Social Studies Online Community

Since joining this community back in February, I have felt in the loop as far as current thinking on trends and ideas about the teaching of K-12 and university level social studies worldwide. I have learned mostly about lesson planning and dealing with classroom problems and issues.
All of the sources of information that I use currently, including Zinn Education Foundation, Democracy Now Teach and Get Involved, Teachers Domain, The People Speak, The New Press, Week in Rap, and many others I got from this online community. From most of these sites I find information on the parts of history that get little attention in most history classes, and these are the areas of history that I am interested in learning about and teaching about. A few of these sources are for current events and news media. These news sources have come in very valuable, because every Monday we discuss current events from all different perspectives.
To find these sources, all I had to do was ask if anyone resources connected with Howard Zinn’s A Peoples History of United States, and people began firing back with links. Then from each one of these links you can find a plethora of other similar sites with similar information.
One time I was frustrated because I felt my students just didn’t listen to me especially when I was trying to give a lecture or explain directions. So I asked, what do you do to get kids to listen??? Some interesting stories came back. One that I want to highlight talked about what he does in his classroom to get students to listen better. He bought a few comfortable chairs, not expensive ones but much more comfortable than the regular student chairs. He then set up a policy in his classroom that whoever could repeat his directions verbatim to the other students who were not listening, so that he did not have to repeat himself as much, would get to sit in the comfortable chair the following day. All of the sudden students began listening more intently to see if they could win the comfortable seat. It got to a point though where he didn’t have enough seats to accommodate those students who could repeat his directions verbatim. But, I figured that is a much better problem than where he started off.
In my own classroom one day, I may try such a strategy.

Thinking About Story

The art of storytelling can take on many shapes and forms; from the age old “heroes journey” to the parable or epic to the modern categories of romance, drama, action, thriller, or horror. No matter what the lesson or message, good stories have much in common. They usually flow in a comprehendible if not always chronological manner and they keep the audience engaged throughout, through unexpected events or misguided information. Within the story one or more characters will eventually go through some kind of transformation and there is usually some kind of resolution that brings closure to the story.
In order to create a ‘good’ story, one must focus on the ‘story core’, which exposes how people change, learn, and grow because of certain challenges and opportunities in their lives. This is where ones creativity must begin. You can draw out your story core in a map format or storyboard format or you can write it out in outline form. But, one does not have to begin creating a story by using this or similar formulas. “Many times, stories emerge through a process of discovery rather than by thinking in terms of a particular process,” states Ohler.
A classroom teacher can enlighten their students by analyzing stories in books, movies, or plays. Once students see the core and know what to listen for they will be better able to create their own creative stories for projects in class, and maybe more importantly be able to critically analyze what they are being fed through pop media culture.
When mapping a story in any format, one needs to remember that geometry can help. Create the shape of your story and start to fill in the blanks. The shape of your story should directly correspond to the way you want it to flow. Begin slowly by building up the characters or scenario, then increase the story line to an apex of questions, challenges, or difficulties. A struggle might follow in which the main character makes mistakes and eventually learns a profound lesson that allows him/her to overcome and finally apex the story line in a breakthrough, leading on into a new life or perspective.
Thinking about story has helped me formulate my own media projects and has also increased my understanding of story in general. It makes me think of the most intriguing stories I know and analyze them. For instance, the suspense and anticipation of traditional Native stories where the teller speaks very slowly, choosing his words carefully and meaningfully to have the most impact on listeners; or Quentin Tarantino’s version of misdirection, in an untraditional story line that keeps the viewers guessing throughout is entirety. I have come to believe that ones knowledge of story can truly enhance ones knowledge of history in general.

Social Studies Online Community

Here is a link to the online community I signed up for. Great resource to have for frustrating times in the classroom, either to vent, find solutions to classroom management issues, or locate better teaching resources.
Here it is...
http://ti2.sri.com/mailman/listinfo/social-studies

Practice Enhancing Sources

I have linked here to three education sources that I use weekly to plan lessons, get ideas, and inform my students about current events.
Here they are:
http://www.peopleshistory.us/teachers/links
http://www.teachersdomain.org/
http://www.democracynow.org/get_involved/education

Pyramids Documentary Reflection

In this document I relfected on my intention and experience while making the Orion Correlation Theory documentary.
Here it is...

Giza

Media Rubric

This is a comprehensive rubric for assessing media projects.
Check it out...
http://docs.google.com/#all

Google Earth IEP

In this project I focused on a specifc kind of technology that I felt would enhance my students 'global' presepctive. While teaching World History it became aparent that my students looked at maps like there were archaic. Being a Geographer myself, I tried pressing the use of maps, but I struggled to make it fun and intriguing. Then, an idea came to mind about exploring the virtual globe with Google Earth.
In relfection, I really think using this program can actually enhance students global perspective. And it also makes for a fun lesson!
Check out my project here: GE Lessons