#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.
Welcome to #sschat Please introduce yourself: name, where you are from, and what you teach. What are you thankful for? What’s your favorite Thanksgiving dish?
Hi I’m Dylan Meese. I am a preservice teacher at OSU. I am thankful that I have an opportunity to get an education and my favorite thanksgiving dish is the homemade rolls #sschat#ssvpln
Good evening #sschat. I teach World & AP Gov in CA. Thankful for my family, amazing students, & my PLN that gives me inspiration. Green Bean casserole!
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Hi! My name is Aidan Hartsell and I'm a middle childhood education major at The Ohio State University. I'm very thankful for the fact that I absolutely love the career I've chosen, and my favorite Thanksgiving dish is pumpkin pie!
Hi! My name is Sarah Draper and I’m from Columbus OH. I am a preservice middle grades social studies teacher. I am thankful for my friends and family who constantly support me. My fave thxgiving dish is mashed potatoes😋 #osussmce#sschat
Hi, my name is Julia Italiano! I am from Columbus, OH, and I am a pre-service 5th grade teacher. I am thankful for my family, friends, and my support system as I finish my last year stuteaching. Fave Thanksgiving dish: gravy (with turkey) #sschat#osussmce
Good evening!
My name is Stephen Kellett & I am a student teacher at OSU
Teach: Government
Thankful for: Furry animals like dogs & cats because they're absolutely awesome & adorable
Thanksgiving dish: Turkey or crescent rolls, I can't pick one over the other
#ssvpln#sschat
My name is Max Seipel and I am from Cleveland, Ohio and I am a pre-service teacher in a 8th grade social studies class. I am thankful for my family and friends, and my favorite Thanksgiving dish is Stuffing! #osussmce#sschat
I'm Chris from Bloomington, IN. I teach world history for a private online HS affiliated w/ Indiana Univ. I'm also on the leadership team of #sschat. Thankful for my family. Favorite dish is my late grandma's broccoli cheese casserole.
Andrew from MA (8th grade)
#sschat co-moderator thrilled to talk more #Novinquiry tonight!
All about the green bean casserole & toasted turkey sandwich leftovers
Hi, I'm Chris! I'm a preservice teacher at Ohio State and I am in an ELA/SS classroom. I'm thankful for my opportunity to teach and my favorite dish is Pumpkin Pie #sschat#osussmce
Joanne from Missouri. 7thgrade world history and 11th grade modern global issues. I am thankful to have the opportunity to make a difference in young people's lives. #sschat
Hello my name is Emilio Bravo. I’m a preservice teacher from The Ohio State University. Im currently placed in a 6th grade social studies and science classroom. Favorite dish is green bean casserole and I’m thankful for my family. #sschat#osussmce
A1: Critical thinking is often accompanied by students complaining that "this is hard". There is often a lot of discussion since my Ss sit in pairs. #SSCHAT
Watch this short video to learn more about how using the Inquiry Arc can extend learning gains across all content areas and lead to post-secondary success #sschathttps://t.co/iJXDWJSHn0
A1: Critical thinking in my classroom involves students bouncing ideas off of each other in a whole class discussion building off of one another’s response. This lets them think more deeply about content. #osussmce#sschat
A1
Critical thinking often looks messy, it frequently sounds loud/confused/conflicting, and it feels difficult.... but so worthwhile (he tells himself in November, knowing that it gradually gets easier and smoother by springtime)
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A1: Currently critical thinking in my classroom looks like backing up ideas/opinions with some explanation
I have not done this too much b/c I have not taught too many lessons
Next semester I want to transition from lectures to discussions of ideas & critiques
#sschat
A1: Critical thinking in the classroom when students question why things are the way they are and dig deeper for meaning that isn’t just surface level #sschat#ssvpln
A1 Loud & S are ones talking & work. Ss Q & examine sources, problem solving, collab, & creating product to demo their findings & gained understandings. #sschat
A1. In my current placement, we practice critical thinking skills with the students by having them use the skills we learn in class to think about how we could solve real-world problems! #sschat
A1 Critical thinking in my mentor’s classroom usually involves students working through problems on their own before coming together and discussing answers as a class #osussmce#sschat
A1: Critical thinking takes place in small group discussion most days. It gives students the confidence to break down their ideas with peers #osussmce#sschat
A1 Critical thinking takes form in collaboration in my classroom! When students build off of each others' ideas, they are challenged to think deeper about content. #sschat#osussmce
A1: critical thinking involved students digging into their curiosity alongside problem solving. There might be frustration here and there but it’s all part of the process. #sschat#osussmce
Hey #sschat! Bethany Petty from MO popping in late! I teach high school and college Social Studies and #edtech for pre-service teachers. I can’t wait for pumpkin pie and green bean casserole!
