Check this out!
This guy, Joel Ralph, is the Education and Outreach Programs Coordinator of Canada's National History Society, and he has a BLOG that explores the use of technology and education.
I was searching for some online maps, and found his exploration of Canada map. Clicking on each route brings up information about the voyage. I'm pretty sure that students will find this engaging!!! I'm a big fan and user of google earth and google maps, so I think this is pretty exciting. His blog has some really cool content and lots of resources!
MAP
Wednesday, October 29, 2008
Tuesday, October 28, 2008
Current Events
Over the last two weeks I learned more about what is happening globally than I have in a full year. Current Events was huge with the Social Studies department at my highschool. The activity took up 20-3- minutes everyday, given the classes are 2.5 hours long. When I was asked to do some current events for one class I had to actively research the night before and was amazed and what the kids found themselves. Here's a site I used to speed up the process:
http://digg.com/news/.
I probably wouldn't suggest students visit this site only because there can be some questionable material on it. I would use it as a conversation starter and fun way to start current events. My favourite way to start the class was when teachers would use humour to relax the class, and using a funny global story could do that work for you.
http://digg.com/news/.
I probably wouldn't suggest students visit this site only because there can be some questionable material on it. I would use it as a conversation starter and fun way to start current events. My favourite way to start the class was when teachers would use humour to relax the class, and using a funny global story could do that work for you.
Article Review
For my article review I chose Holistic assessment through speaking and listening: an experiment
with causal reasoning and evidential thinking in Year 8 by Giles Fullard and Kate Dacey.(1) The article looks at current assessment methods in the social studies/history courses for children in Year 8 in Great Britain. It is current practice both in Great Britain and North America to use the essay as the primary form of assessment in the social studies/history idiom. Fullard and Dacey believe that this is a very inadequate form of assessment and set out with the help of other secondary school educators to develop a model of assessment based on other means. It would be a holistic approach including both speaking and listening along with the already functional essay. “We... tried to think of ways to access students’ extended thinking on a different basis but with the same academic rigour... Speaking and Listening... provide part of the answer.”(2) The thought behind including all of these factor is that by speaking and listening students will develop the skills necessary to organize and write a academic paper.(3) The debate became the necessary model for Fullard and Decey to help implement their plan of holistic assessment. The process of the debate from the preliminary research to the development of the main arguments to the organization of questions and other factual evidence for rebuttal is meant to help encourage students to do the same process for paper writing.(4)
For the purposes of assessment this was a three fold idea: to encourage verbal skills necessary
for social interaction, to encourage critical thinking skill through listening and reasoning, and to
encourage better writing and research habits in student essay writing.(5) Fullard and Dacey were at first overwhelmed with the new scheme for assessment. There became too much for one teacher to try and assess about every student in too short of a period of time. They came to the
conclusion that these debates must be filmed in their entirety to help teachers have more time to
gauge and assess student learning and comprehension.(6 )Through trials in different Year 8 classes in Great Britain, Fullard and Dacey came to two major conclusions about their new model of assessment: the first being that where students who previously struggled in the written essay
continued to show the same struggles in the speaking and listening portions of the debates, and the second being that although speaking and listening are important they are not the answer; speaking and listening must be a part of the overall assessment method in order to be effective.(7)
For my purposes I agree with the findings of Fullard and Dacey. I would find it hard to believe
that speaking and listening provide the sole answer to problems with assessment. I also find it
irresponsible to believe that the struggling student would excel at something that is essentially the same thing done a different way. I do believe that the debate is an important part of learning and can also play an important role in assessment. I must remind myself however that because of the large class sizes that I will surely encounter, not every student will have a fair chance to participate. Agreeably, it is part of the answer but certainly doesn’t constitute the whole answer.
(1) K. Dacey & G. Fullard, Holistic assessment through speaking and listening: an experiment with causal reasoning and evident thinking in year 8, in “Teaching History,” The Historical Association, June, 2008, 25 - 29.
(2) Ibid., 25.
(3) Ibid., 25.
(4) Ibid., 28.
(5) Ibid., 29.
(6) Ibid., 28.
(7) Ibid., 29
with causal reasoning and evidential thinking in Year 8 by Giles Fullard and Kate Dacey.(1) The article looks at current assessment methods in the social studies/history courses for children in Year 8 in Great Britain. It is current practice both in Great Britain and North America to use the essay as the primary form of assessment in the social studies/history idiom. Fullard and Dacey believe that this is a very inadequate form of assessment and set out with the help of other secondary school educators to develop a model of assessment based on other means. It would be a holistic approach including both speaking and listening along with the already functional essay. “We... tried to think of ways to access students’ extended thinking on a different basis but with the same academic rigour... Speaking and Listening... provide part of the answer.”(2) The thought behind including all of these factor is that by speaking and listening students will develop the skills necessary to organize and write a academic paper.(3) The debate became the necessary model for Fullard and Decey to help implement their plan of holistic assessment. The process of the debate from the preliminary research to the development of the main arguments to the organization of questions and other factual evidence for rebuttal is meant to help encourage students to do the same process for paper writing.(4)
For the purposes of assessment this was a three fold idea: to encourage verbal skills necessary
for social interaction, to encourage critical thinking skill through listening and reasoning, and to
encourage better writing and research habits in student essay writing.(5) Fullard and Dacey were at first overwhelmed with the new scheme for assessment. There became too much for one teacher to try and assess about every student in too short of a period of time. They came to the
conclusion that these debates must be filmed in their entirety to help teachers have more time to
gauge and assess student learning and comprehension.(6 )Through trials in different Year 8 classes in Great Britain, Fullard and Dacey came to two major conclusions about their new model of assessment: the first being that where students who previously struggled in the written essay
continued to show the same struggles in the speaking and listening portions of the debates, and the second being that although speaking and listening are important they are not the answer; speaking and listening must be a part of the overall assessment method in order to be effective.(7)
For my purposes I agree with the findings of Fullard and Dacey. I would find it hard to believe
that speaking and listening provide the sole answer to problems with assessment. I also find it
irresponsible to believe that the struggling student would excel at something that is essentially the same thing done a different way. I do believe that the debate is an important part of learning and can also play an important role in assessment. I must remind myself however that because of the large class sizes that I will surely encounter, not every student will have a fair chance to participate. Agreeably, it is part of the answer but certainly doesn’t constitute the whole answer.
(1) K. Dacey & G. Fullard, Holistic assessment through speaking and listening: an experiment with causal reasoning and evident thinking in year 8, in “Teaching History,” The Historical Association, June, 2008, 25 - 29.
(2) Ibid., 25.
(3) Ibid., 25.
(4) Ibid., 28.
(5) Ibid., 29.
(6) Ibid., 28.
(7) Ibid., 29
Monday, October 27, 2008
More on the Canadian Election...
I know it's a little late now... but I got sent this link that will show you if you voted for who you agree the most with!! I've heard back from four people who did it, and three of the four actually voted for the same person that the site said they should... interesting!
It would be interesting to bring this into the classroom (either on a projector or have the questions pre-printed)... and have the students do a fake choice first and see if their choices match up.
http://release.theplatform.com/content.select?pid=x7aVOMrlfkkijQwcLllwk6WjB5JE0zrF
It would be interesting to bring this into the classroom (either on a projector or have the questions pre-printed)... and have the students do a fake choice first and see if their choices match up.
http://release.theplatform.com/content.select?pid=x7aVOMrlfkkijQwcLllwk6WjB5JE0zrF
Sunday, October 26, 2008
The French Revolution
I have a great resource to share with everyone who may be teaching social studies nine. I observed a unit on the French Revolution during the last two weeks and my mentor teacher passed me this resource that was passed to him from a fellow teacher…he even called it a professional learning community! The website outlines a group project where students create a newspaper, using different formats (editorial, sports, fashion etc) and different points of view (clergy, peasants etc) and at the end they share their renaissance inspired creations. check it out!
http://pw.vsb.bc.ca/library/ss9frrev.html#task
http://pw.vsb.bc.ca/library/ss9frrev.html#task
Critical Review:Journal: Canadian Social Studies v. 40 “‘Power Corrupts, PowerPoint Corrupts Absolutely’ Why Digital Technologies Did Not Change the S
This article was written by Michael Clare, a former Social Studies teacher, who makes several good arguments for and against using technology in the classroom. One of his critical arguments is to not use technology for the sake of using technology; it should be used as a tool that enhances learning and the facilitator should be readily equipped to use such technology with ease.
