#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 March 7, 2016
Q1: Welcome! Please introduce yourself & share your favorite topic or unit to teach.Why is it your favorite? https://t.co/87dWUmY1TQ
Hi everyone, my name is Daniel Diaz from the . Welcome to our
A1: Hello fam! So happy to be with you all today for once! I'm Jamie, former DC HS SS tchr, current doc student @ UCLA
Matt Doran, Columbus, OH, American Revolution...ripe for historiography discussion
A1 HS teacher of Historical Inquiry, AP Euro and AP Econ. I love any unit when I can include comic books and graphic novels
Hello ! I'm Andrew from Mass. (gr.8 US History) -- love the Civil War unit most of all, as a multi-faceted culmination of the year
Hi Scott Petri, HS WH T from LA. Fave unit is always my current unit, cause I'm still learning. Now Cold War.
A1) Chris from Bloomington, IN. Teach world history for online HS. Love teaching Fr Rev, Cold War, independence movements, etc.
A1 Hi , this is Bill Chapman, a retired secondary social studies teacher, checking in from Berkeley, CA.
A1: my fav is anything that has a good debate, but esp powerful controversies around issues of race/class/gender
hi matt! thanks for joining us tonight!
A1 Joanne from Missouri. 7th grade world history and 11th grade modern global issues. My favorite unit is ancient China.
yes!! have you ever been to SD Comic Con's teaching conference? LOVE IT
A1 Sean Burgett, Cold War, teacher candidate, following from Salem, OR
Hi Jackie from CT; HS social studies, library media, peer coach; favs: Rev War, Cold War, Civil Rights
My fav topic was the worker union movement during the US gilded age. I did a fun simualtion involving the IWW, Knights of Labor, AFL
Brittany NJ 6th grde ancient civ, fav unit-Gladiators, because it's "cool" to the kids but a good chance to correct a lot of myths
A1 My favorite topic to teach in US History is the development of political & business propaganda in the 20th century.
Hello i'm Nathan Tew I am in the College of Ed Program at WOU and i'm observing tonight's chat for my Social Studies Pedagogy class
A1a Cina is my favorite unit because I have visited there.
hi buddy! sorry I didn't get to chat more at CCSS last weekend - stupid back injury!
Hi ! Jacqueline, from NJ, joining the chat!
Hi . I teach 5th grade SS but I also write and perform original songs that teach the Rev. War, Civil War and Underground Railroad.
hi Chris!! ooh definitely a lot to work with in those time periods!
bill!! haven't talked to you in so long! Glad to have your expertise here tonight in
A1: Jill here from Cheney. 7-8 SS. I love anything that provides a different perspective to Ss than what they thought they knew.
A1: Phil from Sarasota. I tch 6-8 Civics. Favorite unit is the American Rev. Appreciate the rebellion/ fighting for liberty
hi Joanne! can't wait to hear about how historiography connects to those topics :) loved tching WH to 9th grade!
Thanks Jamie. Great to see you here too!
A1. Joe, PA. I really enjoy teaching about the Russian Revolution and the outbreak and legacy of World War 1.
A1 Hello, I'm Bill Sutherland and from Wilmington, DE. Fav topic to teach is the U.S. Constitution-- it is the outline for my course
I teach AP US Govt & AP Econ. I really enjoy teaching campaign finance.
hi sean! how far into your program are you? enjoying it? Glad to have u in :)
A1: Gina from Cincinnati. Tch 6th grade ancient history. Favorite is geography.
hi Jackie! library resources are so important for our work. glad to have you here!
A1: Emily from NY. US History, gov and econ. Enjoy teaching about the framing of the Constitution
It's funny, in college all my hist classes were of 1900-present day. Now I teach early Am hist and love it so much more!
I'm a third grade teacher, love the Civil War
I'm going into the last term of full time co-teaching and will be switching to middle from high
so great your class has you find this resource so early. was super helpful in my early yrs!
A2) In all honesty, I hadn't really h heard of historiography until I was in grad school (history MA). Eeek.
A2 Most know next to nothing about historiography.
