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-The quote from the Dalai Lama "It is not enough to be compassionate.   You must act" (p. 25) carries significant meaning in chapter two, and acts as a catalyst for students to take theoretical understanding and put it into practice.
-To truly examine the plight of others is one thing, but to do something about it is quite another.  As we learn in both chapters 1 and 2, Cowhey emulates this by folding into her teaching her prior knowledge and experience as a community organizer and her personal background as well as an understanding the identities of her students.
-Cowhey listens to her students and  lets their voices be heard, and taken seriously. By empowering her students in this way they made real, positive change for people their community.  Through this type of problem based learning, students learn curriculum, but also about being truly active and engaged citizens.

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-In chapter 1 Cowhey states, "in problem-posing education, the teacher isn't the sole source of knowledge.  Dialogue between students and a teacher is part of an inquiry process that encourages critical thinking" (p. 17).  This means that students and teachers are co-constructing the curriculum; the teacher is responsive to student inquiries, building on students' background knowledge as part of an asset-based approach.  The curriculum reflects the students diversity and inquiry.

-In chapter 1 Cowhey discusses critical thinking and teaching critically.  This is the main recurring message of not only chapter 1 but of the entire text.  When we as educators teach critically, we are encompassing critical inquiry that informs our practice, we become reflective and responsive teachers, we will create a safe environment for ALL of our students that promotes social justice.  All of these things have to start with critical thinking, teaching critically, and then striving to put it into practice--then rinse and repeat.  There is no period in a social justice classroom, only a comma.

-Cowhey shows us that the role of inquiry is vital to a student-centered curriculum in the way that she is responsive to students inquiry during the meeting with Mayor Higgins in chapter 2.  Students wondered what life was like for unhomed people in their community.  As the Mayor explained, students can begin to see multiple perspectives which can lead to empathy for the plight of unhomed people rather than being fearful or judgmental of them because they don't understand. This can become a springboard for problem-based learning focusing on allyship and social justice within the curriculum.

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-In chapter 1 Cowhey states, "I am talking about thinking critically and learning to learn, learning to use basic skills like reading, writing, solving mathematical problems, analyzing data, public speaking, scientific observation, and inquiry as an active citizen in your community" (p. 18).  Here we have the seedlings for the potential units of study.  As educators, if we can follow this advice it can guide our curriculum planning while still creating spaces for co-construction with students because we will engage them in critical thinking and skill-set development through problem-based learning.
-Planning units of study effectively could be in the form of an interactive read aloud.  Cowhey gives her reader concrete examples of books that address socio economic status in chapter 2.  An interactive read aloud is a way to rouse students, challenge thinking and perspectives, promote inquiry, and spur action.  This can be done with a myriad of social studies laden texts.
-When I reflect on chapters 1 and 2, I think about Cowhey's approach to teaching and learning--it's far more learning than teaching.  She is constantly letting her students' inquiry guide the curriculum, all the while reflecting on her own practice and theory.  We see this in Chapter 2 when she discusses the student-centered Giving Tree project after Thanksgiving.  On the surface, the project seems like a "run of the mill" seasonal school operation to give back, but when the kids decided to do more after Thanksgiving is when they became active and engaged citizens that utilized and developed specific skillsets like math, organizing, science, speaking, and collaboration.  This is the type of problem-based learning that works to solve a real world problem, within the students' community using cross-cutting content knowledge.

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This encapsulates inquiry, critical thinking, sharing ideas, and solving the problem!  All necessary within the 21st century Social Studies classroom.

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-Cowhey starts off chapter 3 with a vignette about a whimsical student who was intent on sharing her milkweed with the class, to the point of it becoming a distraction and curiosity to "chase fairies" (p. 37).  This spurred inquiry within her classmates which ultimately led to Cowhey leaning into the distraction.  Through this, Cowhey's students gained scientific insight, creative writing, and of course, social studies exposure.  The student was able to share her funds of knowledge with the class about milkweed, thus her inquiry led the curriculum.

