the title of the work? What kind of language does the author use to describe events or people? #sschat
A3: Flipping the question ... I'm looking into reorganizing my 6th grade ancient course based on themes, rather than area/period-based units. Has anyone had success with that who could share resources? #sschat
Agreed. Very important to teach bias. I’m curious - how do you teach bias? I️ do it by modeling and comparing two sources on same topic/news item. #sschat
easier said than done though, right? Adolescents & teens need lots of help with constructing that mental barrier. "People didn't know what would happen next!" #sschat
A3: For empathy, I always try to provide a basic historical landscape and I use terms like “Right now” to help give the idea that people really lived through these times and for people in those times it was “Right Now”. #sschat
A3: Perspectives. We need to include voices that are often times over looked and forgotten throughout history and then talk about why they aren't represented. Essential questions and discussion can achieve this in any lesson. #sschat
A3 Identifying parts of the text to determine any bias. What/who is the source? What is the title of the work? What kind of language does the author use to describe events or people? #sschat
Always something I have to remind them. I had to help guide students to stop seeing suffragist hunger strikes as “dumb” to start seeing it as women being so passionate for equality they were willing to take drastic steps! #sschat
Great point about @NCSSNetwork standards. W/ the values, it is important to see how manner in which a problem-based unit presents values at conflict (Great Depression-resource distribution v. limited government) #sschat
Ooooh. Which one do you use, Eric? I've used the three-eyed fish episode as well as Homer's run for sanitation commissioner in government class. :) #sschat
A3 I've always enjoyed teaching Indian removal by investigating what Andrew Jackson said would happen and comparing with the actual experiences and outcomes for the people forced to move. #sschat
Q4: Give examples of how you can use those organizers (i.e. cause-effect, periodization, continuity and change, human agency, multiple perspectives) to weave a concept throughout multiple units. #sschat
A3: Perspectives. We need to include voices that are often times over looked and forgotten throughout history and then talk about why they aren't represented. Essential questions and discussion can achieve this in any lesson. #sschat
Agreed. Very important to teach bias. I’m curious - how do you teach bias? I️ do it by modeling and comparing two sources on same topic/news item. #sschat
“Why would [insert person] make this claim. How would someone from a different group view this event/decision?” “What would motivate [insert action/decision/words]?” Both have helped me with my 7th graders! #sschat
We keep using the term "bias," but I'm wondering if we shouldn't be using "credible." All sources are biased. Bias isn't bad necessarily, it's just perspective. The point isn't whether a source is biased, but how is it biased and is it credible, right? #sschat
Ooooh. Which one do you use, Eric? I've used the three-eyed fish episode as well as Homer's run for sanitation commissioner in government class. :) #sschat
inferring motivation can be really hard for tweens, but worth a shot ... Also helpful can be asking "What did ____ know & not know about this topic/event?" to find the source's limits of knowledge #sschat
A4a I almost to the revolutions with my non ap World History sections. Going to do a project between Thanksgiving and Christmas centered on the French Philosophes called "We Started The Fire" They will study a specific thinker in a group to learn them well. #sschat
Q4: Give examples of how you can use those organizers (i.e. cause-effect, periodization, continuity and change, human agency, multiple perspectives) to weave a concept throughout multiple units. #sschat
A4: Multiple perspective can and should always be prominent in every unit. Students should leave the class with the ability to consider every side of the issue, creating better empathy and understanding #sschat
A4. When I taught past early Am. we explored reform & activism starting in Jacksonian Am., through the CW, AA rights during Reconstruction, class struggles in Gilded Age, etc. Ss created a variety of products telling the story of Am. activism #sschat
Having that exact conversation right now. Group of us are saying we should use “perspective” because of the negative connotation assigned to the word “bias.” #sschat
A3: Flipping the question ... I'm looking into reorganizing my 6th grade ancient course based on themes, rather than area/period-based units. Has anyone had success with that who could share resources? #sschat
Exactly. I spend a good bit of time having students unlearn this thought. Everything we read and write is biased - we just need to be aware and search for credibility. #sschat - my students have to sell me on sources before using
A4: Hard to put empathy on an organizer for me. I find that I use lots of conversation as we move through each era to help students connect to these people. #sschat
Introduce students to Sir Walter Raleigh + John White of the Roanoke Colony and how their explorations led them to North America! https://t.co/4jXlHnBOnS#history#sschat
A4: I've used the "security or liberty" question to make connections between different topics in my Principles of Democracy class. Used to trace changes between language or Constitution, how we actually live today @osusocstudies#ssvpln#sschat
We keep using the term "bias," but I'm wondering if we shouldn't be using "credible." All sources are biased. Bias isn't bad necessarily, it's just perspective. The point isn't whether a source is biased, but how is it biased and is it credible, right? #sschat
A4b Then we are going to end the project with a 2 day French Philosophic Salon. Then I will weave those ideas and concepts into everything from the industrial revolution forward as a way of setting up the struggle of modernity and post-modernity. #sschat
