Tag Archives: US history

What is Respect? Ask the students first… THEN bring in the history.

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Respect is something adolescents think a lot about.

After all, there are great rewards to being respected:  more friends, love from parents, favors from teachers and acceptance from society. That’s a pretty sweet deal.

American history is replete with leaders who also recognized the rewards of being respected and did everything possible to get it.  Nowhere is this pursuit better seen than in the years after the Civil War when African-Americans, freed from the bounds of slavery, had to pursue respect under the most difficult of conditions– Jim Crow. Continue reading

Beverly Gage asks: When Does a Moment Turn into a Movement?

MomentMovement

This big question comes from a New York Times article by Beverly Gage, which was shared via Twitter by Mary Ellen Daneels ( ), lead teacher mentor for the Robert R. McCormick Foundation and contributor to IllinoisCivics.org

The article does a fantastic job giving historical perspective on the various movements which have taken root, which include contemporary ones like MeToo, Parkland and Black Lives Matter as well as those dating back to the 60s and before that the temperance and anti-Catholic movements of the early 19th century. There are so many intriguing lines of inquiry and observations but one that I found most compelling was this observation about how movements of today lack staying power. Gage writes… Continue reading

Big Questions and the Power of Storytelling

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Two truths about teaching:

1. Questions don’t work too well unless students are in the mood for them.

2. Nothing sets a mood like a good story.

Two truths about stories: 

1. They captivate the imagination.

2. They create healthy soil on which to grow Big Questions. Continue reading

FDR’s New Deal– A Big Question Comes to the Rescue

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What makes FDR’s presidency so hard to teach is there is so much relevant content to explore in such a short chunk of time.  You have WWII to contend with on the foreign policy front. But then on the domestic front you’re confronted with the maze of alphabet soup programs of the New Deal. And to top it off, since it’s near the end of the year, you’re often rushed.

This is exactly the kind of situation where strategic use of a Big Question can help alleviate some of your pressure without sacrificing the most important content.

US history teacher Bry Roemer found an innovative way to do just that with a question that strikes at the heart of FDR’s New Deal: How much is the government responsible for helping its citizens?

She makes creative use of an advertisement project to get the question in front of students. Here is how she did it along with my commentary on some other ideas for how you could use the question: Continue reading

Go West! …and bring your Big Questions with you

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High school US history teacher Bry Roemer has found another creative way to use Big Questions:  as an exit slip to provoke intrigue at the beginning of a unit.

She starts by having students watch the Harold and the Purple Crayon children’s story by Crockett Johnson (video of story here) and then asks the students to think about what kind of world they JohnGastwould create if they found and claimed uncharted territory?  After a short discussion, students examine John Gast’s famous painting American Progress and complete this guide.  The guides asks them to think about how the symbols in the painting convey Manifest Destiny as understood and promoted by western settlers.  For the final step, students fill out an exit slip providing an initial response to the Big Question:

How did the United States create a new world when expanding the border westward– and what were the positive and negatives?
What’s interesting here is that Bry has decided to introduce a very elaborate, multi-dimensional question right at the beginning of the unit, knowing full well that students won’t have the requisite factual knowledge to shape a comprehensive response. The decision is deliberate, though, because the overall plan is to stoke student interest at the outset and then slowly draw out that interest as students learn more about the events of western expansion. Thus, she has set in motion a learning experience where one big idea is revisited multiple times in different settings, from different angles, with different events of US history, thus deepening student understanding over time.

Bry’s use of this exit slip reveals an important truth of Big Questions– they are very flexible in their application. We saw that flexibility earlier as they were used to frame an entire course and then also to frame specific lessons, as seen in these posts:

Success in teaching through Big Questions requires the development of a fresh routine of thinking, something that must be reinforced continually over time. Maybe the exit slip is a safe entry point to begin the journey!
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To Intervene or not to Intervene– THAT is the Big Question

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Sometimes good teaching involves misdirection. You start with a topic that seems unrelated to the class, drift to another activity and then to another. If all goes well, (a big assumption!) your students are emotionally and intellectually invested in learning. High school history teacher Justin Riskus tries his hand at misdirection in a lesson on U.S. humanitarian interventions.

He starts by having the students read a provocative chapter from Dr. Andrew Pessin’s 60-Second Philosopher titled “You Choose, You Lose“. The chapter itself has nothing to do with history but everything to do with making excruciating choices on how to prioritize the saving of human lives. Picking up on this idea of making choices, Justin slowly introduces two humanitarian crises in which the U.S. had to make hard choices about whether or not to intervene to save lives: the 1994 Rwandan genocide and the 1998-99 Kosovo conflict. Continue reading

Women’s history Big Question: How do gender roles define people?

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Last week we saw how Big Questions can organize an entire US history course.

This week we see how one can begin a unit on the Women’s Movement and inspire  students to become more thoughtful about how gender roles affect human identity and relationships. In light of the recent revelations of sexual harassment and gender bias in the workplace, there is perhaps no more important theme to explore.

US history teacher and Socrates in the Social Studies student Melissa Kinsey poses the question:

How do gender roles define people?

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Susan B. Anthony

In the lead up, Melissa organizes her class in gender groups and plays The Paper Bag Princess by Robert Munsch. After the video students complete a   Stereotype-t-chart on which they identify stereotypes introduced in the book and stereotypes which exist today.  Students add to the chart after watching  I’m Glad I’m a Boy! I’m Glad I’m a Girl! and  Labels Against Women.

After class discussion, she shows a graphic  of how her unit will be organized with the Big Question placed right in the middle for emphasis.  On an exit slip students write out an initial response to the Big Question using what they have learned in this opening lesson.  Then, as the unit progresses, students revisit the very same Big Question (and the supporting ones) to build even more sophisticated understandings of how gender roles have come to define women and men throughout American history.

Most impressive here is the fact that Melissa has set up a recursive learning experience where students will gain deep understanding through repeated exposure to the same Big Question.

Can you think of a Big Question that could be used to teach Women’s history?

 

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