-Cowhey discusses her use of "guided discovery" (p. 39).  I think this is a refreshing, and very necessary way to explicitly teach routines and expectations within the classroom environment and beyond.  Cowhey spends 6 weeks implementing "social and academic skills and routines" (p. 39), and the class continues to practice throughout the year.  Because of this dedication, Cowhey can have  impromptu moments of inquiry-based curriculum (as mentioned above).  Skills such as these are not intuitive, and not standard for every student.  All the more reason to spend time 'laying the foundation' for expectations--students will rise to the occasion.

-We see that Cowhey takes on the role of inquirer when she asks the question: "How can I get the materials and give my students the experiences that will make learning this content relevant and inspiring?" (p. 60).  This question informs her practice so overwhelming--it begins a new chapter in her teaching career that relies on folks outside of the classroom to share their knowledge, and expertise with her students.  Cowhey's inquiry leads to answers, and more questions in a beautiful cycle of learning and teaching; and teaching and learning.  All of this informs the curriculum.

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-Cowhey suggests using a read aloud to tether to specific content areas.  I see this as being exceptionally useful to develop growth and development within social studies.  For example, choosing a book like "Rainbow Weaver (Tejedora Del Arcoíris)" by Linda Elovitz.  This authentically written bilingual book discusses geography, socio-economics, environment, upcycling, textiles, community, language, and socio-emotional elements.  Additionally, helping students develop multiple perspectives.
-Cowhey discusses using Second Step social curriculum lessons to educate students on "relaxation techniques, problem-solving strategies, exploring emotions, reading facial expressions, and body language" (p. 55).  Understanding the benefit of and implementing such strategies can become an integral part of elementary students' understanding of relationships while bolstering a sense of self.
-The overarching theme of chapter 4 is really about bringing in guests (family, friends, community members, and/or other staff members) to "develop children's imaginations" (p. 77).  To develop the belief in themselves that they can accomplish their dreams and goals, children first need representation.  Utilizing all members of the community can help students see through a window into another's world or gaze upon a mirror to see someone who reflects what they see in themselves.

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-Cowhey speaks to the field trips/correspondences/visitors she implements into her curriculum to create opportunities for students to become active and engaged citizens.  This is something that has unmeasured value and can create a bond between students and their community; and vice versa.  When students have a connection, they will thrive and pass it forward.
-Students use their field trip and visitor connections and notice that their school and other places in their community are in need of a voice.  This promotes activism, allyship and social justice.  Writing a letter campaigning for more accessibility in the school building is not only enhancing the content concepts of social studies and ELA, but showing that even very young students can be agents of change.
-It is known that motivating students is at the core of learning.  To add on to that sentiment, in order to motivate students, educators must keep content relevant to students' lives and interests in an authentic way.  Cowhey proves that she understands the importance of relevance and motivation when she and her class produce a newspaper.  This activity keeps learning student centered, relevant, bolsters agency, and is highly motivational.  Within the context of producing a newspaper students can really tap into the goings-on of their school community and beyond.  In this way, they are helping to solidify their roles as active and engaged citizens in their community--not to mention helping others become engaged citizens through reading their newspaper.

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This depicts characteristics found in a 21st century Social Studies student, as well as tethering to the Cowhey chapters this week.

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- Springing from a childhood story about hyacinths and economics, we see one of Cowhey's second graders take the initiative to turn that oral story in to a written rendition.  By sharing her story, this student has learned something about economics, writing, hope, community, and a mother's wisdom.

-  The best laid plans are meant to change, especially when we  take the time to get to know our students and the families of our students on their terms.  Cowhey shows us how she pivots from the original way she envisioned her lesson plan about families, to asking her students' families to help develop a "family diversity curriculum" (Cowhey, 2006, p. 197).

- An effective method--and very necessary--for planning units of study for our students development is making a connection with the family in a real way.  When the family trusts their students teacher, they become an invaluable resource from which to learn how to be the best teacher we can be for our students.  Really, it's not just about the student part--it's about the whole child.

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-Cowhey creates space for her students to think, wonder, and ask questions about things like race, marriage, and sexual orientation.  Creating a safe space in our classrooms emboldens students to ask questions that come from their environment inside and outside of school.  Rather than backing away, Cowhey leans in and fills those 'discretionary spaces' (Ball, 2018) with age-appropriate honest answers that empower students to form their own opinions.  This is a giant first step to helping students become critical thinkers on their way to active and engaged citizens.