A4 Here's post on the organizing Question "Are our lives guided by free will or determinism?"--- focused on WWII and appeasement policy https://t.co/iF8vLOdmI3#sschat
Absolutely, usually that comes up after we have laid out some context. Starting with that question right out of the gate risks some serious misinterpretation. #sschat
A4 I think you identify "critical events"/turning points in history in each unit and really explore what happened, context, and outcomes or changed as a result. #sschat
We keep using the term "bias," but I'm wondering if we shouldn't be using "credible." All sources are biased. Bias isn't bad necessarily, it's just perspective. The point isn't whether a source is biased, but how is it biased and is it credible, right? #sschat
A4: As I️ look through the responses to the chat, I️ feel like the most effective units would encompass many of these “organizers” as often as possible (perspective, Human agency, contemp relevance, etc). #sschat
A5: Perhaps using an organizer, like an old fashioned paper chart, for the big events that are covered in each unit. Have ss keep track of causes and effects throughout the unit, work together as a class to create a class chart before the culminating activity. #ssvpln#sschat
We keep using the term "bias," but I'm wondering if we shouldn't be using "credible." All sources are biased. Bias isn't bad necessarily, it's just perspective. The point isn't whether a source is biased, but how is it biased and is it credible, right? #sschat
I like to discuss ways that people protest things they think are unfair - from taxes in the colonial era, to joining the British army, running away or rebelling from plantation owners #sschat
A4: In music appreciation this term, the overarching question for all units has been: "How is classical music still relevant, in today's society?" Teaching CONTEXT is key. #sschat
A4: Perhaps using an organizer, like an old fashioned paper chart, for the big events that are covered in each unit. Have ss keep track of causes and effects throughout the unit, work together as a class to create a class chart before the culminating activity. #ssvpln#sschat
A4: I like to have students continually ask, equality for whom?, in any time period. For example, important to distinguish Seneca Falls to 19th amendment as largely a white, middle/upper class movement that excluded women of color. #sschat
A4: Multiple perspectives need to be included in every unit. Encouraging students to ask questions and be critical of what they are reading, and what they may not be reading, is something we must do in every lesson. #sschat
#sschat for understanding cause&effect I often ask the what if? ( Lincoln hadn't died?, What if we didn't drop the A bomb) gives Ss the chance to think abstractly #sschat
A4c So I will be weaving the ideas of the Philosophes and other contemporary thinkers into everything post 1830's in a cause and effect manner. #sschat
a4: using these organizers throughout the year to help students understand how relevant history and the past are to their lives today. @OSUSocStudies#ssvpln#sschat
Q5: How can you help students better understand how history is organized? (And by doing so, you'll be helping make these often "invisible structures" become "visible.") #sschat
A4: never thought of a way to organize before but perhaps a mindmap? Keep adding on concepts that bridge off one another as the year goes on from unit to unit.#sschat
A4: The use of multiple perspectives means that students will be able to make informed decisions on how they feel about issues. It also means that voices in history will not be silenced by only presenting a single story #ssvpln#sschat
A4: I like to have students continually ask, equality for whom?, in any time period. For example, important to distinguish Seneca Falls to 19th amendment as largely a white, middle/upper class movement that excluded women of color. #sschat
A5: Best way to show the structure of history is to focus on the interactions of people, with each other or their surroundings. By placing emphasis on this, rather than facts/dates, students can see interconnectedness, larger themes #ssvpln@OSUSocStudies#sschat
A5 I have many turning points in global history printed on individual sheets of paper. Students work in groups to organize the sequence of events. I make it a competition and they love it #sschat
A5: One way to ‘organize’ history is to organize/teach thematically. This helps students have a more ‘visible’ structure of the major concepts occurring throughout history. Doing this in Mod World this year. #sschat
A5 I have just learned how to make visual appealing infographics and will be making more to hang in class and to give to students to keep in their binder. I know this is simple but I think it helps students see relationships. #sschat
Q5: How can you help students better understand how history is organized? (And by doing so, you'll be helping make these often "invisible structures" become "visible.") #sschat
I don't love timelines either, although scaled ones can accurately show the distance between events... usually I prefer cause-effect frames to show connections #sschat
A5 I actually spend time teaching students that History is not organized. That we can’t learn in terms of chapters. It’s not linear. It’s messy. Jan 1, 1500 was not automatically the Renaissance, etc. History is not predetermined #sschat
A5: Having students organize information in the ways that make sense to them, after units, or across units, showing them that there are many different ways to organize historical information. #ssvpln#sschat
A5: Ss struggle most with the concept that eras, events, revolutions cover 100s of years and cross in time. Making connections of Enduring Issues will help them to see that history isn't isolated events but fluid and connected... does that make sense? #sschat
