Via the CBC, for all of those looking to include more indigenous content into their lesson plans, when the textbook publishers and the government appointed panels fail us:
A librarian at the Ontario Institute for Studies in Education (OISE) at the University of Toronto has compiled a list of Indigenous education content available.
The resource compilation is a response to the recent cancellation of Truth and Reconciliation curriculum writing sessions that were to build upon Ontario’s curriculum by infusing Indigenous knowledge and pedagogy across all subjects and grades.
Educators and librarians doing it for themselves – we owe it to the next generations to curate a more expansive definition of world literature and history!
“And that support crosses political divides, according to the results of an exclusive new NPR/Ipsos poll: Whether they have children or not, two-thirds of Republicans and 9 in 10 Democrats agree that the subject needs to be taught in school.
A separate poll of teachers found that they are even more supportive, in theory — 86% agree that climate change should be taught.”
Imagine that our class is a committee appointed by Congress to select one reformer from the Antebellum (pre-Civil War) era to replace nasty old Andrew Jackson on the $20 bill and to simultaneously celebrate the US’s rich history of forward-thinking individuals. You should base your decision on your knowledge of what these people accomplished in their lifetimes, as well as the lasting impact they have had on our overall society. You will need to research what these people did using your textbook or the Internet. You may use whatever criteria for inclusion that you choose, however, you may not just say you’re voting for some guy because he’s rich or fat or some such reason that lacks historical substance. (Remember this is a history class.)
William Lloyd Garrison
Harriet Beecher Stowe
Elizabeth Cady Stanton
Susan B. Anthony
Henry David Thoreau
Spiritual Leaders and Communalists
Charles G. Finney
John Humphrey Noyes
You will compose a persuasive essay – including a brief biographical overview, an explanation of the reformer’s accomplishments/lasting legacy, a direct quote from your reformer’s writings (if available), and a clear argument for why this person deserves to be the face of the 20 dollar bill. You should also create a physical life-size mock up of your new 20 dollar bill (it can be creative, colorful, and impressionistic). Make sure you cite your sources!
Choose one of the following events from the Revolutionary War. Pretend you have been hired to adapt this historical event into a big budget Hollywood blockbuster. Script a key scene for this film, including scenic directions and dialogue.
Remember that in film, images tell much of the story, serving to evoke the emotions and thoughts of the viewer. Integrate dialogue into the action of the scene. Rather than have characters deliver speeches, for example, let them talk while they are moving or doing something that will add visual interest to the scene. Your scene can be dramatic, humorous, even musical, feel free to subvert gender roles – but it should be based firmly on the facts with plenty of references to identifiable historical individuals and situations. It should also give your audience a sense – through dialogue, symbolism, or narration – of the significance of the event they are witnessing. Why was is this scene important – to the story of the war and/or to future generations?
Check here for an explanation of how a screenplay is written.
Battles of Lexington and Concord
The Battles of Lexington and Concord were the first military engagements of the American Revolutionary War. About 700 British Army regulars in Boston, under Lieutenant Colonel Francis Smith, were given secret orders to capture and destroy Colonial military supplies reportedly stored by the Massachusetts militia at Concord. Through effective intelligence gathering, Patriot leaders had received word weeks before the expedition that their supplies might be at risk and had moved most of them to other locations. On the night before the battle, warning of the British expedition had been rapidly sent from Boston to militias in the area by several riders, including Paul Revere and Samuel Prescott, with information about British plans. The first shots were fired just as the sun was rising at Lexington. The British pushed on to Concord. The Americans had taken away most of the munitions, but they destroyed whatever was left. In the meantime, American forces in the countryside had mobilized to harass the British on their long return to Boston. All along the road, behind stone walls, hillocks, and houses, militiamen from “every Middlesex village and farm” made targets of the bright red coats of the British soldiers. By the time Gage’s weary detachment stumbled into Boston, it had suffered more than 250 killed and wounded. The Americans lost 93 men.
Characters to include: John Parker
Adoption of the Declaration of Independence
The Declaration of Independence, adopted July 4, 1776, not only announced the birth of a new nation, but also set forth a philosophy of human freedom that would become a dynamic force throughout the entire world. The Declaration drew upon French and English Enlightenment political philosophy, but one influence in particular stands out: John Locke’s Second Treatise on Government. Locke took conceptions of the traditional rights of Englishmen and universalized them into the natural rights of all humankind. The Declaration’s familiar opening passage echoes Locke’s social-contract theory of government:
We hold these truths to be self‑evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
Characters to include: Thomas Jefferson, John Adams, Benjamin Franklin
Winter at Valley Forge
Valley Forge in Pennsylvania was the site of the military camp of the American Continental Army over the winter of 1777–1778 during the American Revolutionary War. It is approximately 20 miles northwest of Philadelphia. Starvation, disease, malnutrition, and exposure killed nearly 2,500 American soldiers by the end of February 1778.
