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encourage students to do the work to research what is going on in the world. Using reliable sources

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Challenge students to argue  a side to see another perspective 

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Challenge students to argue  a side to see another perspective 

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Building students comfortability by introducing low risk topics like  Is water wet?

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Root  the lesson/ discussion in standards

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Root  the lesson/ discussion in standards

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HCS provides access to Opposing Viewpoints to help students to see the sides of different issues.

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I did a library lesson with 6th and 7th graders "Your Voice Matters" that ties in with their history classes. Students made graffiti art or a mural about Women's Right to Vote. They had to use the voice from the time period for their graffiti, while having conversations about what is going on in the world.

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Graffiti art has its origins in 1970s New York, when young people began to use spray paint and other materials to create images on buildings and on the sides of subway trains. Such graffiti can range from bright graphic images (wildstyle) to the stylised monogram (tag).

Graffiti as such is rarely seen in galleries and museums, yet its aesthetic has been incorporated into artists' work. Early exponents of graffiti in art included the French artist Jean Dubuffet who incorporated tags and graphic motifs into his paintings, and the New York artists Jean-Michel Basquiat and Keith Haring who could be defined as street art pioneers.

More recently, graffiti artists such as Barry McGee and Banksy have had their work exhibited in commercial spaces.

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Tate glossary definition for graffiti art: Images or text painted usually onto buildings, using spray paint

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Data & facts speak for the truth.  Everyone has an opinion and entitled to their feelings but you need to be taught---NOT to act on them

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Data & facts speak for the truth.  Everyone has an opinion and entitled to their feelings but you need to be taught---NOT to act on them

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Difficult Conversations about Current Events

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Difficult Conversations about Current Events

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1. Boundaries
2. Defining parameters
3. Do not bring in personal biases
4. What is the counterclaim in which you are arguing? What are people saying?
5. Everyone is entitled to their opinion and students need to be taught not to react to everything.
6. What is your goal with the discussion?
7. How can we create a discussion where it is routed and grounded in goals and standards?
8. Make sure the space is safe for students to talk.
9. The teacher sets the expectations for the discussion.
10. Teach students to get along with their peers that do not agree with them.
11. Give students the opportunity to write about what they are feeling  about the current event.
12. Acknowledge that you hear what they are saying.
13. You cannot argue facts and data.
14. Set expectations for classroom discussions at the beginning of the school year.

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Is this something taught or is HCS teaching history?