A1 not very - especially as an overall field / too focused on immediate content in textbook - not how it got there
nice! cool that you get so many years of civics in FL. so absent from many curriculums!
Q2: I'm going to learn something tonight. I'm not sure I know the word...
must be especially interesting this year!
A2: Most are unfamiliar with the term, but some do stay current with new scholarship
A2 In Oregon its part of the standards and used with varying outcomes
A2: I am not sure about historiography. Unless it is known as something else, I don't know about it.
A2: Junior year of undergrad program was my 1st intro, but most colleagues weren't History majors so probably not
A2 I don't know very much at all
yes! geography is awesome to teach, especially w/in historical perspective.
I googled it when the question came up
A2. Generally, no. For many reasons, too much content to teach, tool little time, teaching multiple courses, etc.
It's in the standards, but that doesn't mean every T gets to it, right?
A2: Gr. 11 US teachers at my school start with Howard Zinn on Columbus to discuss historiography
David from NJ, jumping in late. These days teaching HS US history. What are the questions?
Glad I'm not the only one!
The SuperPACs were just getting their feet wet in 2012; I expect they will be more effective this election!
A2. In my exp, most I run into seem to recognize it when you discuss it. Fewer seem to incorporate into courses.
I used to compare Zinn, textbook, and Willard's history of the US (19th c. textbook).
interesting. So in Oregon history teachers need to integrate Historiography into their courses?
A2 Much more familiar today than when I started teaching. So important to inform POV & context. How have opinions changed over time?
Nice - I ask S's to compare Howard Zinn and Edmund Morgan on the Revolutionary War
Totally understandable if u haven't heard of the term - I like to think of historiography as studying how history is made over time
A2 Fortunate to have multiple teachers in dept. enrolled in history masters programs, so historiography is topic often discussed.
A2 Difficult topic when time is so short. Scholarly interest is likely to be involved when this is brought up, esp in middle school
A2: I think the Common Core has made Social Studies teachers more aware historiography.
A2 We work to get our students into thinking about content and why it was presented that way. End of the timeline memorization
A2 I'm fortunate to teach in a great department, where most people know about historiography. But it's not something all teach.
My students are always blown away when I tell them that history is the story of the people who won.
Pretty much the best 2 minute explanation I have seen.
^DH#WW2 Hollywood movies: compiling a list for my class-any suggestions? Here are some I've found: https://t.co/3kPyhdhgIC
A2: now that I know what it is, I feel like I try to do that by offering different perspectives. Looking forward to more resources
Ken from Western Oregon Univ. Getting in late.
A2: We ask S's who is telling the story? why is it told in that way? how would it be different if...
why might people not teach it, if they are aware? Something I'm always wondering about
Q3: How might you talk to your students about the different ways historians have interpreted certain topics? https://t.co/x5SN3cGD8K
yes and it is part of the teacher preparation program
agree, but if it is in the agreed upon rules teachers should follow basic foundation at least
A3) Look at sources from different times and perspectives related to event. Why are different aspects emphasized, left out, etc.?
wow! any links you can share. I'm interested to see how that looks
My 8th graders struggle to understand that, I think I was in HS before I heard it phrased like that, maybe college
i know that I didn't always, but I was thinking today 'why did I avoid those professional terms?'
A3. Start with examples they can relate to....I have a getting started with historiography article here: https://t.co/wkkfipeLsq
That was my experience in history courses in high school as well. Might have had a bit of that in undergrad.
The act of evidence based storytelling, itself, makes history an inherently interpretive discipline.
A3: not necessary for *every* topic, but I try to share contrasting claims where it highlights the relevance & impact of the topic
think I finally got comfortable with the idea of historiography when I read "Teaching What REALLY Happened" https://t.co/ACCR8hdV6o
“There are no answers, only stories.” – Garrison Keilor
A3 When I taught 5th we read Encounter (about Columbus), primary resources (Common Sense, propaganda from the time)
My HS S's talk about reading a series of books that are real history stories with diff endings
A3: Look at examples in various units, examine how the author presents the topic and consider the context of the author's analysis.