Most teachers do not have the expertise into integrate technology effectively and they lack software, support and training. Just throwing up any old video from youtube.com is not an effective use of technology in the classroom. Clare also points out that it is important to consider who is benefiting from the use of technology; is it just making your job easier or is it actually enhancing the learning of students? This is important to consider.
Another critical issue is that of the contemporary student and the role technology plays in their life. Students are able to find information quickly but do they know how to use the internet effectively? Cut and paste from wikipedia is not sufficient in demonstrating higher order thinking. It is important for Social Studies teachers to actively teach students how to use the internet for research, without plagiarism.
Clare is not suggesting that the use of technology is obsolete or useless but he does warn against the use of mindless technology and he urges every teacher to take opportunities to advance their understanding of technology, especially when it involves teaching and learning.
Most teachers do not have the expertise into integrate technology effectively and they lack software, support and training. Just throwing up any old video from youtube.com is not an effective use of technology in the classroom. Clare also points out that it is important to consider who is benefiting from the use of technology; is it just making your job easier or is it actually enhancing the learning of students? This is important to consider.
Another critical issue is that of the contemporary student and the role technology plays in their life. Students are able to find information quickly but do they know how to use the internet effectively? Cut and paste from wikipedia is not sufficient in demonstrating higher order thinking. It is important for Social Studies teachers to actively teach students how to use the internet for research, without plagiarism.
Clare is not suggesting that the use of technology is obsolete or useless but he does warn against the use of mindless technology and he urges every teacher to take opportunities to advance their understanding of technology, especially when it involves teaching and learning.
Critical Review of, “Educating the Next Generation of Global Citizens Through Teacher Education One New Teacher At a Time” In Canadian Social Studie
This is my condensed critical review. If you click the title it will lead you to the home page of the initiative the article follows.
The article is based on the premise that there is renewed interest in the social engagement of today’s students. As we know from reading our textbook there are multiple ways to look at the aim of social studies education. In this article the authors see SS as an avenue for change in an "era preoccupied with consumerism (
Here are the links to these websites for you use:
May I add some of these ready made lessons are free but most are not.
Lindsay Dube
Community TIME!!!!!
There was a rally this past weekend for the Old growth forests, I even saw one of my classmates there I am sure there were more of you there but there were so many people I could barley find myself. I had no friends who wanted to go so I just jaunted down by myself, and I had a wonderful time. Sometimes I think there is nothing better than being a part of something great. Perhaps you can all check out the link and get involved. And if trees aren't your cup of tea, something else surely must be!!!!...
There was signs everywhere but one stood out. An older lady was carrying it and it was huge in was hand quilted I am sure and on the front it said stop Logging basically but it was the back that really made me smile ... It Said
WE ARE GENTLE ANGRY PEOPLE
have a great day and I shall see you all soon.
There was signs everywhere but one stood out. An older lady was carrying it and it was huge in was hand quilted I am sure and on the front it said stop Logging basically but it was the back that really made me smile ... It Said
WE ARE GENTLE ANGRY PEOPLE
have a great day and I shall see you all soon.
Afghanistan Forum
MAWO-UVic ~ Mobilization Against War & Occupation
* * * * * * * * * * * * *
FREE PUBLIC FORUM:
`After the Federal Election: Afghanistan
Prospects & Challenges'
* * * * * * * * * * * * *
THURSDAY October 30
7:00pm
University of Victoria
David Strong Building, Room C126
On October 14th, the result of Canada's Federal Election was the re-
election of a Conservative minority government, establishing yet
another War Government. This is not a government who will represent
the 56% of people in Canada who disapprove of the unjust war in
Afghanistan. Nor will this outcome end the brutal occupation imposed
on the people of Afghanistan.
The result of this election will continue the occupation of
Afghanistan on the destructive path which 7 years of war has waged.
Where is the liberation of women which Canada promised, when since
March 2008 alone, 100 women have committed suicide by lighting
themselves on fire in south western Afghanistan alone? (The
Guardian) Where is education for children, when there are 60,000
street children in Kabul alone? (UNICEF) As the occupation
continues, so will this crisis.
Although Canada does not have an antiwar government, we must have an
antiwar movement. Join antiwar activists and peace loving people to
discuss in depth what a war government means for Afghanistan, and
post election antiwar organizing in Canada.
* * * * * * * * * * * * * * * * *
For more information please email:
mawouvic@yahoo.ca
* * * * * * * * * * * * *
FREE PUBLIC FORUM:
`After the Federal Election: Afghanistan
Prospects & Challenges'
* * * * * * * * * * * * *
THURSDAY October 30
7:00pm
University of Victoria
David Strong Building, Room C126
On October 14th, the result of Canada's Federal Election was the re-
election of a Conservative minority government, establishing yet
another War Government. This is not a government who will represent
the 56% of people in Canada who disapprove of the unjust war in
Afghanistan. Nor will this outcome end the brutal occupation imposed
on the people of Afghanistan.
The result of this election will continue the occupation of
Afghanistan on the destructive path which 7 years of war has waged.
Where is the liberation of women which Canada promised, when since
March 2008 alone, 100 women have committed suicide by lighting
themselves on fire in south western Afghanistan alone? (The
Guardian) Where is education for children, when there are 60,000
street children in Kabul alone? (UNICEF) As the occupation
continues, so will this crisis.
Although Canada does not have an antiwar government, we must have an
antiwar movement. Join antiwar activists and peace loving people to
discuss in depth what a war government means for Afghanistan, and
post election antiwar organizing in Canada.
* * * * * * * * * * * * * * * * *
For more information please email:
mawouvic@yahoo.
Saturday, October 25, 2008
Critical Review -- Creative Assessment
“Redrawing the Renaissance”
Matt Stanford. Teaching History, Mar2008 Issue 130, p. 4-11
Assessment in the social studies classroom is usually straight forward. History teachers sort through and assess essays, tests, and perhaps the odd group project. The sad fact is that assessment in the social studies classroom usually relies on words – both written and spoken. This method, however, will obviously become boring and a bit tedious for both teacher and students. Plus, it is obvious that not all our students will be able to successfully transfer their ideas out onto paper. But how else could a teacher assess their classroom without grading written work? This question has been quite troubling for me, especially because it does not seem to be addressed much in our program. Luckily, I came across an article in Teaching History which looked at how to effectively place creative assessment in the social studies classroom. Grade seven history teacher, Matt Stanford, suggests that we can assess students’ historical understanding successfully through art.
Matt Stanford. Teaching History, Mar2008 Issue 130, p. 4-11
Assessment in the social studies classroom is usually straight forward. History teachers sort through and assess essays, tests, and perhaps the odd group project. The sad fact is that assessment in the social studies classroom usually relies on words – both written and spoken. This method, however, will obviously become boring and a bit tedious for both teacher and students. Plus, it is obvious that not all our students will be able to successfully transfer their ideas out onto paper. But how else could a teacher assess their classroom without grading written work? This question has been quite troubling for me, especially because it does not seem to be addressed much in our program. Luckily, I came across an article in Teaching History which looked at how to effectively place creative assessment in the social studies classroom. Grade seven history teacher, Matt Stanford, suggests that we can assess students’ historical understanding successfully through art.