A1: Critical thinking is often accompanied by students complaining that "this is hard". There is often a lot of discussion since my Ss sit in pairs. #SSCHAT
A1: The challenge I'm trying to overcome is how to encourage students to transition from exclusively problems solvers to problem finders and solvers. #CriticalThinking#sschat
A1 My students still require additional support in developing critical thinking skills. Occasionally they will give up and just wait for the answer when they do not know it right away. #osussmce#sschat
A1: critical thinking takes all sorts of forms in my classroom. My students most recently collaborated while applying knowledge of expressed, reserved, and concurrent powers (with QR Codes and a Google Form!) We’re also huge fans of digital #BreakoutEdu activities! #sschat
Responding late to this - I'm from Iowa and I teach World History and IB History. I'm thankful for family and the delicious food Im going to inhale on Thursday!#sschat
A2 Ss need to read/decode sources, understand context and meaning, identify main idea/claim and evidence, visual literacy, media literacy with sources. #sschat
A2 - Students must learn and practice interpreting all kinds of sources - What is the author/artist trying to tell me or sell me? They they have to practice using those same skills to send their own messages #sschat
A2 I think visual literacy skills are a must. Being able to critically analyze an image is a great way students can work with inquiry. #osussmce#sschat
A2) Some important literacy skills needed for inquiry are the ability to ask thoughtful questions, respectfully disagree with others, and explain new ideas. #sschat#osussmce
A2 Ss need to read/decode sources, understand context and meaning, identify main idea/claim and evidence, visual literacy, media literacy with sources. #sschat
Q2: being able to interpret and analyzing multiple historical and contemporary sources and viewpoints and differentiate from fact and opinion #osussmce#sschat
A2 #sschat SS is literacy, literacy is SS - like PB and J. Love Probst and Beers sognposts for nonfiction to help in this area - and that my #promance@DrLWalczak is a stud literacy T
A2) Ss need to be able to decode text but also grapple with subtext (as @BruceLesh describes it) - purpose, point of view, context, etc. And this is the case whether they are exploring maps, political cartoons, photographs, etc. #sschat
Checking in a little late. I’m an instructional specialist for Social Studies at the Kentucky Valley Education Cooperative. Looking forward to tonight’s #sschat
A2: I think media literacy skills are extremely important for inquiry. Students need to be able to recognize the good from the bad and realize how bias effects the sources they examine #osussmce#sschat
A2: recognizing bias in sources is extremely important. As we dive into primary sources, we identify who created the source and a bit of background about them as people (as much as possible!) Reading and re-reading sources actively is also a vital skill #sschat
One needs to be able to interact effectively with all of these. Ss need to know how to interact with media & critique. Same for P & S sources.
They also need the less tangible literacy of looking at a thing thru a lens besides their own, a human, not academic, view
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Decoding skills are very important for inquiry to work in social studies. When students are able to understand and decode the meaning of text, great questions can come about from there. #osussmce#sschat
A2: Media literacy is critical for inquiry. It's alarming to see the statistics for the number of adults who can't discern between fact and fiction. In addition to media literacy, students need to develop literacy in learning...understand how to learn. #sschat
A2: literacy skills needed are being able to interpret and make inferences from the text. Being able to use evidence from the text to support a statement. #sschat#osussmce
A2 In order for successful inquiry to take place in SS classes, students will need to have strong decoding and interpretation skills in order to analyze sources and consider new perspectives #sschat#osussmce
A2: being able to interpret and analyzing multiple historical and contemporary sources and viewpoints and differentiate from fact and opinion #osussmce#sschat
So much scaffolding and building blocks involved in that. It has to be flagrant and blantent before we slide into nuances - but time consuming too! #sschat
A2) Some important literacy skills needed for inquiry are the ability to ask thoughtful questions, respectfully disagree with others, and explain new ideas. #sschat#osussmce
Once again, #sschat is WHOOOSHING by your screen ... and your browser is filling up with tabs & bookmarks.
We will post a @wakelet archive a few minutes after the chat so you can relive & revisit the whole thing.
