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Greg Kulowiec provides an excellent working definition: App Smashing is the process of using multiple apps to create projects or complete tasks. I often recommend the use of this tool in History as a way to explore primarysource documents. Here is where app smashing comes into play.
It’s the hardest primarysource I teach and I’m sure many of you feel the same. One (Picture match) is a non-threatening way to apply the definitions of each of the principles. If you are new to Active History Teacher, then let me tell you. appeared first on Active History Teacher. I WANT it to be meaningful.
The United States has experienced so many dynamic changes throughout its rich history. So, it shows that while it is a good term to generalize a scattered era of history, it has flaws. Students will learn this through several primarysources before deciding if the era was truly progressive after studying the definition.
It was a solid day of learning that tied the content to something personal and familiar for the students, making the history feel less distant and more relevant. I provided the Google definition for each term, but I wanted them to make it their own. We’re definitely keeping Number Mania in the rotation! On to the next!
Patty Topliffe, who teaches social studies at Woodstock High School in Vermont, said teaching vocabulary and other literacy skills to her students helps them understand primarysource documents. This past academic year, all high school English and history teachers received training; this fall, it’s science and math teachers’ turn.
Dear Bonni, I'll be teaching a course on the history of Ireland later this year. Seeing as how art has been such a big part of Irish history and culture, I was thinking about something artistic in some way, but how on earth do I grade something creative? What do I do? I feel weird about testing them on genocide.”
For instance, if I was teaching Social Studies today… My students and I definitely would be tapping into an incredible diversity of online resources. It also offers a YouTube channel on which historians discuss their work , making history come alive for contemporary youth. government as well.
Around May of each school year, I start thinking about US History EOC review activities to get my students ready for their state assessment. Students are then more likely to retain the massive amount of content you cover in a year of US History. I love going back to my US History Review Packets for each unit in the curriculum.
From well-structured informational text to primarysource passages, there are many opportunities to build reading skills. Vocabulary Development The programs scaffold the learning of social studies and history vocabulary by presenting the words and phrases in context but offering succinct definitions in the margins and glossary.
That rubric defined “rigor” as student engagement with primarysource texts and artifacts. Question Two) — is most appropriately addressed by interpreting primarysources. Generic accounts of thinking skills often treat document reading and analysis as the bread-and-butter of history teaching and learning.
Teachers of history and social studies on all grade levels know they want students to do more than just memorize facts; they want students to practice thinking about history as well. Humans remember what we think about, so actually engaging intellectually with history will help students to remember more of it.
Students annotated laminated primarysources and collaboratively planned essays. I was assigning SAQs this way for AP World History. I’d definitely check. Collaboration with plain old chart paper. They even snapped images so they had access to the info outside of the classroom. for each unit.
While right-wing legislatures restrict the teaching of Black history, we are pleased to support teachers who work to teach truthfully about U.S. In a class with teachers , Delmont explained the relevance of learning this history. We’ll add more once teachers use the new paperback edition.
The right is doing all they can to suppress the teaching of history, but they are not succeeding. Mexico War: “We Take Nothing by Conquest, Thank God” Lesson by Bill Bigelow and student reading by Howard Zinn This interactive activity introduces students to the history and often untold story of the U.S.-Mexico How do we know?
History students. For the full 90-minute block period students discussed, jotted down notes, and exclaimed in both horror and shock as they learned about a sliver of our country’s hidden history. Paradoxically, teaching people’s history leaves more room for hope than any other educational framework. Here are just a few.
I had used AI to simplify the primarysources into 7th-grade-friendly readings, hoping this would keep students engaged and make the sources more accessible. This made the Loyalist primarysource lesson from the Digital Inquiry group a perfect choice.
6th insurrection at the Capitol (I have a lesson for this here ), I came across an article about the only "successful" coup or insurrection in US History. This is something that needs to be a part of a US History curriculum. There are 8 sets of primarysources, each with a few short paragraphs explaining them in context.
Jesse Hagopian: The Condemnation of Blackness is a history of the construction of the idea of Black criminality in the making of the United States, and it reveals the influence of this pernicious myth rooted in statistics on our society and our sense of self.
Sketch and Tell Connect with SWBST pushed students to synthesize information visually and see the cause-and-effect relationships in history. Paraphrased a Google definition (to compare with their explanation). Annotate and Tell: Marshalls Ruling We then moved to primarysource analysis. 70% and 77%.
Whitaker to talk about his book, The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America , a history of the idea of Black criminality in the making of the modern United States. I appreciated hearing about the history of how data has been (mis)used to construct a narrative of Black criminality.
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