Using Maps to Teach History


I like to use physical two-dimensional maps with students. I think they can be very useful to show the movements and changes in a place like the United States that has changed quite a bit since Europeans began coming en masse since the 1500s.

I recently used his map from National Geographic in my third grade class. There are a number of maps overlaying Native American groups (by tribe, language, culture, etc.) that have started to appear online in the last few years. My students’ textbooks have a California map similar to this one.

The problem with showing a map with political boundaries (the present day California) rather than the whole continent is that it centers the current day boundaries, which are often arbitrary. What I talked about with my students was how these tribes and groups did not stop at the present-day border. Next week they will be studying about the Kumeyaay, a tribe with members on both sides of the California and Mexico border. We also discussed the Yurok, who have a very different lifestyle, etc. and have a lot more in common with tribes going up along the coast now in Oregon. I want them to think out side these borders, and understand they don’t have much to do with how these groups lived for millennia before Europeans invaded.

Image source: North American Indian Cultures Wall Map from National Geographic


Week in Class: Unit Two 2014


Clock Number II

It’s been awhile since I’ve done an update. In that I time I’ve started new units (plans here), and I’m finishing up the first group of topics (expressions and equations) in mathematics. Read the rest of this entry »

Week 28 in Class: The YouTubes


Stage 28

This week’s share will be YouTube videos. YouTube videos can be a great source of short videos on topics that can help illuminate a larger topic you’re teaching. Here’s how I used them:

Right now we’re finishing up a unit on music (Beyond the Notes in the Open Court reading series). YouTube is a great source of music from almost every style and time period. We’ve studied Beethoven, and Ray Charles as part of this. Here are some videos I’ve used:

two cellos thunderstruck – YouTube  This is an anachronism that works. Two guys on a cello in front of a baroque era audience (Vienna, maybe?) playing…AC/DC’s” Thunderstruck”. I works for a couple reasons. It gives a fresh view of “classical” instruments and also how music may changes but some things stay the same.

ray charles – YouTube
boogie woogie – YouTube Students read a story about Ray Charles, playing boogie-woogie, but few know what that means even though they go to piano lab in school once a week, and many take piano lessons after school. These two videos give a good example of Charles’ early sound, and what boogie woogie sounds like in general.

How I Feel About Logarithms – YouTube I’m trying to introduce more general ideas of mathematics and more visual representations of the same. These videos are too fast moving to take in one setting, but we’ll go back to look at it, and pause to discuss. They need a lot more of just exploring ideas, and less “solving” problems with a single answer.

vsauce – YouTube A student asked me to show this, and it was  a winner.

For the second year, I played RadioLab’s Speedy Beet episode. This discusses time notations Beethoven added to his symphonies later in life with the advent of the metronome, and as deafness to hold. Since students are doing a weekly keyboard lab class they had some familiarity with the basics of this (time notation, metronomes, etc.). Combining this with two-cellos video was  a way to make an old topic (classical music) a little fresher for the kids.

Image Credit: Stage 28 by Kevin Dooley, on Flickr



Number - 33

It is really starting to feel like we need a vacation. This is the time of year when I do not dare ask students the question, “Have you lost your minds?” because they are likely to respond, “Why, yes we have!” with a nod and a bemused smile. SERIOUSLY! Each class has it’s own rhythm.  Mine starts the week with a roar, mellows by mid-week, and starts to rev-up again as the week winds down. My co-worker’s class is somnolent on Mondays. I will just share a couple things I’m doing now to make it all better.

Read the rest of this entry »

Common Core: David Coleman is no Doug Lemov…


This week, my student teacher and I were discussing questioning techniques during reading of texts to guide student learning, and boy this was timely with some recent discussions about Common Core ELA.

Thanks to Tom Hoffman, I’m learning more about Common Core standards than my district is sharing with me (even though a chunk of our districts $81M budget for consultants is for common core implementation). He has a recent post that refers to  a number of  posts from educators who seem to know what the heck they are talking about discussing a recent piece from David Coleman (Mr. Common Core ELA) on close reading. Basically, his take is that you are not supposed to provide students with pre-reading lessons when embarking on having students read a text. Instead, students should get meaning from multiple reads of the texts. Here is a video where he explains what students should be able to discern from the text.

Some folks are noting how this is in opposition to Doug Lemov’s  approach.  I have to say though, it’s not just opposition that I’m seeing, but Coleman and Lemov seem to have completely different goals. Coleman has an end game that he wants teachers to get to and that is his sole focus. Since he’s never taught a classroom, and has NO discernible background working with elementary students–where goals for discernment are limited by student cognitive development. He also spends NO time explaining how to get from A ->B for teachers who he and Common Core are going to have to rely on to carry out their ambitious agenda. Mary Ann Reilly’s critique of Mr. Coleman is a lengthy but thoughtful indictment, which boils down to the fact that children and students have NO place in his lesson representation. My own take is that he talks throughout about what ideas kids who are good readers will be able to pick up as he reads through the text, but he offers no insights in how they would get to that point, beyond reading it over and over again.

I’ve had my criticisms of Lemov, around cold-call and no-opt out, but there are many techniques in his book that I’ve used, both before and after reading it. But, Lemov does give specific techniques in Teach Like a Champion (see Chapter 10 for preread and reading comprehension). And although the videos that come with the book do not have one specific to the comprehension techniques in Chapter 10, all of them have teachers working with students demonstrating them.

I’m not going to even delve into how many of the techniques described in this post are contradicted by studies and best practices, most especially this is anathema to good teaching techniques with ELs. I’m beginning to appreciate that this will be a huge issue trying to merge Common Core into our state’s ELD standards, if not downright impossible. Since that is +40% of our students, that’s a not insignificant problem.

What I found most useful was Grant Wiggins piece. What he found to like about what Common Core is after was something that was NOT obvious from Mr. Coleman’s video, or the other posts. Apparently, they (Common Core) would like to have reading comprehension driven by questioning strategies. Mr. Wiggins notes that this is nothing new, and talks about this strategy from Essential Schools (and other earlier practioners of Socratic Method). What he points out is that it’s easy to talk about doing this, but translating it to practices is much harder.

We know from first-hand experience in doing model classes that when you have 7 different grade levels of reading ability in a class and a great deal of pent-up student boredom and intellectual laziness that this vital approach won’t work quickly; you can’t just plunk Socratic Seminar into conventional classrooms without hardship (hence, firm leadership). On the other hand, when my colleague Denise did a mock Seminar with 9th graders in a poor Louisiansa HS, the immediate reaction of kids was – this was way more interesting than typical class. And the Principal blurted out something that was unfortunate but revealing – wow! I had no ideas our kids could think like this!

That’s the point of academic leadership and professional development: we know it is the right thing to do, so let’s plan backward from it as a result, starting now, working to make the most seamless and happy transition possible.

I agree with one of the commenters who noted that we as teachers have always been balancing the need to do pre-reading with students with the need to NOT spoon-feed them. I also appreciate that Wiggins understands this is not an easy technique to learn, but it is one that I would like to improve on in my practice. This is not because Common Core, or David Coleman tell me to, even if they won’t tell me how in the heck to do it, but because it’s a good practice.



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