Reading Like A Historian The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues.
Tip of the Week – SOAP I met Wiley Popovitch at the NCSS conference several weeks ago and shared a handy, dandy primary graphic organizer with me that I hadn’t heard of before. Wiley teaches middle school in Arizona and says his kids use it a lot while working with primary sources. I like it too and figured I would pass it along. It’s called SOAP. SOAP stands for Source / Occasion / Audience / Purpose and was developed by Tommy Boyle at the University of Texas, El Paso to help integrate language arts and social studies. It seems like a pretty simple way to help kids remember to ask the right sorts of questions while messing with primary documents. National Archives: Teaching With Documents When we ask students to work with and learn from primary sources, we transform them into historians. Rather than passively receiving information from a teacher or textbook, students engage in the activities of historians — making sense of the stories, events and ideas of the past through document analysis. Document Analysis Document analysis is the first step in working with primary sources.
review-Examining the Evidence: Seven Strategies Examining the Evidence: Seven Strategies for Teaching with Primary SourcesBy Kathleen Thompson and Hilary Mac Austin (Maupin House Publishing, 2014 – Learn more) Reviewed by Nicole C. Miller Geography Awareness Week 2017: The Geography of Civil Rights Movements This week, Geography Awareness Week celebrates 30 years of geo goodness. Established in 1987, the week is designed to promote geography and highlight the relevance of a geographic education in preparing citizens to understand and debate pressing social and environmental issues and problems. This year’s theme focuses on the Geography of Civil Rights Movements. A recent American Association of Geographers press release suggests that a “civil rights-themed Geography Awareness Week can be an important moment, especially during these turbulent political times, to come to terms with the nation’s unreconciled legacies of oppression and domination.” The AAG goes on:
Social Studies Central Featured Product: Evidence Analysis Window Frame We often ask students to analyze evidence and to think historically. But these are skills that often need scaffolding. So we’ve printed historical thinking questions along the edges of heavy duty plastic sheets that your students place on top of photos, documents, maps, political cartoons, and other pieces of evidence. Kids then use dry erase or overhead pens to connect historical thinking questions with evidence found in the document. This Evidence Analysis Window Frame combines critical thinking with a visual, tactile activity that is great for encouraging historical thinking, developing analysis abilities, and supporting literacy skills.
Teaching with the Library of Congress Stop-action photography has become an integral part of our lives. It allows us to watch the beauty of a dancer, the grace of an athlete or the motion of an animal one frame at a time. It is hard to believe that until Edweard Muybridge began his study of animal locomotion with photography in the late 19th century, we were limited to only what the eye could see or what was in a single photograph. In celebration of Muybridge’s birthday, the Library of Congress has uploaded a number of Muybridge’s Animal Locomotion images from its collections into Flickr.
Bringing Congress to the Classroom skip navigation Library of Congress Law Library of Congress Suggestions enabled. Why Instructional Design Must Focus on Learning Outcomes, Not Learning Activities It’s no secret that kids learn better when teachers provide learning activities that keep them engaged. Teachers work tirelessly to plan engaging lessons that capture and keep the interests of their students, thereby making content more accessible. However, teachers continue to feel the daunting pressure to compete for their students’ attention amidst the ever-evolving and rapidly-hanging mass media, social media, and entertainment industry, as these elements do a stellar job of keeping students highly engaged outside of the classroom. Although it is vitally important for us to know and understand our students' interests and the best conditions under which they learn, there is good news: It’s not necessary that we focus our efforts on competing with the devices and activities our students engage in during their downtime outside of the classroom! Recreation, entertainment, and downtime for students outside of the classroom are just that: recreation, entertainment, and downtime.