A2. A SS student needs to be able to analyze content & be able to convey their thoughts about what they're analyzing. Literacy skills are constantly expanding- students are incredible about using technologies in new ways to show their learning! #sschat
The background of their environment at that moment is also very important
What was going on when they wrote/made what they did? What were the big issues of the time?
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Social studies classes lay the foundation for successful interactions with ideas, people, and issues. Learn how the C3 Framework supports the development of these essential skills using the "inquiry arc." https://t.co/QyR5UqV61H#sschat
A2) Ss need to be able to decode text but also grapple with subtext (as @BruceLesh describes it) - purpose, point of view, context, etc. And this is the case whether they are exploring maps, political cartoons, photographs, etc. #sschat
A1 Critical thinking involves but is not limited to, analyzing different texts for similarities and differences, continuity and change, categorization. And usually involves writing. #sschat
A2 (cont) it’s also incredibly important that our student learn how to listen to their peers, other and conflicting opinions, to understand rather than to shout their own opinions back. We work on this with our Structured Academic Controversies. #sschat
A2: Decode, anaylze, annotate, find the value and limitations of sources. Sub out texts sources with pictures to help practice skills if necessary. #sschat
It was college before I ever learned logic and how to discover fallacies. My own kids went to a private school where it was taught. I love seeing them point out politicians horrid rhetoric! #sschat
Dearest #sschat#edchat attendees of #ncss18
If you want to talk about using podcasts in class, or tell us what episodes you WANT us to do, stop on by our table! Also looking for teachers to have on the show. We can also talk about board games or the Magna Carta if you want.
A3: Inquiry-based edu requires a lot of reflection...thinking about your learning as well as your thinking. Reflection ought to lead to further questions and further analysis. #sschat
Q3) Inquiry learning promotes literacy development by allowing students to practice skills such as asking, explaining, and agreeing/disagreeing. #sschat#osussmce
A3: Inquiry based learning can help students develop literacy skills by helping students learn how to decode and analyze different texts from different perspectives. #sschat#ssvpln
A3) When Ss come up with the questions or are grappling with ?s that are meaningful to them, they will more willingly tackle sources that may be more challenging & that offer opportunities for developing literacy skills. #sschat
A2 There are a few struggling readers in my class but they should still be able to participate in inquiry. Helping students know what questions to ask based on what they’re seeing is the foundation for inquiry #osussmce#sschat
A3) Inquiry learning promotes literacy development by allowing students to practice skills such as asking, explaining, and agreeing/disagreeing. #sschat#osussmce
A3 - When presented with challenging and interesting learning activities students will learn all kind of content, thinking and production skills. It is a mistake to think they must learn those things first. They learn them by doing them. #sschat
A3: Literacy skills are crucial to inquiry - otherwise students are just reading words and not understanding meaning. Therefore they cannot get anywhere in any project besides fluency #sschat
A3: I think IBL gives students the agency to dig into a topic of their choice versus us "telling them" what they must do. BUT - it's vital that Ss are competent to do so or you've frustrated and lost them. #sschat
Hi All! Author of Civics Book from NC here~ Appreciate participating on occasion. Thank You! FYI if anyone interested, offering free download of my book Nov. 22-Nov. 26. Book OK for Middle & HS as a supplement. Happy Thanksgiving! https://t.co/VMtrTnA6JK#sschat
Yes- We need to get our students to question more. Question findings, their learning, and how to make sense of the continuum of social studies. #sschat
A3: Inquiry-based edu requires a lot of reflection...thinking about your learning as well as your thinking. Reflection ought to lead to further questions and further analysis. #sschat
A3: Literacy skills are crucial to inquiry - otherwise students are just reading words and not understanding meaning. Therefore they cannot get anywhere in any project besides fluency #sschat
A3. Inquiry based learning helps students to practice conveying their thinking, problem solving, and identifying the purpose of a question (as just a few examples) All are important components of literacy- and all are important outside of the classroom! #sschat#osussmce
A3
For an election-related topic recently, many of my students were motivated to read sources they never would have considered or attempted otherwise .... One even asked questions at first like "Why do they even *have* more than one news source?" Now she knows ;)
#sschat
A3 IBL has students practicing problem-solving and perspective-taking skills, both of which will enhance their ability to decode meaning in sources and consider/address multiple perspectives in both their reading materials and writing pieces #sschat#osussmce
A3: inquiry based learning gives students authentic learning opportunities which build on prior knowledge and understandings. It also allows for students to investigate their own interests to enhance engagement, ultimately supporting literacy development #osussmce#sschat
A3(a)
Inquiry-based learning can support literacy development b/c demands analysis.
