Advertising for Learning - Creating Super Bowl Commercials in Social Studies

While watching the Super Bowl last night, I was struck by the incredible phenomenon this event has become. Although it is a football game, its appeal expands far beyond sports. The Super Bowl is nearly always the highest rated television program of the year and comprises 19 of the 20 most watched television broadcasts in the United States (the MASH finale is the other one). This event transcends sports, having become a cultural sensation that permeates nearly every segment of our society. Those who are not football fans are drawn in by the commercials, the halftime show, or the general hoopla that surrounds events of this magnitude. In some cases, people tune in simply to have knowledge of a sure topic of conversation at workplaces, schools, and social gatherings across the United States. Regardless of why people watch, this event has become an expression of American culture. 

Last night, while watching and considering the significance of the Super Bowl, I began thinking about the power educators wield when we connect events that are important to students with learning. I know there are many different lessons that leverage student interest in the Super Bowl to reinforce important concepts. I’ve seen lessons that seek to emphasize math, economics, advertising, media literacy, and many other concepts. I’m all for these types of lessons. I think we, as educators, must use every means at our disposal to pique student interest in our content and to make learning relevant to their lives. 

Thinking through this led me to consider how we can apply the spectacle of the Super Bowl to a social studies class. I’m sure there are great lessons that look at the cultural impact of the Super Bowl. Additionally, students could examine the economic impact of this event. There is also an opportunity, especially in this year’s politically charged climate, to analyze political statements, whether overt or implied by performers, commercials, etc. While thinking about the many educational tie-ins offered by an event of this significance, I came to the conclusion that it would be fun to have students create their own Super Bowl commercials. The commercials are a big part of the cultural draw of the Super Bowl and are often a talking point for days afterward. This activity also allows teachers to inject a discussion of media literacy and current events into a lesson that draws upon this shared national experience. 

I have not thought through all the specifics of a lesson related to Super Bowl commercials, but I wanted to share a few possibilities of how this idea could be applied to a history or social studies course. Students could be tasked with investigating products or items of cultural significance from an era in history and creating a commercial to advertise one of these items. Although this could be applied to nearly any topic, I see it fitting very well with time periods such as the late 19th century, the 1920s or the 1950s. These eras were more consumer-oriented and included a number of new products and inventions that have had a lasting impact on our society. 

Geography or world cultures students could determine what events would be comparable to the Super Bowl in different countries, cultures, or regions of the world and develop commercials that could be applicable for these events. These ads could promote a consumer item, a cause, or something else that would be significant for the region being studied. Alternatively, students could develop ads for their class. These commercials could recap learning, highlight class activities, and/or promote the class to other students. 

Ideally, students would have plenty of time to investigate their topic, film a commercial, and perform edits to create a polished final product. However, if time constraints don’t allow for full implementation of this idea, the teacher could provide information and students could act their commercials out as live skits rather than taking time to film and edit a video commercial. Either way, I feel it is important to incorporate lessons on advertising techniques and media literacy along with this project. This helps ensure that students are not only learning our content, but also becoming knowledgeable 21st century citizens. 

Regardless of whether the final product is a video or a skit, I like the idea of having a viewing party that resembles a Super Bowl party as a culminating activity for this project. Commercials could also be posted online, allowing for a broader audience and students could be encouraged to comment on each others’ ads much like the commentary that accompanies Super Bowl commercials. This creates a great opportunity for a valuable discussion of digital citizenship and how to comment or respond appropriately online. 

In my experience, students love the opportunity to create. The process of creating a commercial requires students to apply their learning and to utilize many different skills, including the 21st century skills of creativity, critical thinking, communication, and collaboration, all while engaging in an activity that many students would enjoy. Please share any experiences you have had with a project like this or any additional ideas you may have that could enhance student learning in this type of lesson.