The idea to assess using creative works instead of written or spoken word came when Stanford looked through the changes made to the British PLOs this year. Instead of being concerned with dates, identification of cultural trends and technology, the new version required students to have “a sense” of period as well as “a feeling” for its characteristic features. This simple change gave Stanford and his colleagues the room they needed to take their classroom assessment to the next level. They decided to use a creative mode of assessment while working through their up-in-coming Renaissance unit. In this unit, Stanford and his colleagues wanted their students to explicitly and implicitly draw links between the different cultural features of the Renaissance period as well as to “build and reinforce a flavour of what the Renaissance stands for” (p.6). To assess this understanding, the students were asked to create a piece of art which represented the changes in thinking that took place during the period.
In order to prepare the class for such a task, Stanford taught his students about the period and changes which took place during the Renaissance and provided them with a large amount of materials and references. While this helped the students begin to process the main ideas of the period, it obviously would not help them fully create a piece of art that could represent the cultural ideas in a Renaissance painting. Stanford then began to scaffold the project for his students, proving a tutorial on perspective for them as well helping to focus their ideas by getting the students to pick words and phrases from a list that best summed up the period. I believe that this was essential to the success of the project. If a teacher only showed their students several pieces of Renaissance art, the class would not get a full understanding of what the period stood for. Further more the assessment of the project would become corrupted – students would simply copy the symbols and techniques placed in front of them without holding the knowledge of why they were placing these pieces into their project. It is important to provide your students with enough information and scaffolding so that they may go through a process of selection and rejection to pick out the best ideas and techniques that fully represent the Renaissance.
Many could become sceptical of replacing a tried and true type of assessment with one that is untested and ‘creative’. This creative way of assessing, however, may assess a student’s knowledge more creditably. I believe that this may give students who are usually weak in writing and speaking a proper outlet to which they may be able to fully represent their knowledge and ideas. This is an incredibly important idea for me, especially because I am currently working with a classroom that has a high level of illiteracy and a low level of comprehension. This way of assessment may also allow out students to think as historians. As Stanford points out, “we [historians] all have our lists of items that, for you, sum up a historical period, idea or concept” (p.6). When historians think of a period or culture in time, we do not think in words – we instead think of symbols, faces, ideas, and cultural artifacts all of which represent some piece of the period. It is not until we are able to put all these pieces together when we can get a full picture of what the historical was like. Why not, then, put these images and ideas down in paper instead of the written word? I believe that Stanford’s article represents a more natural form of assessment for the social studies classroom that will make both the teacher and student feel comfortable with the subject matter.
Tuesday, October 21, 2008
Different Ages...Different Approaches?
Well I must admit... my observation has been been very lopsided (favouring english classes). I have spent some serious time consulting both my social studies mentor teacher, as well as other socials teachers... but have come to the conclusion that I am really nervous about socials!! I feel FAR more comfortable with the content of english classes, which i think is due to the fact that I have so many resources and ideas for english classes, and almost none for socials.
As it stands now, I will only be teaching one socials 11 class, but am hoping to pick up a humanities 9 class as well which is half socials/half english. I'm hoping that when we get back we can focus more on concrete examples of the curriculum of socials, and possible resources. I really want some practical applications of things so that I don't feel so stressed about teaching socials, since I think that over time it will be much more enjoyable for me than english (not sure why, just a feeling!)
As it stands now, I will only be teaching one socials 11 class, but am hoping to pick up a humanities 9 class as well which is half socials/half english. I'm hoping that when we get back we can focus more on concrete examples of the curriculum of socials, and possible resources. I really want some practical applications of things so that I don't feel so stressed about teaching socials, since I think that over time it will be much more enjoyable for me than english (not sure why, just a feeling!)
Monday, October 20, 2008
Community Time!
Because we're all scattered about in various states of excitement/distress, and community time has been postponed for a couple of weeks (don't we all miss it, now?)-- I have an item that is really worth noting:
The choir program that I will be taking on next semester is holding their "works in progress" concert THIS Wednesday at 7pm in the Oak Bay High theatre (west building). It's a great chance to see what choir programs are about and what they can do. This one is very performance based so the "in progress" is like most schools' "polished to a shine." The kids are pretty amazing in most of the groups. There's going to be some jazz, traditional African, spiritual and regular concert choir rep on show, plus solos.
Check it out!
And if you're thinking, good grief! Listening to teenagers sing in my spare time? REALLY?! then check it out anyway, be a good sport and support the arts that we all keep saying are so important (and maybe be suprised by what you hear).
The choir program that I will be taking on next semester is holding their "works in progress" concert THIS Wednesday at 7pm in the Oak Bay High theatre (west building). It's a great chance to see what choir programs are about and what they can do. This one is very performance based so the "in progress" is like most schools' "polished to a shine." The kids are pretty amazing in most of the groups. There's going to be some jazz, traditional African, spiritual and regular concert choir rep on show, plus solos.
Check it out!
And if you're thinking, good grief! Listening to teenagers sing in my spare time? REALLY?! then check it out anyway, be a good sport and support the arts that we all keep saying are so important (and maybe be suprised by what you hear).
Sunday, October 19, 2008
A Great Resource-access.ca
I hope everyone is enjoying their observations!
I was assigned a grade 8 social studies class and became nervous shortly after because I couldn't remember the grade 8 curriculum. Therefore, I thought I would search the internet to seek out any information on the numerous topics in the grade 8 text book. I came across this great site that I wanted to share with all of you. On this site you just type in the topic or key words (social studies related) and tons of information pops up, info such as maps, outlines, photographs, lessons, and activities. It helped me get started, take a look of you're in need of some great ideas!
CrossRoads
My practicum teacher for social studies is teaching all English this semester so I have another teacher to watch who is teaching social studies 10. So I have only watched one class. But I do have the book now that I am to use for Grade Nine Social Studies. I have begun to read it and am realizing I am quite lucky to be teaching socials nine because it is so rich in topics. I have begun to read the textbook I am to teach. It is full of wars, revolutions, Europe and and native relations. I am excited to teach this all, so nervous too. This post is about the textbooks we are too use. Did anyone use Crossroads? What textbooks are you using and how do you find them?
PS Is anyone else teaching socials nine
PPS THE SCHOOL VOTE
My practicum is at Reynolds high school and I just wanted to share some amazing things. The school did a school wide election vote based our own Canadian election. This is the result listed from most to least votes: Green, NDP, Liberal, and Conservative. In essence my school was the opposite of the actual election. In the grade 10 class I watched kids discussed the national election in relation to their own. It was amazing to watch and it gives me hope.
Composting- My school is very "GREEN" it has not only recycling but composting I am curious to know what programs there are at the school you al are at????
PS Is anyone else teaching socials nine
PPS THE SCHOOL VOTE
My practicum is at Reynolds high school and I just wanted to share some amazing things. The school did a school wide election vote based our own Canadian election. This is the result listed from most to least votes: Green, NDP, Liberal, and Conservative. In essence my school was the opposite of the actual election. In the grade 10 class I watched kids discussed the national election in relation to their own. It was amazing to watch and it gives me hope.
Composting- My school is very "GREEN" it has not only recycling but composting I am curious to know what programs there are at the school you al are at????
The venus project
Perhaps we have watched the Zeitgeist Movie perhaps we have not. I am quite sure that some will find it offensive and down right shocking. Some will brush it off and anti culture. Some will believe it with blind fervor. In the end I think its a good movie to watch whether you agree or disagree. There is a second movie now which is also worth viewing and in it is this description of "The Venus Project" I thought the idea interesting so I went on to their website and I am still checking it out. The idea behind this whole project is to move from a monetary based society to a resource based society. You should give any or all these things a look even if they are counter to your views or beliefs.
I guess for me social studies is about exposure. Exposure to society and to the way all people look at the world. It is a chance for children and teens to formulate their own critical eye when looking at the world through the ideas of others. Moreover, I look it as a place they can come to their own conclusions about the world through exposure.