At start of year I ask Ss to think about events/situations in history that were likely viewed differently by diff people
A3 Stage an event in class and ask students for their perspectives. relate to events in history Importance of research?
Love that phrase "evidence based storytelling" ! https://t.co/mC933jWM0K
The act of evidence based storytelling, itself, makes history an inherently interpretive discipline.
A3 Recorded history depends on historian motives/POV-- reource on Battle of Thermopylae great example to teach this
A3: Read two conflicting primary accounts about topic and then philosophical chairs activity
A2 I think that Ts often are often doing it, but are unfamiliar with the term.
Yes! Some middle schoolers haven't had History as a distinct discipline before, or only one year before
have given Ss artifacts about me, early in the yr, &asked them to tell the history of the person who made them.
In Ohio, I start with how perceptions of LeBron James changed over time in the Cleveland media
A3: Give S's primary source and change the race, gender, references, etc. Then, restore them, how did the story change?
A3: the first real place my Ss experience this is with different primary sources about John Brown. Murderer or Martyr?
I think you start by teaching bias & getting Ss to recognize bias in current news stories. https://t.co/ga1TQ4hkPF
Q3: How might you talk to your students about the different ways historians have interpreted certain topics? https://t.co/x5SN3cGD8K
always SO surprised when I tell them they are my artifacts, &helps them see perceptions/biases in analyzing history
Damn, that's a good book! Should be required reading....
Q4: Why might it be important for social studies teachers to stay current on the latest scholarship? https://t.co/8xdg25v5dC
Thnx for reminder. Just starting Greece.
Divide class into groups, all read same text with different lens: gender, race, class, age, etc. Then compare notes
A3: another great way to introduce the idea of diff perspectives w/ 7-8 SS is with intro activity, lunchroom fight
Definitely a good starting point. Check out J. Loewen's Teaching What Really Happened, a good chapter on this topic
A3 Explain viewpoint will vary depending on perspective ie A southerner may have a different view of the civil war than a northerner
I like adding in archaeology as a way to chack the historic record
A3) Have also heard of Ts "staging" something 1st day (argument for ex) & ask Ss what happened. Diff stories of same thing.
Hello everyone, I'm , new site director for . Sorry for joining late. Will enjoy getting caught up.
Yes! also has a good one about the Declaration of Indep with excerpts of Bailyn vs. Zinn
Liz hs APGov & World T jumping in late tonight.
Welcome! Nice for your to join us!
In my online WH course, Ss last sem chose diff theme as context. This sem, they chose an essential ? as their lens.
A4: this was SO hard for me. Doing & summer wkshops definitely helped me stay current
A3 Thru bringing in diverse perspectives on how a topic is addressed & looking at the author/historian's background
A3-At a lower level we compare facts of Boston Massacre vs. details of Revere's engraving. Shows how info. can quickly be altered
Brown is a great example for this - he has been presented as everything from a hero to insane
What a great idea! Something similar with a trunk full of stuff about me that they had to research
Before, during, and after he took his talents to South Beach? Perfect!
That's ME! I learned it tonight, but have been incorporating it for a few years now!
A3 I start with the Lunchroom Fight from . Built in different POV and the importance of gathering evidence.
A4) Very challenging as so much info & so little time. Many demands on teachers' time. But important b/c can find ways to engage Ss
A4: If not there tends to be over reliance on textbooks
A3: Discuss an event using primary sources from multiple perspectives. I say ditch the textbook!
Hi all, I'm Derik from Wisconsin jumping in late. I just got my license, and I'm enjoying the ideas
A3. I start w/ 9th gr assembly, a common event. Ask Ss to write 2 pghs abt it. Why so varied? How to judge, assess?
A4: In my experience keeping current prevented teacher burn out and cynicism
All good teachers are white-collar criminals ;)
I'll have to take a look! Thanks for sharing!
I had S's write a social justice question then examine civil and women's rights primary texts through that lens
A4: Think it's also imp to interrogate our own biases/color-blindness in SS teacheredu. Impacts what we know how to teach!