Finding Jewels in an Oyster - Pearl Harbor Lesson Ideas

With tomorrow being the 75^th anniversary of the attack on Pearl Harbor I’ve been thinking about strategies for teaching the “day of infamy.” My goals in teaching about Pearl Harbor have always been for students to discover the reasons for the attack, to recognize the shock and fear many Americans felt as a result of the attack, and to realize that despite its devastation, this attack did not cripple American efforts, but instead united the country behind the war effort.

Alston, Charles Henry. "REMEMBER PEARL HARBOR - WORK - FIGHT- SACRIFICE!!" / "WE'LL REMEMBER - AND BY GOD, YOU WONT FORGET!!" Digital image. Wikimedia Commons. N.p., 7 Oct. 2011. Web. 6 Dec. 2016.

It is essential for history teachers to include primary sources in lessons to give students a chance to experience the role of a historian. Primary source analysis provides an important opportunity for students to practice critical thinking skills and to learn how to piece together information for themselves. I’ve utilized several different approaches for teaching Pearl Harbor with primary sources, but one of my favorites is simply asking students to analyze sources to determine why Japan chose to attack the United States. This creates a sense of a mystery for students as they attempt to discover the reasons for the attack.

I have searched and compiled primary source sets in the past, but there are many pre-assembled primary source sets available on this topic. I enjoyed using the set put together by the DBQ Project as part of their Why did Japan bomb Pearl Harbor Mini-Q (although this does require purchase of the mini-q). I find that DBQs are an excellent way to gather primary sources for class activities. The sources in DBQs are already excerpted to a short, manageable size and can easily be adapted to a number of classroom lessons. A quick search for “Why did Japan attack Pearl Harbor DBQ” yields many results with a number of valuable primary sources that can be used with the DBQs they were compiled for or for other classroom activities.

I also like to have students analyze firsthand accounts of the attack. I want my students to realize that history involves real people who aren’t all that different from them. Eyewitness accounts help to reinforce this reality. One such source is Ginger’s Diary. I like this account because it is written by a 17-year-old girl, making it something students can relate to.  Essential Pearl Harbor includes several other similar accounts, this website also has a number of other valuable resources for teaching about the attack on Pearl Harbor. Remembering Pearl Harbor includes accounts of sailors who witnessed the attack. Thanks to Richard Byrne, I just discovered The 1941 Project, which is an interactive map featuring stories of survivors of the attack.

Student analysis of these firsthand accounts may be done in a variety of ways. Depending on the dynamics of a class, I might have students simply read and discuss these sources. Other times we’ve compared and contrasted different views of the attack, and still other times, I’ve asked students to read firsthand accounts and write an entry as if they’ve just witnessed the attack. This allows them an opportunity to be creative and express feelings similar to those they’ve read about. 

Unknown Navy Photographer. A navy photographer snapped this photograph of the Japanese attack on Pearl Harbor in Hawaii on December 7, 1941, just as the USS Shaw exploded. Digital image. Wikimedia Commons. N.p., 2 Nov. 2007. Web. 6 Dec. 2016.

I also like to use activities similar to the deliberative strategies that are common in the Choices Units by Brown University. I like these activities because they generally require students to take on a role and/or a specific perspective as they view a key decision or event in history. Students must analyze and synthesize information to support a point of view. In this case, I ask students to imagine they are part of a congressional committee tasked with investigating the attack on Pearl Harbor. I divide the class into groups and assign each group a topic to investigate as they prepare to testify before the committee. Groups include a report on the attack itself (what happened), why Japan attacked, did FDR know about the attack, did Churchill know about the attack, and was the attack a success. Additionally, one group takes the role of committee members and they must develop questions to ask each group as they testify.

Today I discovered another good lesson for teaching about Pearl Harbor. In Pearl Harbor & Hawaii during World War II, students predict why Japan might have attacked, conduct research on the attack, and take part in a Google Expedition to gain background knowledge on Hawaii. Students then use My Maps to create an interactive map illustrating the attack. This is obviously a more involved and more time consuming lesson plan than some of the ones I mentioned above, but it seems to do a nice job of incorporating different skills and utilizing technology to create a student-centered lesson. I like the inclusion of Google Expeditions (Expeditions is a virtual reality app that allows users to view 360-degree panoramas, creating an immersive experience that makes users feel as if they have travelled to different locations. This app can be used with or without virtual reality headsets, such as Google Cardboard.). I also like the integration of My Maps, which I discussed in Finding Your Way - Using Google Maps in the Classroom.