- An amazing show of being an active and engaged citizen is during snack time when the students had a discussion about same-sex marriage and the little girl defends her choice; and again when Jimmy defends his family to Marisol, who in turn reflects and agrees with Jimmy.  This did not require teacher intervention, these little ones were using their critical thinking and their voices.

-Another beautiful example of creating a safe space and community is when Meena wants to show her videos of her orphanage in India before her adoption.  Additionally, Meena shares her story in the school newspaper.  To feel confident and respected enough to share her experience really reflects the community and culture within the Peace Class, and the entire school.  It also gives students a chance to better understand Meena, giving them multiple perspectives.

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This word cloud is all about the importance of the home/school connection.  The connection between families and teachers that should be formed and fortified.

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Week Four (Cowhey Chapter 6 & The T-shirt Project)

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Week Four (Cowhey Chapter 6 & The T-shirt Project)

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-What is so remarkable is how quickly Cowhey's students  began truly becoming everyday activists after the Voter Registration Drive.  They had more questions about their world and more questions about how they could make a difference.  Inquiry drove more citizenship and activism.
-In "The T-shirt Project", students were driven by inquiry to investigate the world around them.  This project started with continual observation, inquiry, collaboration, recording their finding, then analyzing and organizing their data.  All of this rich, authentic curriculum started from the statement: "My teddy bear is naked!" (Cowhey, 2009, p. 14).
-Ch. 6 and The "T-shirt Project" really show to me as an educator how one small read aloud can spark deep curiosity and inquiry--the key is to lean into that inquiry.  At the beginning of the "T-shirt Project", Cowhey had a much different focus for her lesson plan--which quickly got derailed.  If not for ability and wherewithal to pivot and lean into the chaos, these students would have missed these amazing opportunities to explore their world, and authentically learn.

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Week Four (Cowhey Chapter 6 & "The T-Shirt Project")

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Week Four (Cowhey Chapter 6 & "The T-Shirt Project")

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-There is a wealth of interdisciplinary content that engages Cowhey's students when they engage in social studies content, "reading, writing...speaking, singing, listening, researching, gathering and representing data, noting observation, making posters and banners, raising money, getting to know political leaders and how to access them" (Cowhey, 2006, p. 103).  This is built in the curriculum through activism, while creating an authentic learning experience.
-Cowhey uses project-based learning to execute the voter registration drive with a focus on being "everyday activists" (2006, p.104).  The project really drove the curriculum, Cowhey incorporated the history of the right to vote , criteria for U.S. citizenship, womens suffrage, and the abolition of slavery (Cowhey, 2006).  Cowhey chose to focus on authentic learning, pointing out that some of the students in her class would not have been able to vote based on these antiquated laws.
-When the Peace Class is invited to the mayor's office to meet a former White House staff member about a "children's campaign to eradicate land mines" (Cowhey, 2006, p. 118) Cowhey moves forward with the plan immediately.  Later she reflects how that was a hasty decision, and she felt that it a topic that was not developmentally appropriate for all students in her class.  Instead of pretending that it didn't happen, Cowhey chooses to again pivot to recognize the importance of critical thinking and choosing the right times to flex your activism muscles.  Cowhey goes on to have deep reflection on her choices, she discusses with another parent activist. This show how reflective and caring Cowhey is about the curriculum she chooses for her students; we all face regret, but it's what you do with that regret that really counts.

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Week Four (Cowhey Chapter 6 & "The T-Shirt Project")

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Week Four (Cowhey Chapter 6 & "The T-Shirt Project")

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-Cowhey writes: "When I teach history or civics, I try to teach it so children will care" (2006, p. 102).  This is such a simple sentence, but when we continue reading the chapter we realize that Cowhey not only tries to teach so kids care, she makes it her mission for her students to learn through activism.

-Through the experience and knowledge gained through learning through activism, Cowhey is helping students develop invaluable life skills that they can utilize into adulthood and continuing their journey as active and engaged citizens.

