What have you learned from collaborating with you English Language Arts peers that will influence your approach to presenting social studies material (over and above this and similar collaborative activities)?
The biggest that I learned was how much in common the two subjects have. With that said, I plan to assign a similar project in my classroom. I would like for my students to form groups and select a literary work and complete a literary analysis that relates to the material we are covering at that time.
As I have previously mentioned in other posts, I have learned that projects similar to this could motivate students to pay better attention. If they are presented with material outside of lecturing and text books, they will see the content from a different (and probably better) perspective. Also, like Matt, I have learned that English Language Arts is at the center of social studies because students must have the proper literary skills to read and analyze, especially in history classes.
This project has influenced me as a social studies teacher in many ways. One of the most important things I have gotten from this lesson is to look at history through a different lens. If we keep our students perspective in mind at all times, we will be able to teach them more by keeping them interested in the topic at hand. The key is using different strategies and tools to teach our students. Through this lesson I have realized that we can teach through different subjects also, which is going to be a great alternative for me.
I have learned a lot about the analytical features that are necessary in most english/language arts classrooms and how helpful it is in studying history. As a teacher I hope to be able to creat a unit like this but if that is not possible I would like to at least involve many literary resources that develop and influence growth of such skills. This also promotes the idea of looking at history through different perspectives other than the boring textbook. Emotion drives learning and when students and can find that emotion they will learn better.
I have learned that using literature to present history can be pretty awesome. It gives students a whole new perspective. It also can be a tad more entertaining/interesting. Even more, it adds a new dimension to your lessons. You might reach out to a student who never "got it" by just reading a bunch of dry old people jargon in a history book.
Effective teachers are able to make the material come alive. This technique is especially important when teaching history. Understanding historical concepts by using literature can be an ideal way to make distant places and people become relevant to students.
My english language peers have encouraged me to find books and use them in my class. They have a love of literature and make me feel like teaching with historical fiction can be not only be practical but also very effective. Further, my non history group members have shown me that enhancing reading skills will allow greater potential for success.
I have learned that it is ok to use trade books and fiction in my class. History does not have to be cut and dry fact, date, event. It needs to come alive and my English content peers have shown me that there is much to learn from fiction books (as long as I teach the students to think historically about the fiction).
I have learned how to use trade books in a social studies classroom. Also, I have received recommendations for books that are great literary works and yet still relevant to social studies. I've been encouraged to read many of the books on the list for myself so that I can use them later if I want.
The most obvious answer would be that I really need to brush up on my literature knowledge! This project as a whole has made me think a lot more about using collaborating English/Language Arts materials into my lessons more often to help the students store the information in their memory. I love to read, so it has been nice to hear their suggestions of how to incorporate a wider variety of texts into my lessons. For example, when I saw the book Hunger Games on our list of text options, I was immediately excited because I knew that this book would be something high school aged students would really enjoy reading. However, I tried and tried, but could not think of a way to incorporate this into our unit plan. I mentioned the book to one of our English/Language Arts group members, and by the time of our first meeting (only like three days later) she had already found a way to incorporate it into our unit. When she explained how we would use it, I was truly impressed at the creativity. Hopefully, I will become so comfortable with incorporating readings in my classroom that I will be able to come up with creative ways of my own to bring in material I know the students will enjoy.
I have learned that literature and history have a lot of similarites. They both are heavy reading subjects. The two subject are very similiar, but yet so different. I have learned that I can incorporate literature in my lesson with my student without losing my historical perspective. Trade book are wonder for history. I know now that I can incorporate them into my lesson to help me in the future.
I have learned from the English folks more ways to present material, and better ideas for working with students that as a social studies teacher would be way outside "The Box". I like the new ideas they bring to the table.
I have learned that books dealing with nothing but facts is not always a good idea. Fiction books are a good idea because it brings in a different life to the subject. This can also let students think outside the box and bring up a different perspective on history and english. Also i have learned that even though history and english are similar, they also have quite a few differences. I need to pay more attention to the english concepts in books instaed of straight facts.