BFG (Building Familiarity with Gilded) -- Lesson Ideas for the Gilded Age

Dahl, Roald, and Quentin Blake. The BFG. Digital image. The BFG. Wikipedia, 26 Oct. 2008. Web. 7 Sept. 2016.

Sometimes it’s interesting where our ideas come from. Recently, while reading Roald Dahl’s The BFG with my kids, we came across the term gilded. As we stopped to discuss this word and ensure everyone understood it’s meaning, the history teacher in me took over and I immediately began thinking of the Gilded Age and of ways to explain this period to students.

When introducing this era, I often start with the term gilded. This leads us into a discussion of why a term meaning covered in gold, or having an appearance that conceals something of little value, is used to describe a historical era. This often leads to some great predictions from students and gets them thinking about the time period we are going to study.

I have always felt it is important for students to understand that the Gilded Age was a time of change in the United States and that this change benefitted some at the expense of others. My approach to achieving this instructional goal varied over the years. Several times I had students create Animoto videos as a response to an essential question related to this era in history (This project was very similar to the activity I wrote about in Picture Perfect – Creating Animoto Videos to Illustrate Life During the Great Depression).

Riis, Jacob A. How the Other Half Lives. Digital image. How the Other Half Lives. Wikipedia, 19 Aug. 2007. Web. 7 Sept. 2016.

The Gilded Age also provides a great opportunity to work on image analysis. There are a number of excellent images from the Gilded Age for students to analyze. I enjoy using images and excerpts from Jacob Riis’ How the Other Half Lives. Riis’ photographs take us into the lives of many ordinary people in the late 19^th century and really drive home the inequity of the era for students.

This is also a great era to work on analysis of political cartoons. I love using Thomas Nast’s cartoons to help illustrate key issues of the Gilded Age (Nast’s works are available through many different sources, including the Library of Congress). These cartoons are not only telling about the era, but they also provide an opportunity for students to practice analyzing political cartoons. There are many different effective approaches to teaching students how to analyze political cartoons; I often discuss the persuasive techniques common to political cartoons and use the Primary Source Analysis Tool for political cartoons from the Library of Congress. Through this process I want to stress to students that they need to look for symbols in the cartoon, see what action is taking place in the cartoon, examine any text (speech/thought bubbles, captions, labels, etc.), and then determine the message and/or opinion put forth in the cartoon.

As I was explaining the term gilded to my kids recently, I thought of another instructional strategy that allows students to demonstrate understanding of the changes and inequities of this era in history. I think it would be a great activity to have students illustrate how the term gilded represents this time period. Students could create drawings showing wealth and perceived progress covering up the exploitation and problems within American society. This allows students to demonstrate their understanding of the United States’ struggles with growth and the conflicts between wealth vs. poverty, urban vs. rural, industrial vs. artisan, reform vs. corruption, etc. Drawings are an excellent way to assess student understanding of key concepts.

I have used student illustrates to gauge understanding in the past, but I guess I had never thought of applying it to this topic. I like the idea of asking students to draw. This allows them to express their creativity and gives students who are better at expressing themselves in this way an opportunity to demonstrate understanding.

Back it Up -- Rethinking Back to School Lessons

The beginning of a new school year is exciting, but it can be a tough time for everyone. Students, teachers, parents, and many other people must adjust to new routines, new social situations, new expectations, new learning, and a general upheaval in daily life. I think most of us feel a certain level of anxiety as we adjust to these changes, but there are things educators can do to ease the transition back to school.

September - Back to Work - Back to School - Back to BOOKS. 1940. Work Projects Administration Poster Collection (Library of Congress), Library of Congress Prints and Photographs Division, Washington, D.C. In September - Back to Work - Back to School - Back to BOOKS. Accessed August 25, 2016. http://www.loc.gov/pictures/resource/cph.3f05218/. 

