Friday, August 24, 2012

Geography is beautiful...a sense of place through photography

     The 4th graders in my school district have a unit titled Understanding Region: Africa. In this unit, students learn about the geographic concept of region by exploring the different natural regions of Africa. While on my own "digital road trip," I managed to find a website that led me towards the title of this post.  I found the photography of George Steinmetz. WOW!


Let me tell you why photographs 
are essential for young geographers...     
     To many kids, geography is a word, not something that stirs excitement.  As I reflect on how I became interested in geography, I recognize that it evolved over time through experiencing places, their landscapes (both built and unbuilt), their cultural differences, and the sense that I experienced the world differently because I was in a different place
     While not a master of geography, I've come to understand that having a strong sense of place creates a conduit for understanding our world; it creates a connection to different locations and what those places in the world look and feel like.  If you read about Paris, the Grand Canyon, Tokyo, or Iguazu Falls, you never truly know what those places are like.  You have words that create your sense of place for these locations...but that changes when you are given the chance to visit a location where you can finally see, smell, and experience.  It is at that precise moment when your sense of place begins develop substantially.
     In a nutshell, because of our world's vastness, the majority of people will never truly know what most places in the world are like. I knew I wouldn't...and I decided to do something about it.  
     As a way to connect with the world and develop my sense of place, I started to regularly view LENS, a photography, video, and visual journalism blog from the New York Times. I decided that if I couldn't travel everywhere in the world, at least I could see these locations.  What astonished me is that over time, I began to have a better sense of place for locations that I might never be able to visit.  In talking about the world, my ability to picture these places and feel a connection is better (even if just a little bit).  Go ahead, take a look at LENS and JUST TRY to tell me that you don't have a better sense of global places after spending 10 minutes looking at the pictures!
    Why is this important to geography education? Not only are these ideas important, I'd venture to say that these ideas are absolutely essential for young geographers.  If we want our students to feel the tug of geography and how it connects them to their world, we MUST help them to develop a sense of place.  And when we can't transport them everywhere we'd like, we have to use whatever tools and resources we have available. In this case, I'm suggesting that photographs should be used, especially those created by "photographers", when possible.   
     As an experiment, pause and try to picture what Africa looks like and feels like.  Ask yourself, why do you have these pictures in your head? How did you develop your sense of place for Africa?  Now...WATCH THIS and experience how your sense of place for Africa is changed.
     For those in my school district about to engage in learning about regions of Africa, consider hooking students into their learning by helping them to develop their sense of place for Africa.  Take the time to look at this video with your students and talk about what they see and what they "thought" Africa was like.  Study these pictures (click VIEW STORY) and ask students to write down what they think Africa would feel like and look like if they were there.  Look at the pictures of other photographers.  Have students connect the pictures to their location on maps, mark those locations, and talk about what else is around those locations by analyzing maps of physical features.  Think of it like getting ready to take a learning trip...pack their brains with some mental images, organize their sense of place by using maps...and then start the journey towards where you are going.  You might just find yourself amidst students who are thrilled to make the journey with you! Sometimes the most important part of learning is in setting students up for what is just around the corner. 

Africa photos and videos:
  • Resource: Michael Fay, a conservationist, did a 6-month aerial survey flyover of Africa.


Monday, August 20, 2012

Who do I sit with at lunch? An Economic choice

In my school district, 4th graders begin the year with an economic unit that guides students to consider choices, opportunity costs, and incentives.  In most classrooms, students are doing work and using graphic organizers to show how they might process their choices.

As I was reading the Fall 2011 issue of Teaching Tolerance, my interest gravitated towards the article on Mix It Up Day.  
For those of you who do not know about Mix It Up Day, check it out (MixItUp.org).  The goal of the day is to help kids step out of their comfort zone at lunch and spend lunch with new peers or getting to know someone new.  

Brilliant, I say...but how often do we lecture and encourage kids about getting to know others in their peer group?  How often do we make them part of the learning so they begin to understand why it might be enjoyable, and important, to sit with someone new at lunch?  Rarely!