A4: To connect the primary to the contextual equals student engagment
A4 Model lifelong learning for Ss. Keep invigorated. Understandings and reseach always developing.
Great points! Love the modeling aspect.
A4 I like the new, diverse perspectives that keeping current brings in. Makes you think.
A4: Keeping current often results in history teachers "revamping" their curriculum. Always a good thing.
A4 Keeping current helps us remember that history content & interpretations change over time.
Yes, big fan of Kyle Ward. Also wrote History in the Making and Not Written in Stone on textbooks throughout history
A3: love JM Coetzee's Disgrace: S's debate Melanie's race: very different story depending on how you see her
A4- Think about it in other professions- Would you want a dr that never picked up a journal or kept up w/modern medicine?
Yes! It is so important to make sure we are aware of our own bias. https://t.co/4VstQEsxmz
A4: Think it's also imp to interrogate our own biases/color-blindness in SS teacheredu. Impacts what we know how to teach!
A4 Also, often shows a different perspective from textbook. Textbooks tend to lag scholarship.
A4 Some vital examples last summer during the Conf. Flag debate James Loewen had a terrific frequently-shared article on historiog.
Their minds are blown when they find out the soldiers were found not guilty and that John Adams was their lawyer!
So a key pt= the story and storyteller are intertwined. Our job is to try to disentangle and use both facts to lrn abt past.
A4 Helps to show students how the "story" changes, and consider which groups/individuals are empowered (and not...) by narrative
A1: Gil from Chicago. Fav Topic: Industry & Progressives.
A4. It is important. I think the biggest obstacle is that K-12 is so often not treated as a scholarly profession.
A4: Research continues after we finished school - need to keep our classes current. Content specific PD would help.
A4 I teach my kids to treat SS like Sci and constantly investigate. We often have SS labs. Up to date info is important.
I like trying to add at least one source each year. It isn't a lot, but it isn't overwhelming either
Q5: If you could attend a workshop focused on the Historiography of any era, which era would you choose? https://t.co/ddsx9s2JUJ
so interesting! how are you doing that? love to add new perspectives to my teaching https://t.co/zWcUobJUxS
I like adding in archaeology as a way to chack the historic record
Updates tend to add a few pages to the end, but not much to the rest!
Oh Yeah! I'm from KS...the Ss get to see that painting up close and personal on our field trip each year!
And this is what Ss have to do as citizens as well. So many sources of info from diff people/groups. Who to believe?
A4 Yes you must. Yes, it's impossible. That's why you depend on you PLN and colleagues to get you current.
Q5: Manifest Destiny and the Civil War
Haven't read that one. Thanks for the heads up!
And what to do when conflicting beliefs are all true?
A5. Post-WWI...to show that Ohio's standards take a debatable position on the meaning of "isolationism" and test kids on it!
A5: US expeditionary force going into Russian far east during WWI
Calling students to participate in Memorial Day video contest: "How did the Vietnam War change our country?" https://t.co/KHIbd88gF1
Loved Henrietta Lacks by for expanding S's historiography; could delve into this area for a whole course, not unit
A5: as a newbie to the west coast, I would LOVE to take a course on California history & historiography.
Have a ski background so its an easy fit. would love to chat about it!
How can we foster more connections between researchers&K12 Ts to get latest work into classrooms? And contribute to it?
Yes. Rarely is anyone outright lying in sources we use (likely wouldn't use those sources).
the metaphor of a lense is powerful, of filters. Helps Ss to learn think carefully and more precisely about disciplinary concepts.
yes! had a student do her NHD project on historiography of that text by couple yrs ago
Q5: Speaking of, check out historian Dan Lynch provide an updated interpretation of Gast's American Progress https://t.co/jz4qehXNLd
A5: I think the 60's/ early 70's would be an interesting era to attend a workshop on.
A5: WWI. Or anything that brings in non-Western perspectives.
How fine is the line between questioning sources and witch hunt? Another lens!
the text can help Ss acquire some basic bkgrd knowledge. Historiography wout bkgrd knowledge = challenging.
looks awesome! Can't wait to look at it closely.
