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Showing posts with label Social Studies. Show all posts
Showing posts with label Social Studies. Show all posts

Thursday, October 27, 2011

Everybody, Somebody, Anybody and Nobody

"This is a little story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody's job. Everybody though that Anybody could do it, but Nobody realized that Everybody wouldn't do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done."--Anonymous

There's been a huge shift in mentality in this country in the past few decades. Vague, I know, but it's true in an ungodly amount of contexts; attitudes about sex, marriage, adulthood, responsibility, accountability, parenting, education, politics, and civic involvement have all changed drastically since my parent's generation. While the shift in many of the attitudes I have just listed deeply concern me and make me frightened for the world that my generation will inherit and be responsible for living in and attempting to fix, I'd like to spend a bit of time discussing the last one that I mentioned, civic involvement, including attitudes towards community, volunteering and citizenship.

This change in attitudes about civic responsibility is something that I've been thinking about for awhile--for a lot of reasons. It is something I've been discussing a lot with my fellow volunteer EMTs in the context of the rescue squad, and this idea has also been consistently resurfacing in discussions with my social studies education cohort as we've been talking a lot about the responsibilities that social studies teachers have to their students, including fostering a notion of civic responsibility and citizenship.

There is a radically different approach taken to volunteering within and for one's community in today's world of instant gratification and looking out for the top dog than there was even ten to fifteen years ago. Growing up, I was regaled with stories of the tight-knit community that my mom grew up in the mid-20th century Midwest. It was a place where friends and neighbors served one another in a capacity unfathomable to many small towns today. I was raised on my maternal grandfather's reminiscences about the civic capacities he served in, and the pride that he derived from not only serving his local community, but also his country as a military man. I was raised by parents who understood what it meant to serve as they volunteered much of their time in the schools, as coaches and as church leaders. Growing up, I never lacked role models of citizenship and commitment to the community, and I think that foundation of support is what continues to drive me today in my dedication to public and civic service. I am lucky in that regard.

Unfortunately, people like my parents and grandparents are fading in numbers. While they are people who understand that doing what is right can be satisfying in spite of the hard work and thanklessness that  community service often demands, they are largely outnumbered by people who expect (and often demand) such time consuming and passionate dedication for nothing in return. Today, we live in a culture that has socialized us to expect instant results, instant pleasure, and minimal effort when we do something. Just think about the smart phone revolution in the past few years. Never has been accessing information and entertainment been as rapid and effortless as it is in our technologically driven society.  However, volunteering in and for a community does not always offer such immediate rewards for such little input, and I feel like I can accurately say this drawing largely on  my experience as an EMT.

As an EMT, I am required to run a duty crew once a week for 12 hours. When it is my duty night, there are roughly 1000 individuals relying on me to fulfill my commitment to the community. Running for such a small-town service, if I fail to show up for my shift then we may not get a truck out of the building that night. There are few acceptable reasons for me to miss my shift, and if I do it's my responsibility to find coverage. For my actions, I am held accountable. Not every night in EMS is glamorous though, and there are nights where running duty conflicts with some other interest of mine or is an inconvenience at best. Some nights I show up and we don't turn a single wheel. Some nights I arrive at the station planning on (and needing to) complete several homework assignments or tasks, and we proceed to run all night. Every once in awhile I may run a call that taxes my patient assessment skills and ability to triage and treat; more likely than not I will spend a call addressing the feeling poorlies or "take me to the hospital because I said so." It is in this capacity that I serve my community, and I serve it proudly--regardless of the situation.

However, the town where I run is not the area in which I was born or raised. In fact, it is a community in which I am a transplant whom for some reason has become attached to the people and the way of life in this sleepy little town. I have chosen to make this little town my community-- and in tradition with the values upon which I was raised, my responsibility. There are many like me whom have stumbled across this community and have found a place to serve and call their own. Yet the dwindling numbers of native volunteers baffles me when I see so many transplants ready and willing to serve this area. When the rescue squad first came into existence, it's membership was comprised of a thriving group of individuals and families that were directly served and benefitted by the rescue squad. It was public service staffed by and for the community it called home.

But in recent years, membership has dwindled. In reality, there are about 25 individuals who run all of the calls at our service and about half of them commute into our little town once a week for their duty shift. New members are recruits that aren't residents of the town; they come from neighboring cities and towns, attracted by the pace of calls and type of patient care a rural, small town service offers. For a community that often prides itself on taking care of its own, there are very few residents that see volunteering for places like the fire department and the rescue squad as a worthwhile means of living out that pride. There are many that talk the talk, but few that walk the walk, so to speak. The responsibility is consistently passed down the line, thinking "How wonderful it is to serve (insert person X/place Y), but it's not my responsibility. Someone else will take care of it."