We’ve all heard the importance of establishing rules and routines early in the year. Teacher prep programs often stress this and some of us were even given the advice to not smile until Thanksgiving. I understand the thinking behind these philosophies (well, maybe not the one about not smiling). It is difficult to regain control of a classroom once it’s lost and one of the biggest fears of new and veteran teachers alike is losing control of their classroom. This thinking leads many teachers to feel they have to immediately establish rules, expectations, and most importantly discipline in order to maintain an effective learning environment and to become a master of classroom management.

Unfortunately, the unintended consequence of this is establishing a very unwelcoming atmosphere for students. For many students, the beginning of the year is filled with “Do this” and “Don’t do that,” all while sitting still and listening for extended periods of time. I am not trying to downplay the importance of rules and expectations, but we need to put ourselves in the shoes of our students. How many students—already nervous, unsure, and anxious about the transition from summer to a new school year—go through an eight period day and feel like they are being threatened and intimidated eight times? The first day of school tends to be the same in most classes. Students come in, find a predetermined seating chart (usually alphabetical), go through roll call (possibly enduring eight different mispronunciations of their name), listen to rules, go through the syllabus, and maybe—if there’s time—some sort of ice breaker or “what I did this summer” activity. Imagine how we, as adults, would react to this. If we had to endure someone seemingly trying to establish an authoritarian environment where we appear to have no voice while talking at us for 40-60 minutes before releasing us to another individual who does the same thing, then most of us would not go back for day two.

Smith, Jessie Willcox. Back to School Again. C. 1928. Louisa Du Pont Copeland Memorial Fund, Delaware Art Museum. In Rockwell Center for American Visual Studies. Accessed August 25, 2016. http://www.rockwell-center.org/portfolio-items/smith-back-to-school-again/. 

As if this doesn’t already establish an uninviting environment, compare it to a student’s summer experiences and it’s no wonder many kids dread back-to-school time. I understand that not everyone has this experience at school and that summer can be a difficult time for many children, but we, as educators, need to be more conscious of how we welcome students into our classes. I often try to relate school experiences to what I see, or hope to see, for my own children. Looking back over the last few weeks of summer, my kids did a lot and learned a lot. We went to the State Fair where they learned about animals; experienced history in a one-room schoolhouse; walked through a trapper’s rendezvous and other historic demonstrations/displays; and explored exhibits and projects created by youth from around the state. We spent time at the lake swimming, canoeing, fishing, hiking, riding bikes, and learning to kayak and paddleboard. They created a cardboard puppet theater, puppets, and scripts for several performances. They built cardboard arcade games (inspired by Caine’s Arcade). And began working to earn badges on DIY.org. I know not all students have these types of experiences in summer, but many kids experience an amount of self-direction and freedom that results in a type of learning that is very different from school. Many of these kids are excited, nervous, and hopeful as they head back to school, but they are greeted with the experiences I described above and then asked to read the textbook and told how much homework they will have this year.

So, what can we as educators do about this? We still need to establish rules, procedures, and routines. We want students to know what we will study, how our class will be structured, and what our expectations are for them. I am certainly no expert and I definitely do not have all of the answers, but I think it is important that we recognize we do not have to do all of these things the first day. I think it is important that we establish a welcoming environment that helps ease student anxiety and provides an introduction to the year. I have experimented with different ways to open the school year, some of which I liked better than others, but I tried to make a point of allowing students to be involved (as opposed to passively listening to me go over rules, etc.), getting them moving (we can’t expect them to sit quietly in every class after moving on their own terms over the summer), providing a brief introduction of myself and my class, and helping them to get to know each other. Sometimes I included a brief intro to my expectations, but I often found that it worked better to teach expectations and procedures as situations arose over the first few weeks as opposed to laying out a long list of rules the first day.