This project and the movies themselves are just one way someone has decided to look at the world. I guess to me this video is not shocking nor is it far from reality as I conceive it. But for some it will be. I guess in the end what I am saying not there are ways people see the world that offend me, and the way that I see the world offends some other but for the sake of the students in our class and really for the sake of our selves we should go out there and expose our selves to all ways of seeing the world.
http://video.google.com/videoplay?docid=7065205277695921912 (2nd zeitgeist)
http://www.thevenusproject.com/
I guess for me social studies is about exposure. Exposure to society and to the way all people look at the world. It is a chance for children and teens to formulate their own critical eye when looking at the world through the ideas of others. Moreover, I look it as a place they can come to their own conclusions about the world through exposure.
This project and the movies themselves are just one way someone has decided to look at the world. I guess to me this video is not shocking nor is it far from reality as I conceive it. But for some it will be. I guess in the end what I am saying not there are ways people see the world that offend me, and the way that I see the world offends some other but for the sake of the students in our class and really for the sake of our selves we should go out there and expose our selves to all ways of seeing the world.
http://video.google.com/videoplay?docid=7065205277695921912 (2nd zeitgeist)
http://www.thevenusproject.com/
Saturday, October 18, 2008
First Week of Observation
Well, we have just completed our first week of our observation periods at our placements-I hope everyone is enjoying their first experiences.
I have observed a few different Social Studies classes, and I have been quite impressed by the teachers I have watched. One teacher in particular, has really inspired me, and has made me even more excited to begin teaching than I was before. I am fortunate to be placed at at school where every classroom has its own television, DVD player, projector, and computer, which can obviously make the teaching experience much more varied for the instructor, as well as making the learning experience much richer for the students.
The Socials Studies 11 (enriched) class that I observed last week, took full advantage of all of these resources in only 80 minutes. The unit was Canada's involvement in WWI, and focused particularly on key battles such as that of Passchendaele. The teacher utilized a video, in conjunction with his own concise notes to express the information in a clear and interesting manner. What I liked about his use of the video, was that he did not just play it from start to finish all the way through. Instead, he paused it at certain pivotal moments, to make comments, ask questions, and evoke critical thought and reflection. While the video was playing, he was busy making notes on the board, highlighting the most important issues-he never stopped. I found this strategy very effective; the students didn't have the opportunity to 'zone-out,' while watching the film, because of the continuous pausing, reflecting, and accompanied note-taking.
When the film was over, and the key issues were addressed, the teacher then utilized his own personal laptop and the projector to show the trailer for the Passchendaele film which is coming to theatres next week. The students were even more interested in this tragic event by watching the preview. They even wanted to go watch the film as a class (during school hours of course!)
The entire trailer did not get to be played, however, as the computer started skipping and cutting-out. The teacher was understandably frustrated, as it was annoying, and somewhat took away from the intended experience. Nevertheless, he remained composed, and later told me that you cannot predict such technological malfunctions, but you simply have to roll with them. Because he saved the trailer for the very end of class, the technological hiccups did not spoil his lesson at all; I made a mental note of this: save resources that could potentially fail to the end of class.
I have observed a few different Social Studies classes, and I have been quite impressed by the teachers I have watched. One teacher in particular, has really inspired me, and has made me even more excited to begin teaching than I was before. I am fortunate to be placed at at school where every classroom has its own television, DVD player, projector, and computer, which can obviously make the teaching experience much more varied for the instructor, as well as making the learning experience much richer for the students.
The Socials Studies 11 (enriched) class that I observed last week, took full advantage of all of these resources in only 80 minutes. The unit was Canada's involvement in WWI, and focused particularly on key battles such as that of Passchendaele. The teacher utilized a video, in conjunction with his own concise notes to express the information in a clear and interesting manner. What I liked about his use of the video, was that he did not just play it from start to finish all the way through. Instead, he paused it at certain pivotal moments, to make comments, ask questions, and evoke critical thought and reflection. While the video was playing, he was busy making notes on the board, highlighting the most important issues-he never stopped. I found this strategy very effective; the students didn't have the opportunity to 'zone-out,' while watching the film, because of the continuous pausing, reflecting, and accompanied note-taking.
When the film was over, and the key issues were addressed, the teacher then utilized his own personal laptop and the projector to show the trailer for the Passchendaele film which is coming to theatres next week. The students were even more interested in this tragic event by watching the preview. They even wanted to go watch the film as a class (during school hours of course!)
The entire trailer did not get to be played, however, as the computer started skipping and cutting-out. The teacher was understandably frustrated, as it was annoying, and somewhat took away from the intended experience. Nevertheless, he remained composed, and later told me that you cannot predict such technological malfunctions, but you simply have to roll with them. Because he saved the trailer for the very end of class, the technological hiccups did not spoil his lesson at all; I made a mental note of this: save resources that could potentially fail to the end of class.
Friday, October 17, 2008
Procrastination or Incubation?
I was just listening to the CBC today which talked about the concept of procrastination versus incubation. A researcher has just published a study that promotes the incredible benefits of "incubation" -- in which we allow ourselves to stop working on something - we purposely divert our attention away from what we are trying to accomplish. We could email, listen to music, or do anything off topic. Apparently, we are much better prepared to tackle our work when we return.
I'm sure we've all heard of this concept or may use it ourselves, but it's even more important for us to foster "incubation" in our classroom environment. To what level should we embrace this idea? I think that allowing students to chatter amongst themselves may be a healthy form of incubation, if it is intermingled with their group discussion assignment. That's why having strict rules about talking or listening to music may not be a good idea.
I'm sure we've all heard of this concept or may use it ourselves, but it's even more important for us to foster "incubation" in our classroom environment. To what level should we embrace this idea? I think that allowing students to chatter amongst themselves may be a healthy form of incubation, if it is intermingled with their group discussion assignment. That's why having strict rules about talking or listening to music may not be a good idea.
Thursday, October 16, 2008
Some fabulous resources from our teacher-librarian!
These websites contains come awesome unit and lesson plans related to Canadian history. Have a gander:
http://www.historysociety.ca/edu.asp?subsection=les
http://www.histori.ca/prodev/default.do?page=.lp_index
http://www.statcan.ca/english/kits/courses/history.htm#link02
In my preliminary searches for detailed lesson plans for social studies on the web, I've been sadly disappointed. Instead, there is a sea of barely there, hardly unique examples of class outlines. I have stumbled on a number of valuable biology related material (my second teachable) but not socials. I was thrilled to have these links forwarded to me (I had browsed the statcan one previously, but in case you haven't).
Thanks to Diane Hayashi from Stelly's!
Cheers!
http://www.historysociety.ca/edu.asp?subsection=les
http://www.histori.ca/prodev/default.do?page=.lp_index
http://www.statcan.ca/english/kits/courses/history.htm#link02
In my preliminary searches for detailed lesson plans for social studies on the web, I've been sadly disappointed. Instead, there is a sea of barely there, hardly unique examples of class outlines. I have stumbled on a number of valuable biology related material (my second teachable) but not socials. I was thrilled to have these links forwarded to me (I had browsed the statcan one previously, but in case you haven't).
Thanks to Diane Hayashi from Stelly's!
Cheers!
Saturday, October 11, 2008
North Korea no longer terrorists according to USA
Just a small tidbit of info for you all. USA has taken North Korea of of the terrorism watch list. For a full article from CNN.COM use the link provided by clicking the title of the post.
Also provided here: http://www.cnn.com/2008/WORLD/asiapcf/10/11/us.north.korea/index.html
Also provided here: http://www.cnn.com/2008/WORLD/asiapcf/10/11/us.north.korea/index.html
The War of 1812
Just to add to Jonathan's earlier post, and because this is a hilarious take on a very famous part of Canadian history, I thought I would put up a link to this little video of a little Canadian band (if anyone knows their name, please add it, I can't remember) singing about the War of 1812. This could definitely be used to open up discussion about Canadian Nationalism, or the war. Plus its hysterical.
