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After Jessica Ellison invited me to participate in a conversation about how academic historians might be of use to K-12 teachers, I did a little research: I asked teachers at our state socialstudies council what they most needed for their work. The answers were clear: time and confidence, they said.
We just had a consultant come to my school to do a review of our socialstudies program. That rubric defined “rigor” as student engagement with primarysource texts and artifacts. In other words, that’s what they expected to see in a high-functioning socialstudies class. My district hired them.
Creating Connections Because Studies Weekly’s print publications are consumable, students can create artifacts to demonstrate their learning by cutting the primarysources and other information out of their publications. Explaining what they know increases their confidence and solidifies their knowledge.
Your Studies Weekly Online classroom contains digital versions of your publications and more online resources like digital lesson plans, videos, and presentations you can project to the whole class. Examples of Student Learning Artifacts created with Studies Weekly printed publications: I hope you find these resources helpful.
This is indeed a worthy goal: we want history and socialstudies classrooms to be active places where students are doing the intellectual work of our discipline, and often that work is best done in conversation with peers or with a teacher or both. In the earlier grades we are often looking at a pattern of behavior or an artifact.
C3 Teachers followed six secondary and middle level preservice teachers at the University of Kentucky as they designed inquiries for their socialstudies methods class. Socialstudies affords endless possibilities for inquiry. In the world of socialstudies, there are a plethora of topics to cover.
C3 Teachers followed six secondary and middle level preservice teachers at the University of Kentucky as they designed inquiries for their socialstudies methods class. Socialstudies affords endless possibilities for inquiry. In the world of socialstudies, there are a plethora of topics to cover.
Unfortunately, this portrayal isn't unique and reflects a broader issue with how socialstudies is perceived. Achieved through direct instruction, presenting big ideas first engages students for subsequent details in many socialstudies classrooms. Students now question and eagerly await answers.
Wells, Shirley Chisholm or Denmark Vesey from his high school socialstudies textbooks. Students can hear a narration about these individuals, read their biographies, look at artifacts from their lives, and learn about the time period in which they lived and what they accomplished. Subscribe today!
Are you serious about teaching SocialStudies skills, but looking for new ways to incorporate them? It is exactly what it sounds like…students examine artifacts and not only infer information from the artifact, but also draw conclusions from a multitude of examples. What battle are these artifacts referencing?
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