A5) Maybe nationalism in mid to late 1800s to 1900s. Usually so difficult for Ss to relate to.
We had a decent start with the Teaching American History grant projects. But not much evidence of its classroom impact
A5: I have to pick one? I'd have to say something w/ Native Americans and/or Andrew Jackson.
For AP US govt the 1970s (start of distrust in govt), for AP Econ, the 1980s (start of rising public debt)!
A6: wondering if collabs btwn community college & K-12 tchrs might help breakdown some of the professional divides?
A4 To show Ss history & culture's are not static & the richness of diverse perspectives
A5- Civil War because it's still fresh (relatively speaking) and because of the vast amount of writing that's been done about it
Q6:What has been the biggest obstacle you & other history teachers face in transitioning to the common core? https://t.co/uCxW1MEbth
Q5: American Civil War or the Progressive Era
A5: the colonial period. So many new cultural interactions
Would love if you could share any great archeology resources w/the Ts here. you're the expert! :) https://t.co/K3qDvFef4z
I was an archaeologist before I was a teacher, so luckily I have a lot of resources. It helps give a voice to those without
A5 American Revolution citizens views.
yes, that's an epistemological point that takes time to develop. Initially, true/false dichotomy fades.
Many teachers say this exact thing. https://t.co/HfGJ7uceZD
We had a decent start with the Teaching American History grant projects. But not much evidence of its classroom impact
Just attended pres today by John Saye from Auburn who is doing this work w/ others (Tom Brush from IU).
A6 Have found most Hist Ts at my site don't want to be writing Ts & resent CC shifts from content to skills.
Q5: I'm really interested in new scholarship on the African American Civil Rights Movement as well as the Chicano Movement.
Warmth of Other Suns by awesome & eye-opening historiography of Great Migration
A5: Think profesh historians might benefit from progressive pedagogies we use in K-12; maybe a reciprocal structure would help
A6 Getting other Ts to see skills desired are not a bad thing, vs implementation & support
You can do a quick 10 min. PowerPoint or flip your classroom. https://t.co/xrE0eCVBTh
the text can help Ss acquire some basic bkgrd knowledge. Historiography wout bkgrd knowledge = challenging.
PREACH! https://t.co/YKuKjxcQiD
A6 Getting other Ts to see skills desired are not a bad thing, vs implementation & support
TAH got a pretty thorough tongue lashing from Sam Wineburg because it had no evidence to support it.
Have not. Thanks for the suggestion. Recently traced family back.
Do they protest because it's a change? Or on an ideological/philosophical level of what history teaching should be?
A6: Working in I had AMAZING support from on developing reflective units w/in CCSS
A6: Teachers really struggle with letting go of the old coverage model of teaching to the test
A6: adding writing and leaning how to T primary sources and historical thinking
A6 Find many Ts dont want to do the writing. Redo tests- get rid of MC. Bank of primary sources for World.
Wonder if we could get more researchers to share their work on Twitter and the community? Help keep us current
A6: Common Core's minimal need for rote memorization
Flip it! Flip it good! :)
I shared info about w/ Dr. Brush today and hoping to talk w/ him & Dr. Saye further soon. :)
I shared info about w/ Dr. Brush today and hoping to talk w/ him & Dr. Saye further soon. :)
A6: I was lucky enough to get to be part of a grp of MS Ts and got a jump start on that. Best thing for my career!
indeed, variety is healthy.
Interesting. I guess I'm still waiting on my sabbatical to conduct research. :-)
A6 Ss used to Ppt and lecture, finding time to find quality resources. Focus on digging deep instead of content coverage
A6: Money & time to explore resources & PD opportunities.
Truth! I liked CCSS bcuz I could avoid dates/names BORING &focus on story & skills 😁 https://t.co/xMGLnkSOmb
A6 Have found most Hist Ts at my site don't want to be writing Ts & resent CC shifts from content to skills.
I think they are just anti-change. They want to lecture & blame kids if they don't "get it."
A5 can I be cheeky & say 2016 republican primaries? It will be fascinating to hear future historians from around globe on it
Exactly! I like your jingle!
have you all seen ? share great resources! always a column on my
A6 new to teaching and to many years removed to know any different. I like the idea behind proficiency vs memorization
different frames= different omissions, distortions.