Check out the video here
Check out the video here
Friday, October 10, 2008
Protest Music
Hey guys!
So I'm watching Mtv this afternoon, since class was cancelled and on came this interview with Flobots. Some of you may have heard of them already (singles: "rise" and "handlebars"). They are teachers who are using music to (pause for dramatic affect) affect social change! This is not a new concept, but seems to not happen so much lately. They have managed to link together their passion for education, love of music, and desire for change all into one great little package. Check out their website or the website for their social change initiative for more info. There is lots of great info on both the websites that could help you to talk about these issues in your own class. And to add to Jonathan's post about historical music, their song "rise" is perfect (and its not metal or folk).
So check it out and watch the video too (I think you can link to it on their website).
ps. They are also a great example of teachers who are cool. Doesn't get much cooler then having your students walk into class listening to your song on their MP3 player. Just saying.
So I'm watching Mtv this afternoon, since class was cancelled and on came this interview with Flobots. Some of you may have heard of them already (singles: "rise" and "handlebars"). They are teachers who are using music to (pause for dramatic affect) affect social change! This is not a new concept, but seems to not happen so much lately. They have managed to link together their passion for education, love of music, and desire for change all into one great little package. Check out their website or the website for their social change initiative for more info. There is lots of great info on both the websites that could help you to talk about these issues in your own class. And to add to Jonathan's post about historical music, their song "rise" is perfect (and its not metal or folk).
So check it out and watch the video too (I think you can link to it on their website).
ps. They are also a great example of teachers who are cool. Doesn't get much cooler then having your students walk into class listening to your song on their MP3 player. Just saying.
Thursday, October 9, 2008
Another Resource
There have been a ton of great resources posted on this blog - I have found another. It is a search engine (and more) utilizing the collections of the Canadian Encyclopedia, Historica, Library and Archives Canada. While searching, you can limit the content found to: lesson plans, videos, text, artifacts, articles... or a combination of these.
And after you've found something you can create your own 'library' of resources right on the site (there's also room for your own personal comments on how and when to use a resource etc.) It is a huge resource, I know there's a million similar sites, but I would definitely recommend at least taking a look at this one. It's also pretty official - created by Canada Heritage. Take a look.
http://www.access.ca/home.html
Teaching Social Studies with Technology: Article Review
Julie Anne Taylor and Mesut Duran’s article “Teaching Social Studies with Technology: New Research on Collaborative Approaches” looks at the contentious issue of integrating technology into the regular classroom. The MITTEN program was a four-year pilot program, which explored how planned integration of new technology would effect instruction in Social Studies in elementary, middle, and high school classrooms. The MITTEN program was created to help alleviate student’s boredom and feelings of disconnectedness that arise from reading text books in History. Taylor and Duran’s research indicated that students were tired of memorizing and recalling facts that seemed to hold zero personal value to the students.
I agree and disagree with numerous statements made by Taylor and Duran in their article. Firstly, I agree that students should not be learning solely from a textbook, learning historical facts and dates from desks in rows. Students are trying to advise teachers that textbooks are in the past and computer programs and online resources are the present. It would seem obvious that students’ learning increases, when their levels of motivation are increased, and their opinions are being taken in to account. Where I would disagree with the authors is the simplicity of maintaining these levels of motivation and heightened learning. It seemed that the teachers who reported the greatest levels of satisfaction were the educators who included technology lessons, with various other form of lessons, such as group, individual, and text reading assignments. I believe it is naive to think that the sole use of technology lessons will be the savior of Social Studies education.
This article has helped me to understand the great value that should be placed on students’ interests and opinions. In a separate text Beers et al. (2007), believes that the students in today’s education system are digital natives where most of their life revolves around the use of technology. Whereas, many of today’s current educators are digital immigrants, who are still learning the wonders and opportunity that arises from the use technology in the classroom. I believe it is important to use technology to aid learning in the classroom. In lessons where technology can benefit and expand the learning in the classroom, then its usage is necessary. However, in lessons where its use may be of a hindrance, then there are many different styles and techniques than can be utilized without technology.
I agree and disagree with numerous statements made by Taylor and Duran in their article. Firstly, I agree that students should not be learning solely from a textbook, learning historical facts and dates from desks in rows. Students are trying to advise teachers that textbooks are in the past and computer programs and online resources are the present. It would seem obvious that students’ learning increases, when their levels of motivation are increased, and their opinions are being taken in to account. Where I would disagree with the authors is the simplicity of maintaining these levels of motivation and heightened learning. It seemed that the teachers who reported the greatest levels of satisfaction were the educators who included technology lessons, with various other form of lessons, such as group, individual, and text reading assignments. I believe it is naive to think that the sole use of technology lessons will be the savior of Social Studies education.
This article has helped me to understand the great value that should be placed on students’ interests and opinions. In a separate text Beers et al. (2007), believes that the students in today’s education system are digital natives where most of their life revolves around the use of technology. Whereas, many of today’s current educators are digital immigrants, who are still learning the wonders and opportunity that arises from the use technology in the classroom. I believe it is important to use technology to aid learning in the classroom. In lessons where technology can benefit and expand the learning in the classroom, then its usage is necessary. However, in lessons where its use may be of a hindrance, then there are many different styles and techniques than can be utilized without technology.
Wednesday, October 8, 2008
What ARE YOU GOING to DO
Feeling Broke Lately.... me too. But then today as I was hanging up my clothes I heard some change jingle in the pocket and being to lazy to take it out I just hung the jacket up forgetting about the change. And then I got to thinking about how fortunate I am, and perspective came swooping in. The world isn't like this, fortunate like the life I live. And I don't just mean the distant world around us I mean the one right out front my local grocery store where a man trying to get off heroine sits begging for change. Pardon me for being cliche and ideal but I too am begging for change. Change in the world that is which is part of the reason I am so amped to teach social studies. To me it is a forum for societal change, and perhaps that is problematic for some and I do invite criticism. The world is a wondrous place but there are many terrible things going, deaths, murders, wars, homelessness.. and the list goes on. So my question is what are you going to do. Correction what are we going to do. How are we really going to get our SS classes involved in the world? How are we going to motivate them to be conscious world citizens, What creates that spark and how can we foster it?
I don't have all those answers and perhaps like much else in this program no matter what we TALK about about the action comes from trial and error implementation.
I was thinking that during my practicum I m going to search within my school for causes that are being explored via students groups and school programs, and get involved in those. Or find causes that are under represented and make my own club.
What are other people thinking about doing within their classrooms and as part of the larger school community??
Thank you for your time
L.
I don't have all those answers and perhaps like much else in this program no matter what we TALK about about the action comes from trial and error implementation.
I was thinking that during my practicum I m going to search within my school for causes that are being explored via students groups and school programs, and get involved in those. Or find causes that are under represented and make my own club.
What are other people thinking about doing within their classrooms and as part of the larger school community??
Thank you for your time
L.
History in Music
Since students learn or are engaged by many different medium, I plan on using music to help describe, set contexts and analysis for various historical periods and events. By relating music, especially popular songs, to historical events, it could create interest amongst students who were previously uninterested in the history, but who like the songs. I have compiled a list of some songs I have found to have historical context, and I ask the rest of you, with your various musical tastes, to please input more songs to the list. Most of the songs I found were either folk or heavy metal.
Iron Maiden: The trooper (crimean war), Run to the hills (colonization of America), Passchendaele (WW1), Alexander the Great, Hallowed be Thy Name (Salem witch trials), 2 minutes to midnight (nuclear destruction [M.A.D.]). Aces High (Battle of Britain).