Literacy, like any other skill, must be kept sharp & needs continual sharpening
Inquiry requires analysis of texts & other sources, thereby putting skills to use
#sschat
A3(b)
Also, inquiry of new mediums (cartoons, art, videos, music, etc) develops new literacies
Inquiry into other perspectives (cultural or otherwise) also builds perspective literacy
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A3: I believe Inquiry based learning can allow students to analyze, decipher, and make their own interpretations by allowing them to make a claim and using evidence to back it up. #sschat#osussmce
Very good point! We can get students to work with challenging sources and push themselves by making sure the source is about something that relates and is meaningful to them! @OSUSocStudies@vrvanzant#sschat#osussmce
A3) When Ss come up with the questions or are grappling with ?s that are meaningful to them, they will more willingly tackle sources that may be more challenging & that offer opportunities for developing literacy skills. #sschat
A3 You can help students develop the skill of knowing what a reliable source looks like which, as other people mentioned, is a crucial skill with the vast amount of information available to students #sschat#osussmce
A3 #sschat Inquiry is the root of social studies (actually, the Latin root of history is 'learning by inquiry') - as Ss interact with text and visuals, it should start with, continue with, and end with questions!
true, it's allergen-free!
neither creamy nor crunchy
non-fattening
doesn't get stuck on the knife even after you run it through the dishwasher
Social Studies rules
#sschat
"The difficult challenge of teaching reading, writing, and speaking in addition to social studies content and skills."
Um. Yes. If I require them, I must teach them. But how to fit it all in?
#sschat#historyteacherhttps://t.co/Loia4c2n3O
A4 Model close reading, think aloud my metacognition as we complete an example of tasks, focus on a particular literacy skill in a lesson, sentence stems. #sschat
A4) Start small! Provide students with scaffolds, such as sentence starters, small group work, and graphic organizers to support their literacy growth. #sschat#osussmce
A4: To scaffold literacy development in inquiry based lessons you have to start with something simple that all the students will be able to understand. Then build the foundational skills of decoding and analyzing the text and teach them to question the texts. #sschat#ssvpln
A4) I offer choices in sources, have some Newsela options, use a variety of sources, create screencasts modeling active reading/annotation, etc. Might look different as I'm in an online setting w/ no synchronous instruction. #sschat
A4: lots of modeling! Also important to provide a good framework for students to follow as they work thru their inquiry. Proper guidance allows students to explore w/o feeling utterly lost #osussmce#sschat
A4 This is where all the real learning happens.Guides that help students "read" a variety sources are crucial. Next thinking scaffolds that help students connect content and ideas work.Then finally various drafting - writing process steops help with the production piece. #sschat
A4
I recently did a lesson on the electoral college in my Gov classes
I used excerpts from an article which rebutted "myths" about its function & use to have my students look for the author's arguments and give their own opinion with reasoning
#sschat
I just started small with basic reading analysis & arguments. Even with the simplicity of the questions, many gave wonderful responses, so I intend to jump a few levels up with my scaffolding next semester
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A4: I like to use a tree as an analogy. The roots rep Ss background info which we explore together as a group. The trunk is instruction I provide to the whole group. The branches rep the Ss taking their learning in varying directions. The final step takes practice. #sschat
A4: Model close reading for the students - one of my favorite things to do is read a text together, paragraph at a time and mark up the text to show students how I think and the stock questions I ask to dig deeper #sschat
A4) Start small! Provide students with scaffolds, such as sentence starters, small group work, and graphic organizers to support their literacy growth. #sschat#osussmce
A4: Chunking activities, making engaging projects, smaller written sources or pictures, graphic organizers for gathering information, group work, peer review of arguments, and model the activity/skill (mini lesson). #sschat