And that unaccountable attitude is more pervasive than I feel comfortable admitting. Not only do I see it in the town where I run EMS, but I see it in the classrooms I teach in as well. The other day I was discussing hot topic current events with a student in the government class I work with. When I asked them if there were any specific policy issues that they cared about, they replied, "Care? Why should I care? It's not like I can vote or do anything about it? I'm not even of age." When I pointed out that come the next election year, these would be issues that would concern them as they would be able to vote, they replied "It's not my responsibility to change anything. My vote doesn't even count in the grand scheme of things. I'll just let everyone figure out what to do about it all. There are people smarter than me out that can care." This is not the first conversation that I have had that echo such sentiments; even over a matter as simple as voting, there is that same widespread sense of passing along the responsibility to another. Yet the line eventually runs out and the duty cannot be passed on anymore; someone is eventually held responsible, and, thus, accountable.

And at that point, voluntary service becomes a duty. In fact, maybe that's the way it's supposed to be; that we all have a duty to serve our community in some capacity. Maybe it's this understanding of citizenship and service that has gotten lost over the past few decades. Maybe we've been passing the buck for too long that the notion of responsibility has gotten lost in the shuffle. Maybe, just maybe when we reach the end of the line people will be jolted back into realizing what it takes to make a community run.

I have long realized my duty to serve and I do so with a sense of pride and satisfaction that I have yet to find anywhere else, whether it be in the back of an ambulance or in front of a high school classroom. I only hope that Everybody realizes their duty as well, and Somebody steps up, before Nobody does what Anybody can (and should) do.

Wednesday, September 21, 2011

What Exactly Is Social Studies?

So I realized that in my last post, I may have jumped ahead of myself. If you were to create a taxonomy of social studies (the field in which I am earning my Masters), history would fall under the heading of social studies. That is to say that before one can discuss history education, one must consider the greater category that it falls in. In order to correct such a massive oversight, I offer the following. Enjoy!

Welcome everyone. Get ready, because critical thinking time begins now. Today's lesson will examine the following question: what exactly is social studies? There are a few things that I would like you to think about as we make our inquiries today. They are:
  • What disciplines make up social studies?
  • What is the "point" of social studies?
  • Why do we teach social studies?
  • How can we make learning social studies fun?
  • Why is social studies relevant to your life?

To get you thinking, I present the following situation:
Your name is Harry Potter. You have been chosen and marked by the Dark Lord as his equal. Your mother died to protect you, and you have powers beyond your own that protect you as a result; these powers derive from love. You have twice faced Voldemort and and you know that a third meeting is imminent thanks to Sybill Trelawney's prophecy. You also know that there is a single remaining horcrux (remnant of his soul that binds Voldemort to the realm of the living) beside the one that exists within you. You have a choice to make. Sacrifice your life for the destruction of Voldemort, or let Voldemort reign once more?
How could an understanding of disciplines found within social studies allow you to turn the advantage in this situation? We will return to this question a little bit later.

If nothing else, I hope that at the end of today you take away this understanding: social studies is a series of interconnected disciplines that focus on human interactions with a variety of institutions, individuals, and places, and the study of these disciplines can provide individuals with the necessary skill sets to be informed and contributing citizens.


Now if you would, I ask that each of you take a moment to briefly consider what disciplines you believe would fall under the heading of "Social Studies". Some that come to mind for me, include but are not limited to: history, geography, human (cultural) geography, sociology, anthropology, archaeology, philosophy, political science, civics, religion, economics and psychology.

Have you ever previously considered just how diverse a field social studies actually is? If you were anything like me, you probably had a class that was called "Social Studies" in middle school but you never actually knew what they meant by that term. Did it mean history? Did it mean memorizing maps? Did it mean learning about other cultures? Was it ultimately a mixture of all of the above? Again, if you are anything like me, you would probably identify most with the latter of all those questions. But the question begs to be asked...why does this mixture of random subjects matter?

I posit this in response: social studies matters because it helps students  learn essential life skills that force them to think beyond the scope of their individual existences. We teach social studies because we aim to prepare our students for a global, interconnected and complex world that requires them to understand the dynamics of cause and effect, the value of grounding logically based arguments in evidence, thinking critically about sources of information, and understand how past actions and decisions can influence present and future circumstances and events. Earlier, I argued that a social studies education "can provide individuals with the necessary skill sets to be informed and contributing citizens," and I stand by that claim. An effective implementation of social studies curriculum can produce an informed and engaged citizenry that is prepared to meet and overcome the challenges that your students will face and be saddled with in their lifetime.