Gordon Lightfoot: Canadian Railroad Trilogy (building the CPR), the wreck of the Edmund Fitzgerald (the sinking of the largest ship on the great lakes)
Stan Rogers: The Nancy (war of 1812), Northwest Passage, Barretts Privateers (American Revolutionary War)
Neil Young: Cortez the Killer (Spanish Conquistador invading America), Southern Man, Alabama (about social conditions in the south)
CSNY: Ohio (Kent State Massacre), Woodstock
CSN: Wooden Ships (MAD)
U2: Sunday Bloody Sunday (the troubles in Ireland), Silver and Gold (the apartheid)
Anthrax: Indians (White colonization of America)
Metallica: Creeping Death (the story of the Hebrew Slaves in Egypt)
Saxon: Crusader
Corb Lund: Horse Soldier, Horse Soldier (various wars, Canada in Afganistan)
Traffic: Freedom Rider
Tragically Hip: New Orleans in Sinking (not really historical, but it predicted hurricaine Katrina in a way)
Procal Harum: Conquistador
Rage Against the Machine: Testify (gulf war)
Black Sabbath: Electric Funeral (MAD), War Pigs (Vietnam War)
Barry McGuire: Eve of Distruction (MAD)
CCR: Fortunate Son (Vietnam War)
Bruce Springsteen: Born in the USA (vietnam)
Guns N Roses: Civil War (Kennedy, Civil Rights, Vietnam etc.)
Rolling Stones: Sympathy for the Devil (Various conflicts in the 20th century)
The Clash: London Calling (various incidents around 1979 such as 3 mile island)
Please add to the list.
Iron Maiden: The trooper (crimean war), Run to the hills (colonization of America), Passchendaele (WW1), Alexander the Great, Hallowed be Thy Name (Salem witch trials), 2 minutes to midnight (nuclear destruction [M.A.D.]). Aces High (Battle of Britain).
Gordon Lightfoot: Canadian Railroad Trilogy (building the CPR), the wreck of the Edmund Fitzgerald (the sinking of the largest ship on the great lakes)
Stan Rogers: The Nancy (war of 1812), Northwest Passage, Barretts Privateers (American Revolutionary War)
Neil Young: Cortez the Killer (Spanish Conquistador invading America), Southern Man, Alabama (about social conditions in the south)
CSNY: Ohio (Kent State Massacre), Woodstock
CSN: Wooden Ships (MAD)
U2: Sunday Bloody Sunday (the troubles in Ireland), Silver and Gold (the apartheid)
Anthrax: Indians (White colonization of America)
Metallica: Creeping Death (the story of the Hebrew Slaves in Egypt)
Saxon: Crusader
Corb Lund: Horse Soldier, Horse Soldier (various wars, Canada in Afganistan)
Traffic: Freedom Rider
Tragically Hip: New Orleans in Sinking (not really historical, but it predicted hurricaine Katrina in a way)
Procal Harum: Conquistador
Rage Against the Machine: Testify (gulf war)
Black Sabbath: Electric Funeral (MAD), War Pigs (Vietnam War)
Barry McGuire: Eve of Distruction (MAD)
CCR: Fortunate Son (Vietnam War)
Bruce Springsteen: Born in the USA (vietnam)
Guns N Roses: Civil War (Kennedy, Civil Rights, Vietnam etc.)
Rolling Stones: Sympathy for the Devil (Various conflicts in the 20th century)
The Clash: London Calling (various incidents around 1979 such as 3 mile island)
Please add to the list.
Tuesday, October 7, 2008
Report Students to Police
http://www.guardian.co.uk/education/2008/oct/08/teaching.pupilbehaviour
*warning, sarcasm ahead*
Britain amuses me sometimes. "All schools need an unequivocal commitment to dealing with all forms of extremism." I'm certain that war, any war, is a form of extremism. But the problem I have is who do I report to if my students want to join the military? www.counter-recruitment.org/
But you get my point.... http://www.youtube.com/watch?v=UQBWGo7pef8
"We have a duty of care to try to prevent any young person descending into any kind of illegal activity which could ruin their lives. But teachers are not trained to deal with radicalisation. We're not spy-catchers." Definitely the current wars are illegal, so this is a circle of counter production isn't it? I'm so confused.
Think about the other possibilities this has. Its a simple fill in the black exercise. Teachers have a duty to report students who ________ or __________ or question ______________ or show reluctance to _________. What marvelous modern age we live in.
*warning, sarcasm ahead*
Britain amuses me sometimes. "All schools need an unequivocal commitment to dealing with all forms of extremism." I'm certain that war, any war, is a form of extremism. But the problem I have is who do I report to if my students want to join the military? www.counter-recruitment.org/
But you get my point.... http://www.youtube.com/watch?v=UQBWGo7pef8
"We have a duty of care to try to prevent any young person descending into any kind of illegal activity which could ruin their lives. But teachers are not trained to deal with radicalisation. We're not spy-catchers." Definitely the current wars are illegal, so this is a circle of counter production isn't it? I'm so confused.
Think about the other possibilities this has. Its a simple fill in the black exercise. Teachers have a duty to report students who ________ or __________ or question ______________ or show reluctance to _________. What marvelous modern age we live in.
Fallacies: Thinking tools for active and informed "citizens"
Here are some user friendly fallacy sites that you should bookmark. The Fallacy Files has some sweet resources and links. Go to the link Fallacy Watch and think about the many uses for their overview of elections and statistics. in critical classroom:http://www.fallacyfiles.org/
The Internet Encyclopeadia of Philosophy has a Fallacy identification page. http://www.iep.utm.edu/f/fallacy.htm
and finally, The Nizkor Project, an essential clearinghouse site for Holocaust research dedicated to the victims of the Holocaust. Its has an excellent page on fallacies based on the work of Dr. Micheal Lobossiere. Do you feel their might be a connection between a critically educated citizenry and social justice and peace? http://www.nizkor.org/features/fallacies/
Critically yours,
jason
The Internet Encyclopeadia of Philosophy has a Fallacy identification page. http://www.iep.utm.edu/f/fallacy.htm
and finally, The Nizkor Project, an essential clearinghouse site for Holocaust research dedicated to the victims of the Holocaust. Its has an excellent page on fallacies based on the work of Dr. Micheal Lobossiere. Do you feel their might be a connection between a critically educated citizenry and social justice and peace? http://www.nizkor.org/features/fallacies/
Critically yours,
jason
Give This a Try
Pick Your Vote
Ok. This puts a funny spin on deciding your vote. The 4 major platforms are presented anonymously so that you just read their "one liners" regarding their proposed plans of action. There are 8 topics, and in total, requires less than 5 minutes of reading and deciding time.
First day of our school observation is voting day, so it might be a topic in your classroom.BEWARE: statements are brief, and sometimes ambiguous.
Anyone else wondering why Harper hasn't presented any type of platform? Also, today he just announced he is cutting arts funding restrictions.
Ok. This puts a funny spin on deciding your vote. The 4 major platforms are presented anonymously so that you just read their "one liners" regarding their proposed plans of action. There are 8 topics, and in total, requires less than 5 minutes of reading and deciding time.
First day of our school observation is voting day, so it might be a topic in your classroom.BEWARE: statements are brief, and sometimes ambiguous.
Anyone else wondering why Harper hasn't presented any type of platform? Also, today he just announced he is cutting arts funding restrictions.
Monday, October 6, 2008
Streetcars Roll Again
Before I decided I would apply for this teaching program I was determind to be a city planner at the municipal level. I had been inspired by my Urban Geography profs, like the great Larry McCann, and was hopeful for a sustainble future. I still am hopeful! A few days ago my man Sam (Sullivan, Mayor of the City of Vancouver) announced a new streetcar line for the 2010 Olympic games.
From an urban planning perspective streetcars cut down on pollution, make public transit more affordable, and disperse population quickly without crowding already full streets. Originally, cities such as Victoria were built based on streetcar lines...suburbs such as The Uplands were reached by streetcar lines from downtown (called 'streetcar suburbs').
This new announcement is a real step forward for Canada. After the rise of the automobile in 1950's North America, it was said that dispersed rapid urban transport would never again be feasible with the existing sprawling urban centers With Sam backing this new project I'm hoping that streetcars will roll again in Vancouver and help move Canada towards the European model of sustainable urban rail transportation that can be accessible to all.