A4: To scaffold students you need a base to start with. This could be the use of sentence starters or having students focus on a certain skill for certain lessons. Once you have that base then you can build on from there. #sschat#osussmce
A4: Use modeling and make use of frameworks and graphic organizers. We don't want our students to get discouraged by being overwhelmed at the start #osussmce#sschat
Visual literacy is vital to our discipline. Those same subtexts found in written texts apply to political cartoons, artwork, etc., requiring the same critical thinking. #sschat
A4: preteaching vocabulary and foundational information, model annotating, & giving students time to discuss with each other in small groups #osussmce#sschat
Having students work in small groups is a great way to scaffold literacy development in your inquiry lesson. Students can help each other by bringing their own skills to the table. Modeling reading text in depth would be great as well. #osussmce#sschat
A4 Start small and work your way towards more in-depth inquiry practices. Modeling is key! Provide frameworks such as sentence starters or annotated texts for students to practice with to start. #sschat#osussmce
Signposts work great for longer texts - love the words to the wiser. Try it for "I Have a Dream" - it makes perfect sense for close reading, then craft Qs from there. #sschathttps://t.co/ayTspvtZWW
A4. Scaffolding starts w knowing that not all students are starting at the same place w the development of their literacy skills. Start w items that will help every student, ex. partner/small group work, modelling, & structuring tasks to encourage close reading #sschat#osussmce
A4 Model close reading, think aloud my metacognition as we complete an example of tasks, focus on a particular literacy skill in a lesson, sentence stems. #sschat
I love having students highlight different signposts in different colors to track what their go-tos are. Easy to do on @Newsela or Google Docs or old fashioned paper #sschat
In reply to
@Chucktaft, @flipping_A_tchr, @Newsela
We have to teach students how to not only find valuable research, but use that research to form strong, well-informed opinions about politics and ethics. #sschat
A5: I LOVE using Dueling Documents for this! Each document has an opposing POV. Ss analyze and critique, then discuss. Great way to get them to consider different viewpoints and develop all kinds of literacy skills #osussmce#sschat
A5) I try to provide Ss with sources that present different POVs and ask them explicitly to think about why they might be giving diff info, emphasizing different things, etc. I need to work on explicitly teaching how to develop counterclaims more specifically. #sschat
A5 I had them look for evidence supporting the various Points of View. For example, see this look at the Betsy Ross myth. https://t.co/HFyvRmGOh0#sschat
When we teach students to find strong sources and information, we are teaching them to spread that knowledge to others in a respectable way no matter the content the assignment addresses. #sschat
A5: When I taught APWH POV was a requirement for the writing portion of the exam. I developed a POV exercise using Childish Gambino "This is America" and @tobykeith "Courtsey of the Red, White, and Blue to launch a discussion about POV of America. Ss had lots to say! #sschat
A5:Showing students that there are different pov sources for the topic and establishing that each perspective is a valid part of history that we should respect and try to understand instead of rejecting it because it may conflict with what we believe or learned #sschat#ssvpln
A5 One of my favorite instructional strategies to examine contrasting POVs is "dueling documents", presenting two documents with opposing POVs and having students break down who is behind the perspective and why this would be their POV. #sschat#osussmce
I love using Reading Like A Historian and their different points of view in their documents. I pose questions once they make their stance to make them think deeper and question one another on their POV. #sschat#osussmce
A5: giving students two documents with very contrasting points of view and discussing who wrote each one and why their perspective is what it is. #duelingdocuments#osussmce#sschat
A5: I love using Reading Like A Historian and their different points of view in their documents. I pose questions once they make their stance to make them think deeper and question one another on their POV. #sschat#osussmce#sschat
I got a lot of mileage last year out of some pro-slavery sources like John C Calhoun, etc.
"Why did anyone think slavery was OK?" is not an elegant inquiry Q, but it sure got the class engaged appropriately & powerfully!