-During the Voter Registration Drive students hit the streets to garner voter registration from their community members.  Through education about the history of voting in the U.S, then by bringing in a lawyer to explain the specifics of how things work today, to realizing a need and developing a plan for intervention, then putting that plan of intervention to work with help from family volunteers, and seeing the whole process through, these students are learning what it means to be active and engaged citizens in a way that no history book can teach.  This is the foundation for a lifetime of citizenship.

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This inspiring picture demonstrates youth activists working together by using their voices, their talent, whatever skills they have to change their world!

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Week Four (Cowhey Chapter 6 & "The T-Shirt Project")

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Week Four (Cowhey Chapter 6 & "The T-Shirt Project")

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-Cowhey shows the students a picture depicting folks from her ancestry.  This raises curiosity among the students which extends Cowhey's curiosity. This leads to Cowhey connecting with her heritage on a deeper level.  On a human level and in the most authentic way, Cowhey is showing parts of herself to her students that increase their inquiry in social studies.  Because of this, students of the Peace Class know that they are part of a community because they can connect with their teacher in such a way.  This could be the seed to sow and grow within the classes curriculum-- beginning with a picture, authentic inquiry, and a poem.

-Cowhey is using inquiry as a guiding force during her home visits.  There is so much power in asking the questions beyond what their student's favorite subject is.  Finding out as much about the family and the student is crucial.  Through inquiry, we can find out how best to support our students and their families.  When families are supported, so too are our students.

- When trying to get to the bottom of the viewpoint of some of her unhappy parents she asks for help on how to better understand where they are coming from. Cowhey doesn't just assume she is correct and they are wrong in their thinking. She inquires with an open mind and listens. This informs her pedagogy and her curriculum in a positive way. She is smart enough to "seek the guidance of an insider who can help" (Cowhey, 2006, p. 207).

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-The lasting impact of Cowhey's class is apparent when Nancy describes her dream vacation that includes taking Gandhi and food to Afghanistan to end the war.  Although it was another teacher's inquiry, it was Mary Cowhey's influence answering.  I would like to think that this inquiring teacher didn't just move on from such an insightful answer, but rather that she built a lesson around it.  This shows that even the most seemingly benign inquiry could lead to bigger things with a deeper message.

-Cowhey encourages a dialog between her students that grows from authentically meaningful activities into empathetic connections that focus on differences and similarities within her students' intersecting identities.  This would not be possible without inquiry from students that drives more inquiry.  This would not possible without Cowhey's ability to create a safe learning space.

-After 9/11, students in The Peace Class begin to make assumptions about who was to blame. It becomes a snowball of misinformation and stereotypes. Rather than berate her students, Cowhey gives them a new narrative by having Marria come in as a guest speaker to talk about the five pillars of Islam. Throughout the talk, students begin to make connections with Islam from the own religions. As Cowhey reminds us, "we can model ways to learn about less familiar cultures and traditions and foster a sense of connection in children and ourselves" (2006, p.187).

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-Cowhey shows us that it's necessary to reflect on our curriculum choices, even if the activity that we initially choose is aligning with LO's and standards, we must push beyond this to weave in more authentic and meaningful components.  Like Cowhey did with swapping out generic pocket poems for more meaningful Langston Hughes poems.  This gives students an opportunity to reflect, think, and have discussion.  These types of changes are small, but inspired.  These types of changes help young children develop creativity and awareness.

-Cowhey uses art as an entry point into planning units of study for her students when as part of their artwork theme, students reflected on Gandhi's words.  Using this type of approach really connects the meaning of Gandhi's quote in an authentic, tangible way that is different from writing.  Art can be explicit or subtle, it can mean different things to different people.  It offers students a chance to explore meaning and extend it.

-Cowhey doesn't turn a blind eye to tragedy in her classroom, she finds ways to talk about it, to write about it, to work through grief, sadness, and fear.  Cowhey writes: "I told my students that there was a lot we could learn from 9/11 about hoping, healing, and helping" (2006, p. 185).  This was not a planned unit of study, but it served to help her students develop a sense of empathy in the face of sadness and fear.

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- Cowhey's student Allen grappling with the idea of striking for the betterment of others, thinking beyond his wants and desires and asking if striking could stop the war in Afghanistan is remarkable.  Allen thinking about real ways to engage in peace shows that he believes that it's possible, furthermore, he has been shown that his ideas about being an active and engaged citizen are taken seriously.  He knows that he is valued as a capable contributor in The Peace class.

