By Kasey Short
November is National Native American Heritage Month, and as the month approaches I am considering how literature has the power to broaden my students’ understanding and appreciation of Native cultures and traditions. Whether your students delve into fiction written by Indigenous authors or discover nonfictional accounts of Native history and figures, all students’ learning can be enriched by exposure to Native American cultures. The books below represent a range of Indigenous experiences and include short story anthologies, poetry, novels, picture books, and nonfiction. As an 8th grade teacher, I am always looking for middle grade and young adult books to recommend to my students, but I have included books across the K-12 range. My 8th grade students enjoy having picture books read aloud to them and those I have listed below are not only suitable for elementary classrooms but also offer opportunities for deeper conversations with older students. I also include at the article’s end some free online resources that provide further insight, information, and suggestions for effectively engaging students with National Native American Heritage Month.
Continue reading “16 Books for National Native American Heritage Month”
By Christine Boatman
As a social studies teacher, I am always curious about how future historians will view current events. Lately, I’ve found myself particularly interested in how the COVID-19 pandemic will be analyzed by generations to come—and, seeking a precedent that might provide some clues, I’ve found myself drawn to how history remembers the Spanish flu of 1918. This semester, I’ll be using this comparison to help my students contextualize current events by investigating a historical event. Furthermore, the three activities I’ve put together for this purpose will help my students develop their critical thinking skills. We will be investigating stories of individuals impacted by the Spanish flu, exploring primary sources related to the Spanish flu, and, finally, my students will write an account from the perspective of an individual living in 1918, based on these primary sources. (Please note: it is important to take into account the ages and individual experiences of your students when planning these activities, and to be sensitive to any adverse reactions.)
Continue reading “The Spanish Flu versus COVID-19: Critical Thinking Activities for Social Studies”
By David Nurenberg
Samuel Pepys lived through the Great Plague of London, a 1665 pandemic where bubonic plague killed a quarter of London’s population in just 18 months, during which time the Great Fire of London also robbed twice that many Londoners of their homes. Anne Frank spent the last four years of her young life hiding in a concealed room behind a bookcase in Nazi-occupied Amsterdam in the 1940s. Throughout the 2000s, missionary nurse Kelly Suter treated victims of the East Timor genocide, the Haitian earthquake and the Ebola epidemic in Liberia.
What do these three people have in common? They all kept meticulous journals of the troubling times they lived through (or, in the case of Frank, didn’t live to see the end of). Keeping a journal as a means of coping with and processing adversity is almost as old as the invention of writing itself; the Book of Merer, an ancient Egyptian journal dating back 4500 years, is the oldest surviving work written on papyrus.
Continue reading “Engage your students as future historians of our present times”
students, studying history can feel like a 1000-piece jigsaw puzzle has been
dumped on their desk. How do they even begin to sort it out, much less make
sense of a jumble of discreet events in the hopes of ever glimpsing the big
events can seem like a carousel of unconnected facts, experiences, and
impressions leaving them with a vague sense of déjà vu. This is
particularly true as news cycles accelerate, volume goes up and it’s difficult
to decipher what’s happening amidst the noise.
Faced with the
challenge of wrapping their brains around what’s occurred in the past and
connecting it to the history that’s being written right under their noses, can
you blame kids if they’re tempted to throw up their hands and say, “Humans! Who
knows what they’ll do next?”
Continue reading “Social Studies: Four Big Questions to Connect Then and Now”