#sschat
A5) I think it’s important to support students by teaching them how to compare and contrast and identify the reasoning behind different arguments. #sschat#osussmce
A5(a)
One sneaky but very effective trick my program advisor used was giving students wanting to take one side in a debate the opposite (by handing them a different sheet with their role in the debate)
It's tricky, but it pushes them to seriously consider the other side
#sschat
A5(b)
Also, I believe just presenting multiple takes on a subject, with differing ones from the same "camp" (i.e. political party), helps Ss see the variance in ideas on a given topic. They can see that Group A =/= this ideology, but is actually a coalition
#sschat
A5: I love using Reading Like A Historian and their different points of view in their documents. I pose questions once they make their stance to make them think deeper and question one another on their POV. #sschat#osussmce#sschat
A5: By modeling the types of questions you should ask when examining documents with dueling POV. If students know what questions to ask themselves it really helps layout a path to counterclaims #osussmce#sschat
A5. We start by asking "why was this created?" when looking at a source and then discussing how the intended audience changes how a source gives information. We're working on incorporating evidence into our answers! #osussmce#sschat
Half of the value attributed to research is the initial effort of pulling a question or topic apart and understanding where to start. We have to make sure that our students have that foundational skill before they research - especially those preparing for higher ed. #sschat
Yes! I have explored some of the @SHEG_Stanford lessons and can’t wait to use to provoke critical perspective-taking through primary sources. #sschat#osussmce
In reply to
@Byrnes922, @historytechie, @SHEG_Stanford, @SHEG_Stanford
A6: Students communicate their synthesize and knowledge during inquiry lessons through a whole class discussion. I feel that this is a great way to have students see other perspectives and how other students analyzed the sources. #sschat#ssvpln
A6) There are many ways for students to communicate what they’ve learned throughout inquiry learning: whole/small group discussions, graphic organizers, graffiti walls, posting through technology, etc. #sschat#osussmce
A6)I teach IB history and part of what they require of Ss is to 1) write source evaluations of it's values and limitations from origins, purposes, and content and 2) evaluate different POVs #sschat
A6) Usually in writing (paragraph or essay) but I've had Ss reply in video format, screencasts, etc. I'm reading this right now and getting lots of good ideas: https://t.co/cvGvfvYk4T Think infographics would also be a cool way for Ss to show what they've learned. #sschat
A6: You can't beat @Flipgrid for a quick and easy way to give students a space to share the details of their learning. However, I also like Google Sites because their work never disappears even after they've graduated. #sschat
A6
Thus far it has only been writing. However, I have had very little opportunities thus far.
I believe presentations, particularly in the form of debates, can allow students to display their comprehension of sources and a subject
#sschat
A6: My Ss communicate their synthesis either thru whole class discussion or by collaborating to create a presentation with Google Slides #osussmce#sschat
A6: students synthesize their source knowledge through graphic organizers at first and ultimately a whole class discussion to further understanding #osussmce#sschat
A6 Teaching students to have a respectful, content-based discussion would be great for this. I also want to use silent debates in the future #sschat#osussmce
And so products end up being debates, SACs, essays with counter arguments and other factors considered, etc. But their ideas are based on both content and their evaluations of the sources used. #sschat
A6 I recently developed a DBQ packet that has students synthesizing content using various graphic organizers throughout, restating each source's main idea in their own words, and ultimately a writing assignment arguing a perspective building on this synthesis. #sschat#osussmce
Info graphics are so much fun to create! I love @piktochart to make them on. It’s so easy for students to learn and quick to download and submit to Google Classroom (with the free version) #sschat
Nice. My students created poems for imperialism. I’m looking to work with my student teacher on incorporating found and/or blackout poetry next semester. #sschat
Though my dissertation was a series of inquiry task around searching the web to answer question like "What role did women play in the American Revolution? How were three freedoms forgotten in a struggle for independence?" #sschat (https://t.co/PPtHYwrPoz)
A7 Maybe not a full lesson but I like the idea of taking modern photos and coloring them black and white and have students try to figure out when the photo is from #sschat#osussmce
A7
Used this (https://t.co/aSllOdrI13)
to build a lesson analyzing varied perspectives on econ & policy. I believe it can be tweaked for a variety of gov or econ lessons
#sschat
A6: Having small/whole group discussions is a great way for students to show what they have learned. Also, in my media literacy class we have used Flipgrid which I think is a great tool that allows students to express what they have learned. #sschat#osussmce
A6. I've tried having students start w analyzing a source & coming up with a claim, then finding evidence to support their claim on a second/third run-through. We've used many different types of mediums to show responses after collecting evidence! #osussmce#sschat
A7 My students enjoyed and did well with their Imperialism area of focus inquiry and social media campaigns in World. *Still need to add GIF. #sschathttps://t.co/Ajhkq7aMkO
A7: My previous answer works here, too! Dueling Documents is by far my fave. I created a lesson where students analyzed 2 political cartoons offering opposing POVs, then discussed, then whole class did Take a Stand to explain their thinking #sschat
A7) I just used the @SHEG_Stanford lesson on King Philip/Metacom's war (https://t.co/a02Y21ymgY) which was the starting point for our unit on rebellion and revolution. And I am using their lesson on Confucianism and Daoism tomorrow, too (different course) #sschat
Thanks for joining #sschat tonight. I’m thankful for this PLN. Hope everyone has a great Thanksgiving and I hope to cross paths at #ncss18 next week in Chicago.
A7: My favorite inquiry lesson was interpreting and analyzing different map representations in one of my classes. It challenged us to see the world in a different perspective #sschat#ssvpln