With winter almost setting in, and with the prospects for campaigning greatly diminishing, General George Washington sought quarters for his men. Washington and his troops had fought what was to be the last major engagement of 1777 at the Battle of White Marsh (or Edge Hill) in early December. He devised to pull his troops from their present encampment in the White Marsh area (now Fort Washington State Park) and move to a more secure location for the coming winter. Though no battle was fought here from December 19, 1777 to June 19, 1778, a struggle against the elements and low morale was overcome on this sacred ground.
“Naked and starving as they are we cannot enough admire the incomparable patience and fidelity of the soldiery.” –General George Washington at Valley Forge, February 16, 1778.
Characters to Include: George Washington, Baron von Steuben
The Service of Deborah Sampson
Deborah Sampson wore men’s clothes and joined an Army unit in Massachusetts under the name “Robert Shirtliff” (also spelled in some sources as “Shirtliffe” or “Shurtleff”). She joined the Light Infantry Company of the 4th Massachusetts Regiment, under the command of Captain George Webb (1740–1825). This unit, consisting of 50 to 60 men, was first quartered in Bellingham, Massachusetts, and later mustered at Worcester with the rest of the regiment commanded by Colonel William Shepard. Light Infantry Companies were elite troops, specially picked because they were taller and stronger than average. Their job was to provide rapid flank coverage for advancing regiments, as well as rearguard and forward reconnaissance duties for units on the move. Because she joined an elite unit, Sampson’s disguise was more likely to succeed, since no one was likely to look for a woman among soldiers who were specially chosen for their above average size and superior physical ability.
Sampson fought in several skirmishes. During her first battle, on July 3, 1782, outside Tarrytown, New York, she took two musket balls in her thigh and a cut on her forehead. She begged her fellow soldiers to let her die and not take her to a doctor, but a soldier put her on his horse and took her to a hospital. The doctors treated her head wound, but she left the hospital before they could attend to her leg. Fearful that her identity would be discovered, she removed one of the balls herself with a penknife and sewing needle, but the other one was too deep for her to reach. Her leg never fully healed.
Characters to Include: Deborah Sampson
Surrender at Yorktown
A series of battles left British General Cornwallis’s armies in retreat toward Yorktown, Virginia, where they expected to be rescued by a British fleet. The fleet showed up, but so did a larger French fleet, so the British fleet retreated out to sea after a brief battle, leaving Cornwallis trapped between the American and French armies on land and the French fleet at sea. Finally, on October 19, 1781, General Cornwallis surrendered his army of 8,000 British soldiers.
Characters to Include: Washington, Lafayette, Cornwallis
George Washington resigns as commander in chief
By the Treaty of Paris signed on September 3, 1783, Great Britain recognized the independence of the United States. Washington disbanded his army and gave an eloquent farewell address to his soldiers on November 2. On November 25, the British evacuated New York City, and Washington and the governor took possession. At Fraunces Tavern on December 4, Washington formally bade his officers farewell and he resigned his commission as commander-in-chief on December 23, 1783, to the Continental Congress in the Old Senate Chamber of the Maryland State House in Annapolis, Md. “I consider it an indispensable duty to close this last solemn act of my official life, by commending the interests of our dearest country to the protection of Almighty God, and those who have the superintendence of them, to his holy keeping.” Historian Gordon Wood concludes that the greatest act in his life was his resignation as commander of the armies. King George III called Washington “the greatest character of the age” because of this.
Washington later submitted a formal account of the expenses that he had personally advanced the army over the eight-year conflict of about $450,000. It is said to have been detailed regarding small items and vague concerning large ones, and included the expenses incurred from Martha’s visits to his headquarters, as well as his compensation for service—none of which had been drawn during the war.
You can go big and tell a general history of the colony, or you can focus in something more specific – relations with the Natives, the Puritan ideology, or the Witch Trials.
Your comic should include at least 10 facts about the colony and its history. It should also mention/show at least 2 important people named in the article. Your comic does not have to be colored, and you will not be graded on the quality of your art, per se – but it should be neat and legible!
Extra credit for the best two comics in each class, which will be displayed in the classroom/on my website!
If you had to explain the causes of the American Revolution to your kid sister, how would you do it?? Believe it or not, being able to streamline and simplify your explanation of key events is a great way to check your own understanding.
For tomorrow: Take one page of notes filled with basic facts and chronology of the colonies from French and Indian War to American Revolution, drawn from the pages above, all with the general question in mind — “Why did the colonists declare independence?”
