Category Archives: Things to Think About
Teaching Sensitive History Through Primary Sources
One of the recurring topics this semester has been surrounding the question, “How do we teach sensitive material to young students?” Topics like World Wars, Egyptian afterlife, slavery, the Holocaust and controversial historical figures are just a few examples of … Continue reading
Reflection on the Virginia Quality Criteria Review Tool for Performance Assessments Experience
During our last class, Dr. Hunt introduced the Virginia Quality Criteria Review Tool for Performance Assessments and provided us with the Farmers Market plan. In reviewing this plan, we noticed that there were significant strengths and significant weaknesses. I found … Continue reading
Universal Design for Learning
In Morgan’s blog post last week, the formative assessment resource addressed the Universal Design for Learning (UDL). Additionally, the assigned “Show Me!” article discussed using a UDL approach. Criterion 6 of the Virginia Quality Criteria Review Tool for Performance Assessments … Continue reading
Formative Assessment for Students with Disabilities
https://ccsso.org/sites/default/files/2017-12/Formative_Assessment_for_Students_with_Disabilities.pdf Earlier this evening, I attended my Diverse Learners class (along with a few other of my classmates enrolled in this class), in which we all presented our “Mini-Disability Presentations,” providing information on a specific disability, effective teaching strategies, and … Continue reading
Teaching Inspo: Fieldwork and In-Person Testimonies
Hi all, I recently came across this segment from PBS News Hour about Polaris Charter Academy, a largely low-income charter school committed to social justice. If you’re looking for examples of innovative social studies lesson plans, this video is definitely … Continue reading
Teaching Columbus: Mythbusting
Hi all, During our last class I was chatting with Bethany and Emily about the challenge of teaching problematic historical figures to the younger grades. Bethany pointed out that the SOL for grade 2 specifically asks teachers to “describe the … Continue reading
Helpful Teaching Practices: The Civil Rights Movement
In class, we discussed Rosa Parks. The Kohl excerpt (compiled from review of over 20 history textbooks) oversimplifies history while also painting Rosa in an overly emotional light using words such as “tired,” “angry,” and “stubborn.” Important figures including Ann … Continue reading
How would you improve student learning and skills with primary sources?
Hello classmates! As I reflect on activities that we have completed in class, my mind ponders on what the most effective ways of assessing the proficiency of student primary source analysis skills. As a class we chose objects of our … Continue reading
Why Is It So Hard to Pick Those Five Words??
There is so much content to teach but so little time. As we did the “George Washington, Spymaster” activity in class, I had difficulty picking only five words that I THOUGHT should be taught to a fourth-grade class. As Professor … Continue reading
A Terrible 400 Year Anniversary
1919 marks 400 years since the first enslaved Africans were brought to North America. Our history is forever entwined with this event. The history of slavery is the history of America. Much of this nation was built on the backs … Continue reading