The Pew Research Center has just released an update to its research series on political polarization in the American public. It provides engaging data visualizations and survey tools that are ideal for teachers and students of American government and politics. It's also a great opportunity to explore news media literacy and critical thinking skills.
For more ideas on teaching politics join #sschat on Twitter on Monday Nov 3 at 7 PM (Eastern) for “Election ’14: Teaching Politics, Controversy and Civic Engagement”
I will be guest hosting #sschat with my social studies methods students @EdMethods.
The Pew political polarization research is based on a national survey of over 10,000 U.S. adults conducted by the Pew Research Center. There is an online version of that survey Where Do You Fit in the Political Typology? Teachers can create a “community group” and have their students sign in when taking the survey. You will be sent a link to your quiz page, which you should use when sharing the quiz with your community or group. After at least five members of the group have taken your quiz, you will be able to view the aggregate results on the group results page, which compares your group’s overall results with the general public's.
Next, I would recommend reviewing the interactive graphs that demonstrate political polarization between 1994 and 2014. The new survey finds that as ideological consistency has become more common, it has become increasingly aligned with partisanship. Looking at 10 political values questions tracked since 1994, more Democrats now give uniformly liberal responses, and more Republicans give uniformly conservative responses than at any point in the last 20 years
I would asks student to explore Political Polarization & Media Habits. When it comes to getting news about politics and government, liberals and conservatives inhabit different worlds. There is little overlap in the news sources they turn to and trust. And whether discussing politics online or with friends, they are more likely than others to interact with like-minded individuals, according to a new Pew Research Center study.
Students will enjoy exploring the sortable tables: Audience Profiles & Media Habits. There they can compare the audience profiles from diverse sources such as Wall Street Journal, Fox News, Colbert Report and the Glenn Beck Program.
Here’s a brief case study in how use social media to showcase your work and create a professional learning network.
I learned to be an instructional designer – an architect of learning environments. I designed lesson “spaces” where the thinking was being done by my students. By “flipping” a few instructional components and providing a student-driven evaluation, my students will be at the heart of the lesson. I’ll be floating at the periphery. Here’s how.
Join us at NWRESD Hillsboro OR. (Portland) Feb 2015 (dates TBA) for 2 and a half days of engaging hands-on workshops that will give you the ideas, tools and support to flip your class. Open to K-12 teachers and administrators (All tech and flip experience levels welcome) / Cascade Technology Alliance
Lesson on using films as documents to develop historical thinking skills in sourcing, contextualizing, corroborating and close reading. The lesson compares two documentary films detailing the forced removal and incarceration of Japanese Americans during WWII. The first film was made in 1943 by the US government to justify the action. The second film was made in 2014 and features interviews with Japanese American incarcerees.
The video’s thesis is simple – robots are coming for our jobs. That begs the question – what skills should we be teaching to students who will have to compete against the bots for employment?
Lesson on using photographs as documents to develop historical thinking skills in sourcing, contextualizing, corroborating and close reading. Features material from “Uprooted” a museum exhibit and website that showcases the photography of Russell Lee, staff photographer for the Farm Security Administration (FSA) and his work at the Japanese American farm labor camps of WWII.
I’m joined by other educators who comment on “Teaching History By Encouraging Curiosity.” Ideas on how to create a more engaging history classroom that teaches students the foundations of historical thinking. With links to more resources and a podcast.
Kendra Eash’s essay becomes a satiric video skewering the clichéd corporate message ad as a meaningless montage of grandiloquent pablum. Used as a prompt for a lesson in visual literacy.
While planning my history methods course, I approached the museum with a simple question – “What could you do with a dozen unpaid curriculum consultants?” And so our partnership began – my pre-service history teachers working with professionals at the museum to develop educational material to support their collection. I wanted my student so experience project-based learning from the perspective of the learner in the hopes that they would someday incorporate that approach into their teaching.