The Blogger in Me

It's interesting that I have this opportunity to reflect on becoming a blogger. I don't think I ever explained this, but part of the reason for naming my blog Actually Aricka is because I was thinking -- I am "actually" blogging and I can hardly believe it. In general, I don't do electronic social networks. I believe that true relationships are built through personal, more intimate connections. I have read some blogs, but only when invited to do so by friends or professors. I guess I never really had a purpose to blog. The way I see it, most people don't really care about my opinion or thoughts on most subjects. And, if they do, then they are close enough to me that I can share my opinions in person, rather than on the web. I'm not saying that I'm not opinionated, because I definitely am. However, I tend to keep my opinions to myself unless or asked or encouraged to share by someone.

Anyway, despite my apprehension, blogging has helped me to think through my thoughts as they are happening. This helps me to preserve my learning to be revisited another day. I am at the age where I have already forgotten what a lot of people have yet to learn, so preserving my learning is important. Since it's on the web, hopefully somebody out there will share a common interest or connection with something I had to share. Also, though I have not had much time to do so, I hope to go back and read my classmates' blogs to understand them better, gather new ideas, etc.

I do see a connection, however between blogging and social studies. Social studies is all about people and their similarities, differences, agreements, conflicts, shared resources, and groupings around the world. Blogging on the web can serve to connect you with others that you wouldn't ordinarily have met.

I maintain that social studies is one of the broadest topics taught in schools. A teacher could view almost any subject she or he teachs through the social studies lens. It is unfortunate that the topic doesn't get its due in most schools. This course has made me more determined to teach social studies from the beginning to the end of the year and to integrate it with as many subjects as I can. It has piqued my interest and made me thirsty for more knowledge about history and geography (two of my weakest subjects). And, who knows, maybe I'll even continue to blog about what I'm learning. Me! Blogging! This is . . .

Actually,
Aricka

Teaching Despite Historical Biases and Perspectives

At some point in my adult years, I came across the following saying, and I have held on to it as it as proved true again and again. The saying goes as follows:

There are two sides to every story, and always three.

I like this saying because I think it speaks volumes about how our perspectives can sometimes cloud our judgements. When two people are having a disagreement over something, the two sides to the story are the participants' sides. The third is the side of the truth that usually lies somewhere in the middle.

So, what does this have to do with history? Well, I truly believe that all historical events, as printed in US textbooks contain a bias toward western, democratic values. Consider what the history books may say about the Iraq war in the future. Regardless of an attempt to present a realistic picture by including mistakes made by Americans during they war, the account will likely paint the picture of the United States stepping in to rescue a country from itself and its own religious practices. Whether or not we believe the Iraqis need to be rescued, we should consider their view of the situation based on their religion. In an upper elementary classroom, a factual discussion that examines the Iraqi way of life and their perceptions of the war and Americans would be very appropriate.

As a teacher, I will have students of all races and religions in my classroom. As a person with strong religious views, I will need to work very hard not to let those biases affect my ability to provide information on multiple religious views without discounting other religions.

Experiencing elementary school in the 1970s as an African American student, I had a desire for relative cultural references and historical figures in social studies. So, I do understand a little about being or feeling left out and biased against in elementary school social studies. My goal will be to create an open environment for all students, including those from widely divergent cultures or those who do not speak English.

Yes, I will still have biases, but I will be proactive in letting students share when their views are different.

Actually,
Aricka

Constructivist Social Studies Lesson

When you really think about it, the constructivist approach is the only way to really teach social studies effectively. Social studies is, by nature, a discipline of experiencing the world around you, connecting the past and present, and determining your place in the world. Lessons which teach definitions, rote facts, and information from one perspective are not true social studies.

The constructivist approach which involves exploration, concept/skill development and concept/skill application lets students experience the past, hypothesize about the future, discoveer the connections between the two.

I will say, however, that the constructivist approach requires time -- perhaps more than we think we have as educators. There needs to be time to develop the lesson, find or make the contacts with outside resources, get to know the students to make relevant connections, and allow students to explore concepts on their own. The only way to get that time is to integrate social studies with other subjects. Constructivism and integration go hand in hand.

I hope that in 10 years, when I have more experience under my belt, I will not be worn out by the daily demands of school life and be tempted to forget this important revelation.

What are the questions?

We're learning how to design social studies units -- BACKWARDS! It sounds a little odd, but it's really quite eye-opening. The reference book we are using is called Understanding by Design and it contains the following quote: If the textbook has the answers, then what are the questions?

Students come to school ready to learn, right? So doesn't that readiness to learn imply that they have some questions? Furthermore, have you ever met an elementary school student who wasn't full of questions? I don't think I have. The notion of figuring out questions to ask and explore and answers to uncover is far more appealing to me than covering all the topics in my textbook. As a teacher, it will be part of my job to figure out what the students' questions are. Doing so may lead the class to ideas and information beyond what the textbook has to offer.