-Inspired by Allen's words about peace and a strike, Cowhey  and her students organize the Children's March for Peace that is part of the International Day of Action.  After months of thinking about the idea of striking the students were able to march as citizens against a cause greater than themselves.

-A large part of being an active and engaged citizen is outreach. Cowhey leans into this principle in large ways with strikes and in small ways with a simple letter to a Russian school who set on fire. Cowhey could have just said, "Oh, what a sad day for those kids" instead she decided to ask her students if they wanted to write a letter of support and love.

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This image is meant to remind of us of the importance of understanding multiple perspectives, and helping our students see the value in what others see.

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- Cowhey discusses, "I encourage children to make connections between different parts of the same historical story and between historical stories"  (2006, p. 129).  This is framing social studies through inquiry when students make connections to the curriculum.  As connections abound, students will become more curious which spurs more connections and curiosity, similar to a cycle of inquiry.  This cycle of inquiry drives the curriculum.

- Through students' "lively discussions" (Cowhey, 2006, p. 130) and inquiry,  Cowhey parlays this inquiry into extension activity that is interdisciplinary.  For example, letter writing to historical figures like Thomas Jefferson, which leads down an exploratory path for students to better understand accurate history.

-Student inquiry abounds when the topic of Columbus is studied.  Cowhey offers multiple perspectives, and her students pose the question: "How do you get at the the in history?" (Cowhey, 2006, p. 150).  Students use their previous knowledge and critical thinking to move the discussion forward.  This leads to a historical experiment.  Cowhey may not have done this if students didn't become curious and inquire.

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-Cowhey creates spaces in her curriculum to show accurate history.  Specifically, when she teaches about the Taino ancient culture before teaching the dominant, Euro-centric version of history.  This is helping students develop and understanding of multiple, authentic perspectives.

- Through an authentic perspective of history, students begin to develop and understanding that turns in to an appreciation of ancient Indigenous peoples.  Where Cowhey was concerned the hieroglyphics may not be as authentic, they turned out to be a connection for students into another activity.  The activities built upon one another, and gave a developmental direction that resonated with students.

-As students conduct their 'historical experiment', roles are assigned, questions are posed, observations were noted, finally conclusions were made. This helps young children develop an understanding of multiple perspectives, and to investigate all perspectives before making conclusions.

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-Cowhey demonstrates how she helps her students become active and engaged citizens through social studies by realizing that social justice and activism based curriculum is generative and dynamic.  She turned a single unit of activism into a year long curriculum (Cowhey, 2006).  The students have multiple opportunities to flex their citizenship building on what they have learned throughout the year.

-When students write letters to historical figures, Cowhey  admits it is not authentic, but rather it is a "springboard to writing letters and talking to political leaders about contemporary issues" (2006, p. 130).  This is giving a blueprint of sorts of how to have your voice heard, this is something these students will utilize for the rest of their lives as active and engaged citizens.

-I will take a page out of Cowhey's book and teach "multiple perspectives and alternative historical theories, presenting what evidence is known and letting students draw their own conclusions" (2006, p. 157).  This should be mandatory within the classroom, it is simply creating space for all perspectives, inquiry, and construction of knowledge.

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I think this caption relates so well to this weeks readings.  We need to educate our students about historical truths!

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Week 11 (Articles: "What's in Your Refrigerator?" & "Young Children in Conversation about Wealth and Poverty")

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Week 11 (Articles: "What's in Your Refrigerator?" & "Young Children in Conversation about Wealth and Poverty")

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-  The authors in "Young Children in Conversation about Wealth and Poverty" discuss how inquiry-based activities like interactive read alouds, art projects, and guided research, teachers can use student-led inquiry as a springboard to discuss wealth disparities that are present. While these are useful, they are but one component with the goal being  a more social justice-laden integrated curricular approach.  Using Developmental Intergroup Theory (DIT) that is inquiry based and "emphasizes the importance of engaging young children in explicit conversations about social group similarities and differences in order to combat stereotypes and prejudices" (Nenadal & Mistry, 2018, p. 45).