But while this all sounds well and good in theory, I am sure that many of you would be quick to point out that with many, if not all, of the disciplines that I have listed, your experiences have been overwhelmingly less than stimulating; and this is the part that returns to my previous post on teaching a "dead" subject.

Unfortunately, it is exceedingly easy to fall back on the standard method of teaching social studies. For those of you that have enjoyed J.K. Rowling's masterpiece that is Harry Potter, I invoke the image of Professor Binns' History of Magic class: dry descriptions of facts, individuals and events, in a monotone voice, in the face of death or other such trivial happenstances. Thus, the alternative becomes the critical question: how do we not become the Professor Binns of social studies? This is a question that pre-service and in-service teachers alike grapple with on a daily basis. How can we "hook" our students into caring about social studies?

To this end, I would like to return to my initial question and situation (re: Harry Potter). For a child of the 1990s, that situation alone would have made devoting my attention to the subsequent lesson worthwhile. For a child of today, Suzanne Collins' The Hunger Games trilogy offers ample material in which to base a social studies lesson that will have many students hanging off their seats and eager to draw connections. There are many possible answers to the question I posed though; having a understanding of the past can better inform Harry about his present choices and the possible consequences; understanding the psychological condition of  Voldemort can help him better plan his strategy to victory; understanding the political machinations of the Death Eaters allows him to better understand how to dismantle their reign. I could go on and on, and regardless of how far fetched this may seem, there is a legitimate connection that can draw in students. It is the art of finding those connections that social studies teachers must focus on and make a priority.

As I continue down my teaching career path, this question will arise again and again. And when it does, I hope to be able to provide additional answers and suggestions along the way. Additionally, if you have ideas or comments regarding this topic, I would love to hear them. Dialogue on this topic is welcomed and encouraged.

If nothing else, I hope that I made even the tiniest bit of headway in convincing you that there is much more to social studies than you ever believed, and that it is indeed "a series of interconnected disciplines that focus on human interactions with a variety of institutions, individuals, and places, and the study of these disciplines can provide individuals with the necessary skill sets to be informed and contributing citizens."


--CW

Sunday, September 18, 2011

How to Make History Come Alive, or the Dilemma of Teaching a "Dead" Subject

I once had a history teacher play a word association game with the class at the start of a new school year. The stem word: "history". There were many responses that dealt with famous events, famous people and famous places, but the word that stuck out most in my mind was the word "dusty".

When the student who tossed out "dusty" was asked to explain their reasoning, they presented the following train of thought:
"Well, whenever I think of history I think of an old man sitting in a dusty old library, poring over dusty old books, wearing a tweed coat, and glasses that sit half way down his nose...smudged with dirt and dust."--Anonymous

The picture this student painted was that of an antiquated, stale, decrepit..and dare I say it, "dead" subject.

Let me be the first to present a rebuttal: history is not dead.

In fact, I cannot thing of a subject that is more relevant to the on going interactions and decisions of our daily lives. Every thing we do, every decision we make is informed by past events. Whether we are talking in the context of a person, nation, or international community, the past is inseparable from our daily lives. I could provide numerous examples grounded in psychology, historiography, sociology, etc. to further my point, but I fear that we would be here much longer than I planned if I were to do that.

However, it is not this oversight that irks me the most about this student's assessment of history; rather, it is the fact that in some ways the student is right in his characterization of history. For centuries, the study of the social sciences was "an old man sitting in a dusty old library, poring over dusty old books, wearing a tweed coat, and glasses that sit half way down his nose...smudged with dirt and dust." Only is this starting to change now as the twenty-first century unfurls before us. We now have resources that can take those dusty old tomes of time and make them come alive for students. There have been major advancements made in digitizing history in the past two decades, and this trend has opened up a world of possibility for teachers and students alike. It is now just a matter of finding ways to use those resources in new and exciting ways.

This semester, I am taking a lab class called Teaching with Technology as part of my teacher education program. Each week, we play with a new set of teaching tools that help us create new ways of incorporating technology into our humanities classrooms. For this class, we each have websites chronicling the projects and thoughts that we have about incorporating technology into the classroom. If you're even slightly interested, you can follow my progress here.

My greatest challenge in the coming year will be to figure out how to make history come alive for my students, and I hope that you will join me here and revel in that journey. I'm excited to play and challenge myself and my own creativity. As always, if you have ideas of your own on this subject, feel free to chip in at any time. In doing so, you just might find your ideas memorialized in my lab's final project!

Explore, Dream, Discover--CW