If we teach S's to think & learn (seek understanding) why memorize? Much harder to teach than lecture!
A6: I have great lang arts Ts who helped me incorporate writing in small steps. They answered my q?s & I followed their lead
A6: Some teachers also complain about the amount of grading that comes with the Common Core
Yes, and many states still using this kind of assmt as some states bailed on CC (like ours - I'm in IN but no SS HS assmt).
Q7:In what ways are you integrating Historiography & other common core skills into your classes? https://t.co/swbjD5td3h
I suspect most Ts don't want the burden of grading 190+ essays. Esp if they're weak on content.
Any want to join our on Historiography in K-12 classrooms? would love your input!
A6: My state (Massachusetts) dept of ed is considering ditching the CC in favor of the old Frameworks
definitely! thinking about shorter, more often writing,with progressive creation of longer papers incl peer rev.
A7: I saw a teacher use secondary sources about the Fall of Rome. Students debating what the biggest reason for the decline was.
I think we need to revisit grading. Does everything we assign have to be graded? https://t.co/fCMjr9Is7R
A6: Some teachers also complain about the amount of grading that comes with the Common Core
but I kno u already do that!
A7 bring in diverse perspectives thru primary source readings, maps, etc.
Not sure if everything needs to be *graded* -- but feedback is critical.
I think that many tchrs lack training in how to teach and give feedback to improve historical writing.
Think it's important to use historiography & tools we use for primary sources to also analyze secondary sources - just as much bias!
I just adjust what is important to REALLY grade. Knowledge based assign get comp score while application gets my attention
But everything doesn't have to be an essay. Have them write a little but frequently. Sigh.
Include primary sources as an assessment. Proved to be challenging & involved application.
Plan to do more!
A7 My Ss have more perf tasks where there is no correct answer, but they need to make an arg using multiple docs
this is really affecting me this yr. Our Civics end of course exam is 30% of students final grade.1st year w/ tht as a req
how many SS depts use Standards Based Grading? always thought it would b interesting to try w/CCSS as stds https://t.co/ore0jM9BHd
Not sure if everything needs to be *graded* -- but feedback is critical.
Yes, but we can find ways to give feedback that don't require hours of work. We just have to be creative! https://t.co/9WdfUE87pG
Not sure if everything needs to be *graded* -- but feedback is critical.
Is grammar considered? I know many departments that ignore it.
Lots of feedback sources: Writing Center (at my schl), peers, etc.
A7 Don't use textbook except for comparison. Primary sources (can be hard for ancient). Writing for reflection, analysis, argument.
A7: In almost everything we do. My 8th Ss are now to the point that they are better at analyzing prim sources than many adults
we can have mini-conferences with Ss, peer feedback, self-evaluation, etc.
Yes, Hattie's research demonstrates that feedback is more important than grading.
I love videos analyzing pop songs for rhetorical analysis models!
Can focus on one/few area in which to give feedback. dissertation has some good thoughts.
A late dinner. thanks, all :)
We don't have to assign *essays* for CC skills or historiog. understanding. Discrete skills at the outline / paragraph level
Thank you for the suggestions.
A7 Use the textbook for lecture and sprinkle in outside material as much as possible.
how often do you let students grade their own work? My Ss get graded for attempt & they grade their work .
I tell Ss if I notice the grammar error then I count it wrong. I don't know where every comma should go but I know basics
Time for me to run and get my daughter to ballet. Looking forward to the archives. Thanks !
Trick Ss into pre-write for dept writing prompt with a timeline after we examined totalitarianism https://t.co/lxrpGitjjM
Uh-oh, tonight's is veering toward a grades vs. no-grades battle!
1 of 2 I like to use articles like this. This was an option for jigsawing different theories for how/when... https://t.co/GEOByBG7W5
2 of 2 ...people first came to the Americas
I give them a rubric to self-evaluate their work on all major assignments.
Who doesn't like learning with poop??