- During the study from the article "Young Children", the teachers utilized DIT.  Throughout the study, teachers use inquiry as a means to help students clarify their thinking, reasoning, and meaning making.  This type of questioning also helps other students reflect on their own thinking.

- We can see the role of inquiry in the "What's in Your Refrigerator" article when the researchers ask about students' refrigerators at home. One student discloses information about the food insecurity; the teacher had no idea. Through inquiry and discussion, the teacher learned something about the student, and their funds of knowledge. This information can be used to meet the child in their learning, as well to personally reach out to the family. The inquiry, followed by listening helps inform us as educators on what the next best steps should be, not only in the classroom, but also to extend the home to school connection.

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Week 11 (Articles: "What's in Your Refrigerator?" & "Young Children in Conversation about Wealth and Poverty")

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Week 11 (Articles: "What's in Your Refrigerator?" & "Young Children in Conversation about Wealth and Poverty")

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- In the article "Young Children in Conversation about Wealth and Poverty", the authors discuss that teachers use inquiry based process that consists of 5 key components: Beginning the Process, Investigation, Assessment, Application of Knowledge, and Documentation (2018, p. 45).  This reminds me of Cowhey's approach in her classroom in general, but specifically during the shirt tag investigation, voter registration project, and letter writing project--just to name a few.  In each example she has ascribed the 5 key components in her planning to help students develop their social studies skills as well as a deep awareness of bias and prejudice, and more importantly tools to combat them.

-The discussion of socioeconomics is necessary and meaningful to our students because it impacts every aspect of their daily lives.  It will always be a part of their lives--how we as educators choose to engage with our students can help to normalize things like poverty and food insecurity.

- The "What's in Your Refrigerator?" study gave several guiding questions and a blueprint for a potential lesson plan idea around food insecurity.  I think this harkens to the article "Young Children in Conversation about Wealth and Poverty" as well as "Black Ants and Buddhists" as truly effective methods for planning units of study in social studies. In all instances, the units of study are age appropriate, tethered to standards, hands-on, student driven, and have major elements tied to social justice working to solve a real world problem.

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Week 11 (Articles: "What's in Your Refrigerator?" & "Young Children in Conversation about Wealth and Poverty")

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Week 11 (Articles: "What's in Your Refrigerator?" & "Young Children in Conversation about Wealth and Poverty")

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- Having an honest, age appropriate conversation about things like socioeconomics can give students "meanings, causes, and consequences of wealth and poverty and engage [students] in lessons about the opportunities and obligations they have as citizens in a democratic society" (Nenadal & Mistry, 2018, p. 44).  This not only benefits the student in the short term, but all of society in the long term because it can help mitigate negative stereotypes and prejudices that a student may have.

- Helping to make our students informed through inquiry-based instruction can take away stigma around programs that help citizens who are disadvantaged, helping to normalize the need for such programs in society.  This can help to change voting habits, leading to policy reform in support of community outreach services that give resources to citizens who would benefit from them. As educators, we have to start educating our students so that they are informed citizens who will become active and engaged in their community.

- In the study, teachers worked together to address parent and student reactions about integrating the unit on wealth and poverty.  The teachers maintained an 'open door policy' because they realized in order "to help students become informed and active citizens...it was important to have these conversations, even when it got difficult" (Nenadal & Mistry, 2018, p. 51). I think this is so true, and something that we have discussed on our class.  We have to get comfortable with being uncomfortable.  If we don't talk about things like social class, gender, race, and wealth disparities how can we expect our students to fully understand their world and become active and engaged citizens to change the world for the better?

-  So much of helping our students become active and engaged citizens is about acknowledging their capabilities and value in the first place.  In the "What is in Your Refrigerator?" article, the authors discuss as much:  " the view that children are competent and capable replaces the deficit view, where children were seen as weak and powerless" (Lee-Hammond et al., 2015, p. 3).

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This post from Twitter features real teachers on ways to incorporate social justice into the classroom.  It encompasses many ideas from this weeks readings.

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Week 11 (Articles: "What's in Your Refrigerator" & "Young Children in Conversation about Wealth and Poverty")

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Week 11 (Articles: "What's in Your Refrigerator" & "Young Children in Conversation about Wealth and Poverty")