In response to Brittany Starr Holland: I'm right there with you, sister. History does not have to be all "cut and dry." I have always been a big fan of historical fiction, but I have also always been ashamed to admit that my favorite way to look at Pearl Harbor was the "Ben Affleck" way. I know that the Leonardo DiCaprio and Mel Gibson stories of "Titanic" and "The Patriot" are not what really happened, but it is nice to be able to make history more personal in certain ways. This project has definitely opened my eyes, also, to the fact that fiction relatable to history is certainly admissible, as long as I do my job by teaching students the truth of what really happened.
I have learned that this can be a challenging but effective way to teach social studies in a new way. It is important for kids to understand the importance of reading, and seeing history from different perspectives, and I think this type of lesson will do just that.
I have learned that teaching history through literature can have benefits and limitations. On the one hand it is a great way to keep students engaged. They are more likely to relate to a historical event if they have an interesting narrative to draw them into the topic. However,I agree with others who have said that historical fiction is just that: fiction, and once students get a wrong idea from an interesting story about how something happened it is hard to erase that idea and replace it with the truth.
In responce to Matt Wolf: I have also recently placed the similarities between the language arts and social sciences. Looking at this project through the eyes of a language arts minded person has showed me the true meaning of history does not lie in the facts, but in the personal stories. History really is a giant narrative.
In response to Jon Richardson: I really like what you said about history being a giant narrative. I think many times as lovers of history we get lost in the facts and that is what we impress on our students. Through literature we are able to find the emotions of the people from the past and show us the personal experiences.
I learned that you do not always have to use simple biographies or textbooks to teach the content. You can give students historical fiction books so they can better relate the content you are wanting to teach them to their everyday lives. I also learned how easy it can be to work with other teachers in different content areas to find new ways to teach students.
I have learned a lot from my Language Arts peers. I have always liked to read, and it has been helpful hearing book suggestions from them that are about historical events. I know I want to use some of these in my future classroom. I think that these types of texts should be used more often instead of just textbooks. LA uses books, not textbooks, so this has made me want to do the same. I think kids learn more from texts about certain events, it puts a story and a perspective to it.
I have learned so much from my Language Arts peers. I have come to realize how similar Language Arts and Social Sciences really are. I have always enjoyed reading and this has carried over to my studies in history, but I never realized that my original love of reading was created in my language arts class. Meeting with my English peers I have had a refreshing look on reading in the classroom. If I can learn from this collaboration and bring a similar project to my future classroom I think my students will be more connected to history. I think a student has to find the joys of reading in their Literature class and bring it to their history class. Through this project I have learned (from my English Language peers) how to use different text to improve my teaching.
I cannot say since our group has not met due to our busy schedules up to this point, however, I know from the beginning of the project back in the seminars that I learned how social studies and language arts could be paired together, more than I realised, into a beautiful relationship that benefits both subjects in making the material more practical and that students are more adept then we think into taking such a project and making lessons better.
I have realized the potential of using several different forms of text other than non-fiction. I have been introduced to strategies to implement more non=fiction text, which might be more engaging, into a history lesson plan.
I have been able to consider how Language Arts teachers identify key themes, elements, and ideas when reading the fictional account our group has chosen. As the group discussed the book, we came to realize that there were a lot of literary techniques used by the author to create a deeper, more authentic understanding of what the main characters were experiencing. Such tecniques included foreshadowing, framing, and symbolism. Lastly, the inclusion of music was suggested by the Language Arts student for one of our lessons. I found this idea very interesting and exciting as it allows the students to analyze the lyrics the same way one would poetry yet to the students, it will seem more natural (as they enjoy listening to music) and entertaining.
Through this project I have realized that relating history lessons to English can be a very effective way to engage students. Using literature in a history classroom can open the eyes of many students. It is great for the students to understand that the people in their text books were real people, with real lives, in a real world. That the things they are learning about are real and actually happened. I believe that using a cross curriculum lesson like this one will open the eyes of many students.
I think that the two subjects are very aligned in high school. The two subjects use the same time periods, and could really collaborate easily. Working with the Language Arts students has proved to help branch out from the normal history classroom agenda. I agree with the above comment. It is important for us to understand we can use other forms of literature to teach our students about historical events.
The biggest that I learned was how much in common the two subjects have. With that said, I plan to assign a similar project in my classroom. I would like for my students to form groups and select a literary work and complete a literary analysis that relates to the material we are covering at that time.