Sometimes the subject is so new that students don't even realize that they have questions. A good place to start is with the teacher's questions. If we truly embrace lifelong learning and zest for knowledge, we will have questions too.

I guarantee you that the person(s) who wrote the textbooks started with questions. Their book, in fact, probably represents a culmination of years of research in which they uncovered the answers to the questions they had on a given subject. As a result, the textbook will be a very helpful place to start to uncover the answers to students' and teacher's questions. But I don't want my students to be limited to the knowledge uncovered by a small group of individuals. I want my students to dig deep powered by their own curiosity and interest.

First, ask the question. From there, you know where to proceed.

Actually,

Aricka

Annual Planning? Think About Your Resources!

The days move along so fast, especially in teaching, that you reach the end of the school year before you know it. That's definitely what I have found to be true at the preschool level. It's a good thing we have our annual plan to guide us through the year. We're a small preschool, so our annual plan amounts to a one-page document highlighting the topics we will focus on by the month and the week. Still, it is a valuable and useful document in the hands of a preschool teacher and parent.

I have just begun to learn how to develop an annual plan for Social Studies on the elementary level, I can definitely see that the process is much more in depth and definitely just as valuable for the elementary teacher and parent. Taking the time to develop an annual plan not only ensures that the teacher will meet all the curriculum goals and objectives, but it also allows the teacher to really think through and build subject integration into the curriculum. Annual planning also forces the teacher to think about the "big picture" and to plan by design, asking essential questions, assessment methods, etc. I can also see that having an annual plan can help a teacher not fall prey to the old standby projects and multiple choice tests out of desperation.

Determining resources are one important key in developing a good annual plan. A teacher needs to think through how to incorporate various types of resources throughout the whole year -- books, guest speakers, field trips, etc. -- as some types of resources will be more interesting to some learners over others. Also, if a teacher is planning to invite guest speakers or go on a field trip during the year then coordinating your class' timing with the cooperating resource person's schedule is best done well in advance.

I am looking forward to developing annual plans when out in the teaching world. I love having things well thought out rather than flying by the seat of my pants.

NC Museum of History

What do you think of when you hear the term "history museum"? Untouchable, unrelatable, boring? Well, you should go to the NC Museum of History. It is none of those things. At least not for me. Yes, there are plenty of untouchables- a necessity to preserve the artifacts for years to come. However, the museum has relatable and interesting exhibits for everyone. It is hard to pick a favorite exhibit, but among them are the Thomas Day exhibit, the New Deal exhibit, and the Jewish Life exhibit. Oh yeah, and I really liked the drugstore too. I thought, a teacher could combine that exhibit with some episodes of The Andy Griffith Show and give children a really good idea of life in NC in the 1950s.

As with the Museum of Art, one of the most important aspects of the museum was that much of it was relatable. The Thomas Day story intrigued me. Having an interest in furniture making, woodworking, and interior design, I feel the need to get to know who this man and his work. His life story reminded me of the following biblical verse: Do you see a man skilled in his work? He will serve before kings; he will not serve before obscure men. (Prov 22:29) Thomas Day made that verse come to life because the quality of his work transcended racial boundaries, all the way to the governor's mansion.

The New Deal exhibit pictures made me think about the photographs that belonged to my grandmother. It also made me think -- What makes a photo worthy of a history museum? I was thinking that some of those photos could just as easily be my family. I've included in this post a few photos that I scanned in from my grandmother's collection. They span the time frame of approximately 1900 to 1969. They include my great, great grandfather, my grandmother, my step-grandfather (a master brick mason whose work stands today throughout the Piedmont region of NC, and me (with the bottle). The photos may or may not be worthy of a history museum, but they are history - mine and yours. Enjoy!

Teaching Young Political Scientists

What I loved most about this chapter was the connection between teaching political science (civics) and good classroom management. Clearly, there is a connection. As a teacher, I will teach more by my example than by what I say. Teaching civics will be an upward call for me as a teacher. In order to make it applicable for the students, I will need to help them make the connection to our classroom. I need to be a democratic teacher:

who engages the help of my students in establish class rules.
holds students accountable for those rules in a fair and consistent manner
holds classroom meetings which invite open discussion for emerging issues.
promotes class spirit with the use of classroom symbols, songs, etc.

In addition, I need to help students branch out from their role as students and embrace their role as citizens of the United States by promoting civic responsibility. My students need to understand that with their rights as citizens, come responsibilities. Among the responsibilities that I want to help students develop are the responsibililities to vote informatively, consistently, and responsibly, to know their nation's history, to speak up for those who cannot speak for themselves, to volunteer, and to get involved with government and/or school events.

Along those lines, I think one of the most important lessons we can teach children today is to engage in the work that will help them determine fact from opinion. We live in a world today where we are inundated by people's opinions. We can surf the internet or turn on the television and find someone spouting an opinion about almost any topic. I want my students to understand the value of research, gathering facts, determining reliable sources, and developing their own convictions on civic and other matters. This is critical thinking at its best.

Actually,

Aricka