Recently I’ve run across a few different articles that reinforce my beliefs about the beginning of school and/or offer advice to establish a welcoming environment. George Couros posted 10 Easy Ways To Create an Amazing #ClassroomCulture This Year. These are tips that can be used throughout the year to make a difference in classroom environments. As George says, “Every year we should strive to make it the best year students have, and if we all did this, school would only progressively get better for our students.” Although What If High School Were More Like Kindergarten? does not focus directly on the beginning of the year, it does include ideas that impact classroom culture and it reinforces my thoughts that we need to allow everyone, regardless of age, the chance to be a kid once in a while. Along these same lines, I was alarmed, although not overly surprised, when I recently ran across The Decline of Play and Rise in Children's Mental Disorders. As I was going through the final editing of this post, I came across an article from The Atlantic that describes common back-to-school procedures in Finland. The ideas discussed in How Finland Starts the School Year are very similar to many of the thoughts I've discussed in this post and this article is definitely worth a read. Lastly, I saw a tweet this morning from Nathan Wear, High School Principal in Solon, Iowa, that illustrates students' feelings about school. I love the idea of asking students what they want and responses from students at Solon High School seem to reaffirm many of my thoughts about how we should be approaching school.

We asked kids on day 1, what do you want school to look, sound and feel like? #solonstrong #soloncsd pic.twitter.com/KrCdsuYFex

— Nathan Wear (@Nathan_Wear) August 25, 2016

There is no one right answer for how to begin the school year. Everyone’s unique situation and personality dictates how they can effectively welcome students to class. I’ve included a brief description of some of the different activities I have tried over the first few days below.

• Rather than assigning a seating chart, I have students pick the name of a U.S. President out of a hat. Students then read a brief (< 1 page) summary of the president focusing on things that are significant or unique about this President as a person or about their time in office. Students must then find the desk with a statement taped to it that describes the president they read about (I tape these on the desks before class starts). Each student then introduces himself or herself and tells the class one interesting thing about the president they read about. This provides us with a seating chart (that’s not alphabetical), gets students moving, introduces topics we will study, and allows students to introduce themselves to the class in a non-threatening manner.
• Who Am I? -- Introducing the Teacher through Primary Sources. This activity provides students a chance to work together and get to know me while introducing primary sources. It also helps us get to know each other as students determine what sources describe them.
• I have used excerpts from Stupid History: Tales of Stupidity, Strangeness, and Mythconceptions Throughout the Ages by Leland Gregory as a way to get students interested in history. Students can also share summaries of these stories with small groups or the whole class as a way to introduce themselves.
• I have used parts of TCI’s Getting Started and Getting to Know Each Other lesson. This helps introduce classroom expectations while allowing students to work together and analyze images.
• We’ve compared The True Story of the Three Little Pigs by Jon Scieszka to the traditional tale of The Three Little Pigs as a way to illustrate the importance of perspective and multiple points of view. I use this to introduce the idea that as we read a number of primary and secondary sources throughout the year it is important to keep in mind that different people may interpret the same event in different ways. It can be valuable for historians to look at these differences, but it is important to recognize that a single interpretation of the past is not always as valuable as examining multiple interpretations. This provides a fun activity that allows students to interact with each other and to think about children’s stories.
• I’ve used variations of the What is History and Why Do We Study It? lesson plan, particularly the portion on quotations. This helps establish some rationale for why it is important to study history while allowing students to develop their own thoughts on the topic. I like to have students do this in small groups so they get used to working with each other.
• Students describe their expectations for the year on Padlet. This provides student voice and allows us to discuss what students hope my class will be like.
• I have also used several versions of “Find Someone Who . . .” sheets or bingo sheets (get a bingo by finding someone who . . .) as a way to get students moving and getting to know each other.

I think the most important things we can do are to have fun with our students and to always keep in mind what is best for them. I know we all intend to do this, but as we begin planning for everything we need to fit in and how we can make things run smoothly, sometimes we veer a little off course. So we all need to make a conscious effort to put the best interests of students first all year long.