ReplyDeleteAs I have previously mentioned in other posts, I have learned that projects similar to this could motivate students to pay better attention. If they are presented with material outside of lecturing and text books, they will see the content from a different (and probably better) perspective. Also, like Matt, I have learned that English Language Arts is at the center of social studies because students must have the proper literary skills to read and analyze, especially in history classes.
ReplyDeleteThis project has influenced me as a social studies teacher in many ways. One of the most important things I have gotten from this lesson is to look at history through a different lens. If we keep our students perspective in mind at all times, we will be able to teach them more by keeping them interested in the topic at hand. The key is using different strategies and tools to teach our students. Through this lesson I have realized that we can teach through different subjects also, which is going to be a great alternative for me.
ReplyDeleteI have learned a lot about the analytical features that are necessary in most english/language arts classrooms and how helpful it is in studying history. As a teacher I hope to be able to creat a unit like this but if that is not possible I would like to at least involve many literary resources that develop and influence growth of such skills. This also promotes the idea of looking at history through different perspectives other than the boring textbook. Emotion drives learning and when students and can find that emotion they will learn better.
ReplyDeleteI have learned that using literature to present history can be pretty awesome. It gives students a whole new perspective. It also can be a tad more entertaining/interesting. Even more, it adds a new dimension to your lessons. You might reach out to a student who never "got it" by just reading a bunch of dry old people jargon in a history book.
ReplyDeleteEffective teachers are able to make the material come alive. This technique is especially important when teaching history. Understanding historical concepts by using literature can be an ideal way to make distant places and people become relevant to students.
ReplyDeleteMy english language peers have encouraged me to find books and use them in my class. They have a love of literature and make me feel like teaching with historical fiction can be not only be practical but also very effective. Further, my non history group members have shown me that enhancing reading skills will allow greater potential for success.
I have learned that it is ok to use trade books and fiction in my class. History does not have to be cut and dry fact, date, event. It needs to come alive and my English content peers have shown me that there is much to learn from fiction books (as long as I teach the students to think historically about the fiction).
ReplyDeleteBrittany Holland
I have learned how to use trade books in a social studies classroom. Also, I have received recommendations for books that are great literary works and yet still relevant to social studies. I've been encouraged to read many of the books on the list for myself so that I can use them later if I want.
ReplyDeleteThe most obvious answer would be that I really need to brush up on my literature knowledge! This project as a whole has made me think a lot more about using collaborating English/Language Arts materials into my lessons more often to help the students store the information in their memory. I love to read, so it has been nice to hear their suggestions of how to incorporate a wider variety of texts into my lessons. For example, when I saw the book Hunger Games on our list of text options, I was immediately excited because I knew that this book would be something high school aged students would really enjoy reading. However, I tried and tried, but could not think of a way to incorporate this into our unit plan. I mentioned the book to one of our English/Language Arts group members, and by the time of our first meeting (only like three days later) she had already found a way to incorporate it into our unit. When she explained how we would use it, I was truly impressed at the creativity. Hopefully, I will become so comfortable with incorporating readings in my classroom that I will be able to come up with creative ways of my own to bring in material I know the students will enjoy.
ReplyDeleteI have learned that literature and history have a lot of similarites. They both are heavy reading subjects. The two subject are very similiar, but yet so different. I have learned that I can incorporate literature in my lesson with my student without losing my historical perspective. Trade book are wonder for history. I know now that I can incorporate them into my lesson to help me in the future.
ReplyDeleteI have learned from the English folks more ways to present material, and better ideas for working with students that as a social studies teacher would be way outside "The Box". I like the new ideas they bring to the table.
ReplyDeleteI have learned that books dealing with nothing but facts is not always a good idea. Fiction books are a good idea because it brings in a different life to the subject. This can also let students think outside the box and bring up a different perspective on history and english. Also i have learned that even though history and english are similar, they also have quite a few differences. I need to pay more attention to the english concepts in books instaed of straight facts.
ReplyDeleteIn response to Brittany Starr Holland: I'm right there with you, sister. History does not have to be all "cut and dry." I have always been a big fan of historical fiction, but I have also always been ashamed to admit that my favorite way to look at Pearl Harbor was the "Ben Affleck" way. I know that the Leonardo DiCaprio and Mel Gibson stories of "Titanic" and "The Patriot" are not what really happened, but it is nice to be able to make history more personal in certain ways. This project has definitely opened my eyes, also, to the fact that fiction relatable to history is certainly admissible, as long as I do my job by teaching students the truth of what really happened.