What I'm suggesting is that we pose questions to students related to embracing diversity at lunch.  Those questions are sprinkled with concepts of economics (choice, opportunity cost, incentive) and community concepts of unity/diversity.  By creating the questions and inviting students to think about the benefits of this experience, they are the ones who do the learning and develop the ideas connected with this experience.  (What are the advantages/incentives/disadvantages of sitting with the same peers daily during lunch?  What are the advantages/incentives/disadvantages of sitting with different peers during lunch?)  In so doing, they embrace the experience and they learn something about themselves and how they can make choices to interact with a broader range of peers.  When students are done with the learning, they'd be the perfect group to organize a Mix It Up Day at their school. Two birds...one stone...great learning and a major life lesson about embracing diversity!  

Tuesday, August 14, 2012

Colonial America - Walk Back In Time

When I visited Colonial Williamsburg with a group of Jeffco teachers back in 2009, we took a walk along a bridge that contained a collection of plaques identifying dates and statements that would offer the viewer a sense of historical context.  For example, one said...


 1820's - You cannot travel overland more than 70 miles in a day.

There were a total of 12 plaques extending from the 18th Century to the 1980's.  
VIEW Document with Plaque Images.  (These are my personal photos taken at Colonial Williamsburg.  Feel free to use in any way to support instruction.)

I imagined using these plaques with 5th graders, the grade that frequently studies early American History throughout the United States.  5th graders struggle with their sense of time, and I thought to myself, "These plaques could be a great way to help kids connect with the past." When their sense of time is confined to the last 11 years, this provides the opportunity to walk back in time, just as was intended by Colonial Williamsburg.  

Within instruction, images of the plaques might be used at the start of a study to help students develop the concept of Chronology.  By placing the events on a timeline, students can be given guidance related to skills, such as, "Students will be able to determine critical attributes of a timeline."  Teachers can also engage students in discussion related to how historians use timelines to record people, events, and ideas.  Instructionally, after placing all of the events from the plaques on the timeline, students might be encouraged to place additional comments extending from the 1980's to the present (mirroring those on these plaques).  Some students might also enjoy the challenge of adding details from the beginning of the 18th century to the present.  There are definitely tons of options for extending the learning so students further develop their sense of time and Chronology.

Last, I can also see how these plaques can be used to help students develop the concept of Continuity and Change Over Time.  With each plaque, students could evaluate the statement to identify how things have changed and how things have stayed the same (of course, students will probably need support to begin thinking this way).

Example:
1820's - You cannot travel overland more than 70 miles in a day.
How have things stayed the same?

  • We still travel overland.
  • Most people travel overland less than 70 miles in a day driving to work.
  • People travel to destinations for particular reasons.

How have things changed?

  • People travel over land, over water, and even underground on trains and subways.
  • To travel 70 miles in a day is easy, and people will sometimes travel much greater distances over land in a day.  
  • Roads are not dirt, they're smoother for travel due to concrete and blacktop.

Friday, August 10, 2012

Using Photographs to Teach "Continuity and Change Over Time"

A significant history concept that students need to grasp is Continuity and Change Over Time.  This involves considering how people, ideas, and places have stayed the same and changed over time.  While explaining this concept is a start, we have to remember that many students are visual.  Luckily, there are picture sets that exist which allow us to guide students toward understanding this concept.  

Picture Set: Summer Olympics Since 1896 (from DZinepress)

How might I use a picture set within a learning activity?
If students are given this set of pictures, they might initially organize them on a timeline.  This opportunity deepens their sense of chronology and how timelines are used by historians.  For younger students who are still grasping concepts of time, they might add the birthdays of major family members or when particular items were invented.  Adding these elements help students to build context for time periods.  Finally, allow students to create a simple T chart with:
1. What appears to stay the same over time?
2. What appears to change over time?
  
This gets students actively involved in the historical process/historical thinking and creates an entry point for every student to apply the concept of Continuity and Change Over Time to their learning of history.  Students might add details that are complex or details that may appear, initially, surface level.  The ope-ended nature of the learning activity allows students of all learning levels to engage in the thinking and participate in the discussion of what was observed.

Keep your eyes out for additional picture sets that you might use.  In a 3rd grade classroom, a teacher used pictures of the Denver Bronco quarterbacks, the uniforms, and the stadium to help students understand the concept of Continuity and Change Over Time.