Here is the Vancouver Engineering Services Streetcar homepage:
http://www.city.vancouver.bc.ca/engsvcs/transport/streetcar/index.htm
From an urban planning perspective streetcars cut down on pollution, make public transit more affordable, and disperse population quickly without crowding already full streets. Originally, cities such as Victoria were built based on streetcar lines...suburbs such as The Uplands were reached by streetcar lines from downtown (called 'streetcar suburbs').
This new announcement is a real step forward for Canada. After the rise of the automobile in 1950's North America, it was said that dispersed rapid urban transport would never again be feasible with the existing sprawling urban centers With Sam backing this new project I'm hoping that streetcars will roll again in Vancouver and help move Canada towards the European model of sustainable urban rail transportation that can be accessible to all.
Here is the Vancouver Engineering Services Streetcar homepage:
http://www.city.vancouver.bc.ca/engsvcs/transport/streetcar/index.htm
Disclaimer
I found it quite funny and so perfect for this class while searching around on the Internet for different Socials related websites the other day. When "Social Studies" is typed into Google the first site that comes up is the Canadian Social Studies Super Site. (http://www.ualberta.ca/~jkirman/) After reading through it I really thought it was an amazing resource. It does a great job of laying out the different aspects of Canadian Social Studies and provides you with great resources and links in order to help explore the topics. It is simple to use and I think would be very useful for both teachers and students in a magnitude of ways. It is definitely something I will put to use in getting my lesson plans and resources together for my S.S. classrooms. What I thought was funny though and just so Canadian, and even more so so modern Social Studies was the disclaimer that starts the site. "Please be aware that there is no guarantee about the accuracy or truth of materials in any website. The authorship, timeliness, and veracity of a website need to be carefully ascertained and, if necessary, information verified in other sources." It just seemed to reinforce everything we have talked about in class about who writes history, and who is presenting these facts to you. I mean this is a professional website that links you to other academic and professional webistes, with great intentions on helping out students and teachers. Yet still they must reinforce the fact that nothing you read on the Internet can be guaranteed. The disclaimer goes on to target students and explains the importance of checking with teachers on the reliability of the sources before they use them.
By no means am I saying this is a bad thing or untrue. I just really can't see this disclaimer coming up in anything other than a Social Studies website, and even more so a Canadian one.
By no means am I saying this is a bad thing or untrue. I just really can't see this disclaimer coming up in anything other than a Social Studies website, and even more so a Canadian one.
Saturday, October 4, 2008
Social Studies is fun(ny)
Let's face it, a lot of our students are going to come into our classroom with their opinion already set: "Social Studies is old and musty." "I'll never need to know any of this." "I really need a nap."
But we don't think of our subject as dull, useless, or boring, do we? What do we see in social studies that they can't? How can we convince our audience that our subject is worth the time and effort?
Throughout my years at UVic, I've been slowly collecting a treasure trove of images, videos, sound bites, websites, and writings that may help in this quest. All of these different types of media that I've gathered remind me that I shouldn't take social studies (and especially history) so gosh darn seriously all the time. There's a bit of humour that is seeded throughout our subject, we just have to be savvy enough to dig it out.
I think that, if we show our students the lighter side of social studies -- the side that doesn't take itself too seriously -- we might win the war against boredom.
I one of the best websites I've found that's help me keep the humour of social studies alive is Kate Beaton's comics (Page One, Page Two, and Page Three). These aren't necessarily for the classroom, but I believe they do inspire us as social studies teachers to look at our subject in a different way. I hope you'll enjoy them as much as I do. You can keep up with updates on her blog: "Hark! A Vagrant"
If you have any media that can help save our subject from falling into the hands of boredom, please post them!
Friday, October 3, 2008
Apathy is boring
So are multiple link posts, but here is the last goodie for the weekend social studies virtual warrior ...
the link to the non-partisan technology,culture arts project dedicated to getting out the vote
http://www.apathyisboring.com/en
the link to the non-partisan technology,culture arts project dedicated to getting out the vote
http://www.apathyisboring.com/en
Student Vote Project
Here is the link to the Federal Student Vote project I mentioned in class. Check out the manual for holding an election in your school. If you find something you re going to use in your class tell us about it during our community time or online....
http://www.studentvote.ca/federal/links.php?id=8
http://www.studentvote.ca/federal/links.php?id=8
Centre for Media Literacy
Here is the link to the media literacy resources I quickly reviewed in class. The curriculum I displayed on screen, the five key questions and concepts, and other media literacy resources can be found linked through the Media Literacy Center.
http://www.medialit.org/
http://www.medialit.org/
Suggested Bookmarks
This is a must have book mark. The History News Network of George Mason University is clearing house of ...history news and resources. Although it focuses its gaze on the US, it does cover world history, and has some incredible links, and resources like pod and video casts.
http://hnn.us/
http://hnn.us/
Thursday, October 2, 2008
Teaching Politics
After our class on Tuesday, and running a discussion on teaching Politics to our students, I had a little epiphany. We, as Social Studies teachers, are in a privileged position when it comes to making a difference and getting students involved. The fact that our course is called SOCIAL studies should tell us something. It isn't just about History and Geography, it is also about Sociology, Anthropology, and Current Events. It is extremely important that we don't forget that. When I was talking to my group today about the election and how to deal with it in the classroom, none of them seemed to remember that they had actually learned (or should have learned) about the Canadian political system and the Parties and their platforms in Grade 11.
We have been talking about creating active citizens, and the easiest way for someone to be active in their community is to get out there and VOTE. I am second generation Canadian, my grandparents immigrated from Holland after WWII (my Opa lived underground after escaping from the Nazi's, but that's a story for another post) so we have learned the value of the vote, and how precious the ability to participate in democracy is. Not all of our students are going to come from that kind of background. Who is going to motivate them if not us?
Something that has come up a few times in discussion with various groups in various classes is the idea of presenting the issues that students will be interested in or affect them directly, like Education, the Environment, and Family issues. If we can give them the tools to figure out where they stand and get PASSIONATE about it, then maybe we can do something to change the passive "nothing I do matters" attitude that seems to permeate through the younger generations (ours included). Imagine what would happen if everyone between 18 and 25 actually voted.
We have been talking about creating active citizens, and the easiest way for someone to be active in their community is to get out there and VOTE. I am second generation Canadian, my grandparents immigrated from Holland after WWII (my Opa lived underground after escaping from the Nazi's, but that's a story for another post) so we have learned the value of the vote, and how precious the ability to participate in democracy is. Not all of our students are going to come from that kind of background. Who is going to motivate them if not us?
Something that has come up a few times in discussion with various groups in various classes is the idea of presenting the issues that students will be interested in or affect them directly, like Education, the Environment, and Family issues. If we can give them the tools to figure out where they stand and get PASSIONATE about it, then maybe we can do something to change the passive "nothing I do matters" attitude that seems to permeate through the younger generations (ours included). Imagine what would happen if everyone between 18 and 25 actually voted.
The Question of "The Other"
If you haven't read Jeremy's article review (a few posts below)- do! I especially agreed with his last paragraph, and would like to stretch that thought one step further.
I think the very nature of our Social Studies texts these days reinforce the idea of "us" and "the other," especially in regards to BC's history. Why do we need separate texts for the European perspective and Native perspective in BC history? Understandably there is a lot of content to cover if you're trying to represent "both" sides fairly and equally. However, if we are trying to nurture citizens of the country and encourage a mutual respect among all peoples, is it not counterproductive to be promoting an us vs. them mentality (even if unknowingly)? Perhaps it is not even as obvious as "us vs. them" but "their history vs. my history." I think the reality is that our history is inextricably jumbled together as a tangled web of relationships, voices, stories and views. Whether we care to admit it or not, it's our history, and a bit of a mess at that. The challenge in writing and selecting excellent texts for use in our classes suddenly seems more daunting.