ReplyDeleteI have learned that this can be a challenging but effective way to teach social studies in a new way. It is important for kids to understand the importance of reading, and seeing history from different perspectives, and I think this type of lesson will do just that.
ReplyDeleteI have learned that teaching history through literature can have benefits and limitations. On the one hand it is a great way to keep students engaged. They are more likely to relate to a historical event if they have an interesting narrative to draw them into the topic. However,I agree with others who have said that historical fiction is just that: fiction, and once students get a wrong idea from an interesting story about how something happened it is hard to erase that idea and replace it with the truth.
ReplyDeleteIn responce to Matt Wolf:
ReplyDeleteI have also recently placed the similarities between the language arts and social sciences. Looking at this project through the eyes of a language arts minded person has showed me the true meaning of history does not lie in the facts, but in the personal stories. History really is a giant narrative.
In response to Jon Richardson:
ReplyDeleteI really like what you said about history being a giant narrative. I think many times as lovers of history we get lost in the facts and that is what we impress on our students. Through literature we are able to find the emotions of the people from the past and show us the personal experiences.
I learned that you do not always have to use simple biographies or textbooks to teach the content. You can give students historical fiction books so they can better relate the content you are wanting to teach them to their everyday lives. I also learned how easy it can be to work with other teachers in different content areas to find new ways to teach students.
ReplyDeleteI have learned a lot from my Language Arts peers. I have always liked to read, and it has been helpful hearing book suggestions from them that are about historical events. I know I want to use some of these in my future classroom. I think that these types of texts should be used more often instead of just textbooks. LA uses books, not textbooks, so this has made me want to do the same. I think kids learn more from texts about certain events, it puts a story and a perspective to it.
ReplyDeleteI have learned so much from my Language Arts peers. I have come to realize how similar Language Arts and Social Sciences really are. I have always enjoyed reading and this has carried over to my studies in history, but I never realized that my original love of reading was created in my language arts class. Meeting with my English peers I have had a refreshing look on reading in the classroom. If I can learn from this collaboration and bring a similar project to my future classroom I think my students will be more connected to history. I think a student has to find the joys of reading in their Literature class and bring it to their history class. Through this project I have learned (from my English Language peers) how to use different text to improve my teaching.
ReplyDeleteI cannot say since our group has not met due to our busy schedules up to this point, however, I know from the beginning of the project back in the seminars that I learned how social studies and language arts could be paired together, more than I realised, into a beautiful relationship that benefits both subjects in making the material more practical and that students are more adept then we think into taking such a project and making lessons better.
ReplyDeleteI have realized the potential of using several different forms of text other than non-fiction. I have been introduced to strategies to implement more non=fiction text, which might be more engaging, into a history lesson plan.
ReplyDeleteI have been able to consider how Language Arts teachers identify key themes, elements, and ideas when reading the fictional account our group has chosen. As the group discussed the book, we came to realize that there were a lot of literary techniques used by the author to create a deeper, more authentic understanding of what the main characters were experiencing. Such tecniques included foreshadowing, framing, and symbolism. Lastly, the inclusion of music was suggested by the Language Arts student for one of our lessons. I found this idea very interesting and exciting as it allows the students to analyze the lyrics the same way one would poetry yet to the students, it will seem more natural (as they enjoy listening to music) and entertaining.
ReplyDeleteThrough this project I have realized that relating history lessons to English can be a very effective way to engage students. Using literature in a history classroom can open the eyes of many students. It is great for the students to understand that the people in their text books were real people, with real lives, in a real world. That the things they are learning about are real and actually happened. I believe that using a cross curriculum lesson like this one will open the eyes of many students.
ReplyDeleteI think that the two subjects are very aligned in high school. The two subjects use the same time periods, and could really collaborate easily. Working with the Language Arts students has proved to help branch out from the normal history classroom agenda. I agree with the above comment. It is important for us to understand we can use other forms of literature to teach our students about historical events.
ReplyDelete