LOL! think we gotta have that convo more in SS tho...we're always the last to change ;-)
That's a battle? Isn't the answer obvious ;-)
Love using primary sources (hate the text). We do tons of discussions- we are a LOUD class and I LOVE it that way.
Q8:What resources might you use to get students to explore history in the ways required by the common core? https://t.co/Ok7l3FIKXI
YESSSS!! quiet is BORRRRING 😀😊 https://t.co/B2A6LLqJar
Love using primary sources (hate the text). We do tons of discussions- we are a LOUD class and I LOVE it that way.
A8: History Blueprint is terrific
A4: I would argue the best way to stay abreast of new political/historical scholarship is to let your Ss discover and teach you!
A7: I do a whole unit on media bias. I incorporate primary source documents & multiple perspectives with all units.
A8: History Blueprint created by historians and teachers. Here are some links....
That seems to be true, but our subject overlaps so many disciplines that we're in a good place to lead the way
A8. Great potential in linking current issues with historical events. Tracing origins of an issue through mult. perspectives
tried to balance this as an APUSH tchr too. we did "scam the test" sessions for 10-15 min each class 2help w/text anxiety
So late to I can only "like" as I speed read! Special hello to .
Agree! Such easy access to digitized primary sources - unfiltered history, best kind!
A8: think gives us good food for thought to get out of neutral perspective in SS classrm here https://t.co/f3Gd5qWxPN
Completely missed the EST designation. Extremely tardy to the chat.😔
A8) I like the materials, esp for World Hist as often hard to find accessible docs for Ss.
for me this is integral. Have to acknowledge my power as a tchr, know &teach my biases &encourage Ss to use their power to interpret
Writing doesn't have to be in form of long essays. Pick a POV & write a journal entry, for ex. Or a tweet. Just do it often!
yes! we def should be leading the way!!
hi mary!!! love seeing my oldest twitter friends on !
ooooh, this looks like it might be my new favorite thing!! Thanks for sharing!
I like and to get students exploring political cartoons and images.
more test-taking strategies, helping them understand how tests are constructed so they can break them down/"beat" the test
Or a poster. Or a brochure. Or stories! Agree, do it often.
Me too! LOVE Sheg and how adaptable the lessons are
Google's Comment and a screencast make giving feedback quick and easy.
Thanks. Will add that to the collection. and do this very well.
We examine docs & then create some product to synthesize and demo mastery with tools such as
A9 I have found more support in this PLN and my local & state council confs than I have from my local Dist.
I like that you used 'why.' Assume good intentions of why something was/wasn't left out-then figure out the why!
A8 I want my students to DO something with the material from the primary & secondary sources to SHOW their understanding!
Thank you for hosting the chat tonight! Have a great rest of the week !
A9: That's a little mission of mine, esp. living in Boston area. Lots of untapped potential on both sides: colleges & public schools
👏🏽We use these tools as well.
A9: think historians are much more comfortable w/discussing race &class than K-12 Ts. we could learn from them there
has some great feedback features like that embedded as well. Can also use Kaizena in Google Docs.
A9 More books with primary sources and through examination by historian
Interesting. I've found thematic history curriculum enables us to organize around race/class.
A9: Shouldn't history depts be pushed/urged/forced to reach out to local schools?? Would be good for professors as well as for kids
A9: Were bringing historians & history teachers together to continue these talks EdcampK16 Its free!
https://t.co/ocmlFEhSt8
A9: wish I had done more w/local history of education (in immediate school/district) to tie into historical eras.
A9: I find support by attending conf like CCSS and dev relat w/ and Bill Deverell who knows many scholars
Well, no probably not, but at least they could interact with teachers!
for sure. just don't know THAT many Ts who get to/know how to teach thematically :-/
My master's research course project was a history of the dev of lab school in the school where I was teaching. :)
Interesting. Seems that history scholars and history teachers mingling is a new occurrence, thanks to the Internet.
I was/am always inspired by work at SLA on thematic history
whaaaaat? I would LOVE to read that!
History departments want to stay relevant & justify their existence ... partnerships with K-12 schools would be a great step!