So then, as we think about what texts to use in our classrooms- what books and articles and videos and music to show and play- I think we need to be very careful in examining not only the content but the underlying message. Are we sending out a message that promotes the idea of two sides? Rarely is history so black and white!
I think the very nature of our Social Studies texts these days reinforce the idea of "us" and "the other," especially in regards to BC's history. Why do we need separate texts for the European perspective and Native perspective in BC history? Understandably there is a lot of content to cover if you're trying to represent "both" sides fairly and equally. However, if we are trying to nurture citizens of the country and encourage a mutual respect among all peoples, is it not counterproductive to be promoting an us vs. them mentality (even if unknowingly)? Perhaps it is not even as obvious as "us vs. them" but "their history vs. my history." I think the reality is that our history is inextricably jumbled together as a tangled web of relationships, voices, stories and views. Whether we care to admit it or not, it's our history, and a bit of a mess at that. The challenge in writing and selecting excellent texts for use in our classes suddenly seems more daunting.
So then, as we think about what texts to use in our classrooms- what books and articles and videos and music to show and play- I think we need to be very careful in examining not only the content but the underlying message. Are we sending out a message that promotes the idea of two sides? Rarely is history so black and white!
Wednesday, October 1, 2008
Article Review
Climate Change and Regional Geography (The Green Teacher - Issue 83 Pg. 24)
Talia Epstein's article in The Green Teacher periodical described the efforts made by two teachers to revamp the monotonous and outdated grade 6 geography curriculum. Their goal was to make the regional geography aspect more relevant to the student's lives and futures by incorporating climate change into the syllabus. The class covered all of the topics in the curriculum but the topics had an added emphasis on climate change. The classes watched movies and documentaries, did role-playing and mock meetings, wrote letters, and created posters.
The article tells the story of a grade 6 class, and the students were approached with ideas that worked very appropriately for their age. Implementing this type of curriculum in a higher grade would require a different approach in several aspects. What I thought was interesting was that the class had to put on an alternate transportation day. On this day, all of the students in the school had to bike, walk or carpool to school. One student rode his bike for two hours, with a teacher chaperone, simply to set an example for the rest of the school. This had a significant impact on the community and school, making it into the local paper. This was made real to the students because in math class they calculated how much gas and money that they would save in a day and over the course of the school year.
This article states that in the near future the warming of our planet will be one of the most pressing political and social issues that we will face. In my opinion, the change of focus in this curriculum to such an alarming issue should be welcomed and encouraged everywhere.
Wealth of the Nations? How about the wealth of the few?
Although the wealth of the nations activities brought up some great points about the stuggles of the "have nots" vs. the squabbling between the "haves," I think that we can bring this into the context of people in North America. One of my daily activities includes reading the news from different outlets such as CBC, CNN, the New York Times, The Los Angeles Tribune, and others. Today on CNN.com I came across an article that made me cringe when I read it.
So often we think of how lucky we are as a nation with respect to the other nations of the world. We are wonderfully blessed with resources, clean air (sometimes), fresh water (depends on the time, tofino ring a bell?), and blessed with the competancy and wealth to be able to utilise the resources to our advantage. What about the dividde of wealth in our own backyard? Now I wouldn't expect that any of us in the class are overly wealthy but I don't want to assume. What I do know is that some people struggle to get the basic essentials for a good life in Canada and the United States while others are more than privileged.
While reading this article some grave atrocities were brought to the foreground of my thoughts. I suppose that they are always in our face but quite often we as society choose not to think about it. Reporter Ethan Trex describes the [North] American Dream: "Work hard, get promoted, succeed in your new post, and eventually you'll start earning the big money. This progression seems like a firmly ingrained part of the [North] American Dream, and it's certainly worked for a lot of people." True, this does work for many people and too well for some. "When WaMu failed and was seized by government regulators, [Alan] Fishman [CEO] had been on the job for just 17 days. However, he was contractually guaranteed $11.6 million in cash severance on top of the $7.5 million signing bonus he got for taking the job." The North American Dream brought Alan Fishman nearly $20m in two and a half weeks, not too shabby considering this would take the average teacher about 300 years to earn!!
How is this possible, a failing bank in the United States pays out the CEO of only 17 days $11.6m and he still gets the signing bonus!! Sign me up!! But how many people in economic despair, especially the customers of Washington Mutual (WaMu) are entirely put off by the whole situation. I think the situation is tragic. If Fishman only ever worked those 17 days in his life, he would still be more than set to retire! Again I'll say sign me up!
From this I just wanted to shed a little more light on the economic situation that is currently at hand. The only sense I can make out of it is that the work of the many will only benefit the few.
The link to the article can also be found by clicking on the post title. Just incase though:
http://www.cnn.com/2008/LIVING/wayoflife/10/01/mf.easy.money/index.html
So often we think of how lucky we are as a nation with respect to the other nations of the world. We are wonderfully blessed with resources, clean air (sometimes), fresh water (depends on the time, tofino ring a bell?), and blessed with the competancy and wealth to be able to utilise the resources to our advantage. What about the dividde of wealth in our own backyard? Now I wouldn't expect that any of us in the class are overly wealthy but I don't want to assume. What I do know is that some people struggle to get the basic essentials for a good life in Canada and the United States while others are more than privileged.
While reading this article some grave atrocities were brought to the foreground of my thoughts. I suppose that they are always in our face but quite often we as society choose not to think about it. Reporter Ethan Trex describes the [North] American Dream: "Work hard, get promoted, succeed in your new post, and eventually you'll start earning the big money. This progression seems like a firmly ingrained part of the [North] American Dream, and it's certainly worked for a lot of people." True, this does work for many people and too well for some. "When WaMu failed and was seized by government regulators, [Alan] Fishman [CEO] had been on the job for just 17 days. However, he was contractually guaranteed $11.6 million in cash severance on top of the $7.5 million signing bonus he got for taking the job." The North American Dream brought Alan Fishman nearly $20m in two and a half weeks, not too shabby considering this would take the average teacher about 300 years to earn!!
How is this possible, a failing bank in the United States pays out the CEO of only 17 days $11.6m and he still gets the signing bonus!! Sign me up!! But how many people in economic despair, especially the customers of Washington Mutual (WaMu) are entirely put off by the whole situation. I think the situation is tragic. If Fishman only ever worked those 17 days in his life, he would still be more than set to retire! Again I'll say sign me up!
From this I just wanted to shed a little more light on the economic situation that is currently at hand. The only sense I can make out of it is that the work of the many will only benefit the few.
The link to the article can also be found by clicking on the post title. Just incase though:
http://www.cnn.com/2008/LIVING/wayoflife/10/01/mf.easy.money/index.html
Thinking about the wealth of nations
This post is a bit of a late response, but hey, better late than never.
I was quite taken by the fun "wealth of nations" activity we did last Friday. I think it was an excellent way to reinforce students awareness of the inequalities between countries of the world and how they are perpetuated. I hope that the activity and the questions that were to follow it are soon posted on the blog, as I'd like to use them in my class.
The activity made me think about inequalities between nations and peoples, how they are exploited ( the IMF for example ) and how we often forget about these things in this cozy, reality removed place we call Victoria. So often do we forget about how many in the world live in absolute poverty.
Reading the Japan Times online last weekend I stumbles across a review of a documentary movie which illustrates this inequality. It's called China Blue and is about factory workers in China's garment industry. The movie investigates a factory that makes jeans for export and employs mainly teenage girls ( who as the owner of the factory makes clear are, " docile and easily controlled" ) for only pennies an hour. A modern Dickensian nightmare. I really want to view this film and I think it would be an excellent resource to introduce teens to who really is responsible for making the thing they covet and how companies, both here and in China make huge profits on the backs of exploited labor.
The full article can be found at: http://search.japantimes.co.jp/cgi-bin/ff20080926a2.html
Subscribe to:
Posts (Atom)
Posts