Use the information contained in these notes to create a minimum eight page storybook, illustrated, answering the question — “Why did the colonists declare independence?” Your book should tell the story of how the Revolution came to be – roughly from the French and Indian War to the Declaration of Independence. It should utilize at least 10 vocabulary words or key terms and tell a story that makes sense.
Your book will be read aloud during a class-wide story time – so make sure it has cadence (and maybe rhymes?)
Bonus points if you include a cute talking animal to gloss over uncomfortable social truths.
Looking for an engaging way to teach mythology in your classroom? Go beyond Greece and Rome, and introduce your students the folklore of ancient Mexico with Comix Azteca Volume One:
Old Mother Coatlicue gives birth to Huitzilopochtli, the iridescent god of war and sun – scandalizing her adult children and setting off a war that will change the world forever.
Adapted from the tradition Nahuatl folk tale and retold for modern audiences with glorious pop art from cartoonist Phil Skaggs and a script by historian and Openendedsocialstudies.org founder Thomas Kenning. This edition contains a supplemental essay and selected artwork from the original Mexica sources.
Electronic copies now on sale for the teacher-friendly price of just $1.99. Physical copies available (in black and white) at discounted rates. Inquire here.
Openendedsocialstudies.org is pleased to announce that Thomas Kenning, founder and chief creative officer, will be undertaking several research expeditions in the coming months, all with the aim of producing new content and resources for this site.
In May, Mr. Kenning will be traveling to Moscow to participate in the annual Victory Day celebration. While there, he will be gathering information for further lessons in our proposed open source Russia textbook.
In June, Mr. Kenning will be in residence in the Philippines, developing a new curriculum unit on this fascinating syncretic culture.
Also in June, Mr. Kenning has scheduled a working trip to Tokyo with the aim of realizing long gestating plans for several lessons on the history and culture of Japan.
Finally, in July, Mr. Kenning returns to Cuba to complete work on new lessons documenting that nation’s colonial past.
Summer is traditionally the season that sees the most research and development at Openendedsocialstudies.org, and this is turning out to be one of our most exciting seasons yet!
A Guided Tour of Bolivia, 2016– Explore the streets of La Paz and El Alto, scramble through the 500 year-old silver mines of Potosi, or race across the barren salt flats of Uyuni. Supplementary photos and information on Bolivia, past and present.
A Guided Tour of Peru, 2016– Explore the streets of Cusco and Lima, scramble through Inca ruins from Machu Picchu on down, take a slow boat up the Amazon River from Iquitos, and an even slower boat across Lake Titicaca to the floating man-made islands of the Uros. Supplementary photos and information on Peru, past and present.
TEACH in Bahrain, Qatar, and the United Arab Emirates, Travel Writing:
A Guided Tour of the Gulf States is a curated photo essay. Stroll the streets of Manama and Doha, ride to the top of the Burj Khalifa in Dubai, witness the grandeur of Islamic architecture at the Sheikh Zayed Mosque before spending the evening dune bashing with high-paying tourists in the sands of Abu Dhabi.
A Guided Tour of Maya Mexico, 2017– Explore the ruins of Ek’ Balam, Uxmal, and Chichen Itza, scramble through streets of colonial Merida, and sample the cuisine and culture of Mexico’s Yucatan Peninsula. Supplementary photos and information on the Yucatan, past and present.
A Guided Tour of Moscow, 2017– Explore Red Square and Gorky Park, race through the Moscow Metro, and participate in the 2017 Victory Day celebrations commemorating the end of World War II. Supplementary photos and information about Moscow, Russia.
Scenes from South Korea, 2015– From the glistening towers of Seoul to the DMZ, from the bustle of downtown to the sanctuary of its Buddhist monasteries – supplementary photos to enhance a sense of place.
Ms. Rita Ulrich, a Fulbright-Hays fellow, traveled to Bulgaria and Greece in 2017 to better understand the ongoing refugee crisis in Europe. She recently contributed her lessons – detailed text appropriate for the middle or high school classroom, complete with creative activities and guided reading questions. It’s everything you need to humanize this unfolding human tragedy for your students.Learn how you can submit your own work to Openendedsocialstudies.org.
The Dangers of Brain Drain (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): What is brain drain, who wins and loses because this phenomenon, and how does it affect a nation like Bulgaria?
The Eastern Orthodox Faith (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): What is Eastern Orthodox Christianity, and how did it become such an integral part of Bulgaria’s national identity?
The History of Communism in Bulgaria (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Understanding the difference between communism and capitalism, with Bulgaria as a lens. What is communism, and how has it shaped Bulgaria’s past and present?
Refugees and Human Rights in Bulgaria (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): What are refugees, why are they in European countries like Bulgaria, and how is the United Nations involved?
The Psychology of a Refugee Crisis (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): What psychological dangers do refugees face throughout their journey and during their time searching for safety and a new home?