Q5: How can you help students better understand how history is organized? (And by doing so, you'll be helping make these often "invisible structures" become "visible.") #sschat
Well, presentism is a conundrum for history, and Lincoln's views take some work to understand. Has anyone read Lynn Fendler's article on "The Upside of Presentism"? #sschat
A5: By having them recognize that there are different ways to organize it (thematically, chronologically, etc) depending on the situation. I try to have my students defend their organization of events on their timelines
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A5: Its important for students to understand history is made by people. Its not just dates and wars. Humanizing history is a great way to keep students engaged and encourage empathy #sschat
One thing I have learned as a preservice teacher is how history doesn't have to be taught chronologically. I believe to best understand the human condition, we must examine the themes of being human: social, cultural, political etc. @OSUSocStudies#ssvpln#sschat
A5: You could ask the students what major events they want to cover and spend a larger amount of time on those topics. This would increase student involvement and mean they were more engaged in the material #ssvpln#sschat
A5: One could move through content thematically, perhaps, instead of chronologically. This would be counterintuitive, of course, and bit a difficult, but could aid in helping students make connections between different eras. #sschat#ssvpln
A5: Its important for students to understand history is made by people. Its not just dates and wars. Humanizing history is a great way to keep students engaged and encourage empathy #sschat
A5: Teaching history backwards (reverse chronology) can help hook students, keep them organized, & continually provide application to the present (see Misco & Patterson article in the Journal of Social Studies Research) #sschat
I got interested in doing this 5 years ago...starting researching it...found "flipped teaching"...realized it's something else...went with that instead #sschat
Absolutely. Starting in the present generally helps students identify what issues are important today & build foundation for inquiry. Love reverse chronology teaching. #sschat
A5: Teaching history backwards (reverse chronology) can help hook students, keep them organized, & continually provide application to the present (see Misco & Patterson article in the Journal of Social Studies Research) #sschat
A5: Teaching history backwards (reverse chronology) can help hook students, keep them organized, & continually provide application to the present (see Misco & Patterson article in the Journal of Social Studies Research) #sschat
Q5: other ways to organize may include: human agency, multiple perspectives, periodization, cause-effect, continuity and change. Impt to teach the iterative nature of the organizers. | #sschat
Absolutely. Starting in the present generally helps students identify what issues are important today & build foundation for inquiry. Love reverse chronology teaching. #sschat
A5: Teaching history backwards (reverse chronology) can help hook students, keep them organized, & continually provide application to the present (see Misco & Patterson article in the Journal of Social Studies Research) #sschat
A5: I think it helps to be really transparent with Ss about how/why you are setting up the course/units the way you are (and perhaps to open that up for discussion with them!). Sometimes we assume Ss have the same mental historical map we do #sschat
A6: Primary sources help our students live during that time period. If we put them in the shoes of the people we allow them to understand the concepts the people were dealing with better. #sschat
A6: Primary sources are key in displaying multiple perspectives and allow students to learn key concepts from the point of view of people who lived these experiences. It also allows students to see perspectives that may not have considered #ssvpln#sschat
A6) Giving them sources from variety of perspectives helps them grapple with messiness of history, that's it's not just ONE story. Do have to take care that they don't conclude that primary sources are superior to 2ndary. #sschat
A6. Primary sources are important to an concept. It's important for cause and effect because in order to see the cause one must investigate the primary sources. #sschat
A6: primary sources helps students see perspectives from someone who lived through it. Makes it personal, especially when reading letters and journals. #sschat
A6 I use a lot of gallery walks with primary sources. They have to answer specific questions about each source then questions about how all of them fit together or don't fit. #sschat
A6: Primary sources offer great, depth filled insight into period of study. Allow students to search for themes, structures better than a textbook passage that does not show any connection between other periods @osusocstudies#ssvpln#sschat
A6: Primary Sources help Ss to make the connections mentioned before - finding the thread to connection historical circumstances in a variety of events. IE: Causes of French Rev and Russian Rev #sschat
With 7th graders we use primary to help tell the story. Basically anytime I can replace my words or a text book with those who were living it I do. #sschat
A6: It is hard to truly understand the complexities of history without first considering the primary sources of those involved. Helpful for multiple perspectives and eliciting empathy. #sschat
A6: SS can use primary sources to start to understand some of the traditional ways that we organize history, using political, economic, and social as categories. Using these sources will start to show them the different lenses we can use to look at history #ssvpln#sschat
A6: Primary sources are great if you give a bunch of different perspectives on the event so students can learn how to recognize intended audience of POV. Also helps create a more rounded sense of the event than a one sided account that is static #sschat
