Greg here! I hope everyone is doing well! 

Over the past few weeks, Becky and I invested some time in creating a new Columbus activity set for 1st - 3rd graders. Surprisingly, there are over 466 Christopher Columbus resources on TPT for 1st and 2nd grade alone. 

When developing the activities, we kept two things in mind: 1. age appropriateness and 2. rigorous historical thinking. I turned to the newly developed historical thinking skills set forth by the College Board for AP US History to help build my framework.

The result is a set of activities that target some of the same skills I reinforce with students in 10th and 11th grade. For example, the craftivity (highlighted in the top photo) asks students to utilize an adjective to describe Columbus's voyage. Students are then required to back up their "conclusion" with two reasons. This is a simplified version of skill 6: historical argumentation. This approach will pay dividends in the students' writing and discussion skills. 

The sequencing activity (seen below) reinforces the basic components of chronological reasoning (skill 1). 

And the "What's your view?" activity requires students to synthesize (skill 9) the information to draw and write about a perspective of the voyage. Although guidance will probably be necessary, students will have fun thinking about an event from a different standpoint. Let their creativity run wild but also help build a context of the realities of the situation. 

There are also several primary sources in the document (with accompanying questions) that supports multiple perspectives of the voyage (skill 7 - appropriate use of historical evidence). 

I am convinced that good social studies skills are simply good critical thinking skills. These activities provide foundational historical thinking skills that will help students in both ELA and future social studies classes. Ultimately, we need to create engaging opportunities for students to understand that social studies is relevant and interesting.

Best.
Greg

Hi everyone! It's Greg here! Becky and I haven't figured out how to differentiate between posts yet, so ideas are greatly welcome. I hope everyone is enjoying their fleeting days of summers. This is the first summer since I started teaching that I "took off." I've had the opportunity to reflect a great deal about my teaching and the activities and projects I would like my students to accomplish this year. 

I thought I would share one of my (and my student's) favorite activities. I am aware this is geared to 10th graders, but I truly believe it can be done in the early primary grades as well.

I teach a 10th grade global studies course that surveys modern developments in major countries and regions around the world. One of our major focus areas is East Asia - with a specific emphasis on China. Near the end of the mini-unit, I check for understanding before our final evaluation (a persuasive essay). We begin class with a discussion on color preference and color meaning. (This really throws them off!) I then prompt them to determine which color, or combination of colors, best represents modern China. Since I'm rather low key, I ask them to elaborate their answer on one side of a 3x5 index card. 

Once complete, I ask them to determine which object in my classroom best reflects the state of China. Honestly, students built a connection between China and my stapler, the American flag, and a Louis Armstrong poster. They write their answer on the other side of the card. 

When the students are done writing their answers, we actually tie strings (colored according to their answer) to the objects in the classroom. At this point, most of the students think I'm crazy - but it doesn't take long for them to jump right in.

We wrap up the activity with a thoughtful discussion about the colors and objects - and usually tie them back to specific examples we discussed throughout the unit. The extra 45 minutes it takes to complete the activity affords students with a much richer and deeper level of analysis in the final evaluation (and it's fun!). I know the whole things sounds rather goofy, but their ability to build connections to everyday objects (and read other's work) adds perspective to their opinions.

This project could easily be done to provide students with an open interpretation of a book character, event, or process. For example, I know Becky's students really enjoy the Barbara Park Junie B, First Grader Series.

So, when prompted to draw a connection to an object around the room, students might come up with some of the following ideas:
1. Students might connect the story to a journal or pencil because Junie B. is always writing in her journal.
2. They might also explain that since she doesn't always follow the rules, the class expectations chart is most representative of her. 
3. They might tie together someone's glasses because she gets a pair of them in First Grader, (at last!).
4. Students might say they chose the water fountain to represent Junie B. because she is always getting up for a drink.
5. Or, you could say the missing tooth chart represents her because she is always concerned about what ultimately happens to loose teeth after they fall out.

Click on the picture below to download a worksheet that students could use to organize their thoughts.

Really, the possibilities, requirements, and spins you could put on this activity are endless. I'd love to hear your ideas!