Reflecting & Storytelling About Teaching
Sending my students into Zoom breakout rooms last spring to work on projects or discuss their opinions seemed easy – an extension of sitting in class and talking in pairs or small groups. After two weeks of online teaching with new students this fall, though, I’m rethinking how I use this appealing online tool… Continue reading
We live in a time of twin pandemics – the coronavirus and racism. In the upcoming election, the two intersect and could at any time explode in our classrooms. In the fall of 2016, I tended to avoid national political discussion in favor of local issues, because the country felt so polarized… Continue reading
As a social studies teacher, I am forever tormented by this question. If we spend a day unpacking the Emancipation Proclamation—worthwhile in so many ways, not least to appreciate Abraham Lincoln’s legal and linguistic brilliance—how many details of the Battle of Antietam, of Gettysburg, of the New York City draft riots go undiscussed? Pretty much every day’s lesson plan offers a similarly wrenching example… Continue reading
In our first conversation, “Teaching U.S. History in Turbulent Times,” we left off by discussing which primary sources are most effective for conveying empathy and gravitas in history lessons. This leads into another topic that has gripped me lately: how to sufficiently teach about systemic racism and oppression without making this lens the only way students see history. When I co-taught Angie Thomas’ The Hate U Give with my partner English teacher… Continue reading
My absolute favorite unit, a “reformer from our history” research paper and campaign, is the only one I’ve done every spring through seven years of teaching U.S. history to eighth graders. It focuses on resilience, activism, determination. It celebrates rather than eulogizes. Through their research, students see themselves in history… Continue reading
The protests that have been occurring across the country since the killing of George Floyd have led us once again to ask how best to teach U.S. history. These are issues that we have wrestled with throughout most of our careers, but recent events bring them to the forefront. A traditional blog post – with just one voice – is challenging to write at the moment because it presumes that we have answers. We don’t. Instead, we decided to get together and… Continue reading
In April I wrote about a new resilient history podcast project I was trying with my U.S. history students. I wanted it to relate to the current crisis and offer a meaningful group project during these challenging times. After grading the podcasts, reading student compliments on each other’s work, and conducting an anonymous survey… Continue reading
Before my eighth-grade history students moved into online learning this spring, I had no idea about one student’s affection for Cup Noodles or another’s sweet way of talking about her 5-year-old brother. Perhaps I should have known, but I didn’t, and I wish I had. Distance learning has enabled these intimate glimpses… Continue reading
This has been one of the most difficult moments I can remember to encourage students to follow the news. As two 8th graders said recently in a Zoom chat:
Rarely has it been so clear that a unit needs to be scrapped and started over from scratch. In my eighth-grade U.S. history and civics class, which has a lot of curricular flexibility, we focus on… Continue reading