Finding Your Way - Using Google Maps in the Classroom

By Arambar (Own work (sculpture and photo)) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

Last month I had the privilege of presenting at the Best Practices in Social Studies Institute. I really enjoyed this opportunity to work with social studies educators from all over the state of Iowa and to learn from presenters and participants. Although I'm no longer in the classroom, I still view myself as a social studies teacher at heart, so its always nice when I get the chance to work within this subject area.

The institute offers two days of free professional development for K-12 social studies teachers. More than 220 Iowa teachers took advantage of this opportunity to further their learning around best practices in social studies instruction. I attended sessions on Teaching 21st Century Skills in Social Studies Classrooms, Student Relevance & Engagement with IPTV Digital Resources, Geography and Literacy Connections, National History Day and Primary Sources, and Population Connection: Hands-On Activities for the People and the Planet. Additionally, there was a review of the state of social studies in Iowa, including a Call to Action and a review of the process and progress of writing new social studies state standards. Closing remarks were delivered by the Iowa Secretary of State, Paul Pate.

I planned to present a session related to technology and mapping in social studies classrooms. After considering that attending teachers may fall anywhere within the K-12 range, may or may not have background with mapping technologies, and that I had a limited amount of time to present, I chose to focus on tools related to Google Maps rather than more in-depth tools like those available through Esri or their ArcGIS platform.

I feel that many educators are aware of Google Maps, but they may not recognize its educational potential. For this reason, I wanted to share some of the tools within and/or powered by Google Maps and ways to effectively integrate these tools into instruction. I spent much of my presentation demonstrating the capabilities and uses of these mapping tools, but I also created the slides below partly to guide my presentation, but also as a reference for teachers to refer to later.

I had to adjust some of my plans and ended up doing more demonstration and less participant use of tools due to spotty Wifi access, but I still felt that my session went very well. Participants were engaged in the content and most seemed to learn something they could apply to their instructional practices.

I was impressed with my experience at the Best Practices in Social Studies Institute. There were a number of valuable sessions and it is always good to get a chance to collaborate with other teachers. I hope to attend this event again in the future and I would encourage social studies educators in the state of Iowa to take advantage of this free learning opportunity.

Scare Them into Learning on a "Crazy" Day

This morning I came across Patti Grayson’s post on MiddleWeb about The5 Craziest Times of the School Year. I certainly agree with Patti that each of these times presents a challenge. Students are excited, making it difficult to keep the focus on learning. However, as difficult as these days can be for teachers, they are important for students. The level of excitement that makes educators want to run for cover is one of the things that makes school enjoyable for students.

As I read Patti’s post I began thinking about ways we as teachers can channel student enthusiasm on these days into something productive. With Halloween lurking in the not too distant shadows, my thoughts turned to ways of focusing student energy on a day when they are thinking about costumes and treats rather than the historical significance of a topic we may be studying. Why not embrace their want of a Halloween party rather than trying to fight it? It seems like students might enjoy (and learn something from) a history-themed Halloween party.

Why not have students dress up as people from the past? Or in a costume they think a historical figure might have worn? Or as zombies representing the reanimated corpses of historical figures? Any of these options could be preceded by a small amount of research to establish background information on the individual they will portray. This requires students to learn about their character and justify why they dressed the way they did. Each student could be required to come to the party with a few prepared talking points that exemplify their person.

Alternatively, the party could be set around a specific time period, event, or issue. This would require students to be familiar with course content. Student research could focus on differing opinions related to the topic and how people might have discussed it at a get-together. Students could also research games and snacks that partygoers might have enjoyed during this time in history.

Any of these options could incorporate a number of other fun activities. A teacher could decide to divide the class into committees to decorate the room, develop games, come up with treats, etc. Each committee could ensure that everything adheres to the theme of the party. If a teacher is feeling very adventurous, he or she could even allow students to carve pumpkins that reflect the historical content being studied.

Sometimes we as teachers get so into our content that we forget to embrace the opportunities to make learning enjoyable. School needs to be a place where students feel they are allowed to enjoy themselves, without being shut down on days that might be important or exciting to them. When “crazy” days arise, find a way to use the energy to your advantage.