Notebooking is more than taking notes in a notebook.
Notebooking is the routine and practice of using a notebook, in an open-ended way, to chronicle a learning journey.
While traditional notebooks are “closed” activities, with a uniform finished product, notebooking allows students to interact with the content they are studying in a customized, individualized way. Because students are free to journal about the things that intrigue them most about a topic, they spend more time on the parts of the topic that matter to them, and less time on material they already know. Thus, there is more learning, and the learning “sticks.”
Our Notebooking Story
I always used notebooking with my homeschooler when he was younger. The combination of drawing and writing – two of his favorite pasttimes – and the variety of page styles he could choose from made larning fun for him. We studied books, and pirates, and military helicopters, and the Ancient Egyptians, and chemistry – all through notebooking. The work he completed and the knowledge he gained as an elementary and middle school, has stuck with him all these years.
As he grew to be a junior high schooler, I doubted myself, and got trapped in the idea that the “textbook is the thing.” We fell away from notebooking for a couple of years. Maybe not as a result, but certainly at the same time, he became less enamored with his studies.
Halfway through his high school years, our teen has been revisiting his love for writing and drawing. We are going to run with that, and return to notebooking in his high school years!
I know that my son enjoys writing and enjoys drawing. He can do just about anything with any electronic device you hand him: make music, create amazing artwork, write a persuasive essay about why he should get his license… I want to combine all of these to allow him to learn his high school subjects in the manner that he learns best.
Notebooking instead of a “Report!” ~ our “Ancients of the Americas” Study
I have used notebooking pages each year as a way to help my students and homeschoolers organize their reports. You can pre-enter headings onto the sheets before copying them, if your kids need help organizing information, or leave them open-ended for students to record the information that is most interesting to them. As part of our World History class this year, my homeschooler and my high school students will choose an independent research project on one of the ancient peoples of the Americas. There are many notebooking page sets available for use for this study – follow the links to download your own.
From the time they were born, they’ve held some kind of electronic device in their baby hands: a cell phone, a remote, a game console controller… Their classrooms, likewise, are full of technology that the rest of us never even dreamed of, including interactive white boards, document cameras, digital recorders and web cams, and 1:1 Chrome books and iPads.
Many of us charged with teaching said students with said devices are, unfortunately, technology immigrants. We may have assimilated well (or not) into the world of technology, but it doesn’t come second nature to us. Consequently, there are many of us who use our Promethean board as simply a tool to project videos while the kids eat snack.
And, of course, there is a growing anti-technology movement, based on the very clear evidence of some very real, and detrimental, effects of excessive screen time to the minds, bodies and spirits of kids and adults.
It is safe to say that the digital world is here to stay. There is no doubt that electronics, today, bring many benefits to our lives: the digital mammogram I just had is instantly readable by all of my doctors; my cell phone and a Roku app replace the TV remote that died because it sat in water on the coffee table; the music from my Pandora account streams live to two Onyx speakers in my house, so I can clean and listen to Bonnie Raitt at the same time; I can look on my laptop to see who came to my door at home, while sitting at my desk at work.
In what ways will I use technology to enhance my students’ lives and learning this year, while making sure that they live balanced lives, in the process?
Technology Tools in Today’s Classrooms
There is an amazing graphic that’s been around for a number of years, which shows about a zillion (okay, that’s an exaggeration) apps that correspond to Bloom’s Taxonomy. Perhaps you’ve seen it?
My students prefer to have real textbooks, but they are much more engaged when I incorporate interactive technological tools into my daily lessons. The “menu” above is a good start, but there are now so many more!
What’s on My Technology Menu for 2019-20?
Here are the apps and websites I’m using with my students this year:
Old Standby: ReadWorks: I have used this free website to download leveled articles for all subjects for a number of years. Last year, I began using some of the other features as part of my explicit instruction in language arts.
articles have an option be projected onto my Promethean board for whole-group lessons
the Article-a-Day feature can be used to build background knowledge on a new topic with my students
I can rotate through a number of articles on the same topic, on different Lexile levels, through the course of the week, so students can apply learned skills to increasingly difficult texts
the comprehension questions can be sorted by question type, for monitoring IEP goals and objectives
there are question sets for specific skill areas (e.g., Author’s Purpose questions, vocabulary questions)
This summer, I used ReadWorks articles to assess Oral Reading Fluency as well as Silent Reading Fluency, once a week for all students on my caseload. One downside to ReadWorks is that there are fewer articles at the higher Lexile levels. Enter my new favorite literacy site…
My New Favorite: Newsela: Like ReadWorks, Newsela offers leveled passages for students to read, and comprehension questions to answer. This summer, I set up a free version of the account, and invited my summer school students to participate. While we considered and declined to purchase a PRO account (it was pricey), the free version was well-liked by my students, and will become part of our regular instruction this coming year.
students can control the readability of the text in real-time, and see the changes when they adjust the Lexile level
they can monitor their own progress, and have learned how to choose a “just-right” level, or a challenge level, by viewing their “binder”
there are more selections at the higher reading levels than in ReadWorks
there are fewer questions at the end than with ReadWorks
by logging into the students’ accounts, I can see their overall progress, as well as sort their data by question type (NOTE: with the PRO version, there is a teacher dashboard, but not with the free version – so I make it part of my conference with the student to log into their account with them)
Newsela is a useful learning task for independent work during the literacy block
Have to Try: Last year, I struggled to teach literary themes to my students, until, out of desperation, I began playing popular music for them from YouTube videos. Students were quickly able to identify the theme when it was embedded in music.
A colleague introduced me to Teach Rock, which has over 150 lesson plans and 16 units of study for teaching literary ideas through the study of popular music through the ages. We dabbled with it this summer, and I’m working it into my Language Arts work for the school year. Stay tuned!
Tools to Use: I have a handful of students who struggle with writing, either because they have difficulty spelling the words they want to use, or their physical writing process is slow and laborious. I introduced them to Windows Speech Recognition, which comes free with your Windows OS. You simply go into your settings, under Accessibility features, and activate it, so it runs in the background. With a command, it turns on, enabling students to speak their written responses. Early results show that the students are interested. NOTE: as with the voice commands on your phone, it does take time to learn how to talk so that the computer understands you, and to train the computer to understand your voice. I advise assigning particular computers to particular students, to help with that.
Old Standby: I have been using Khan Academy with students (including my own homeschoolers) for years now. Many of you probably have, too. Khan Academy is free, and is especially strong in the area of mathematics, although this summer I started using the computer courses for students who needed a technology class for graduation.
students can be assigned individualized work to meet IEP goals and objectives
students can be assigned re-teaching work, based on their grade-level assignments
Khan Academy can be used as an anchor activity, while you work with a small group on other skills
I have had students use Khan Academy outside of school, toward credit recovery
users can log in anywhere – helpful when kids are homebound, hospitalized or absent for any reason
there are initial quizzes that help determine a starting place, then a course is charted for the student
I have also used Khan Academy as part of an enrichment group in an elementary setting
Some students find that there is too much reading involved – this can be a barrier for students with reading difficulties.
Tools to Use: One of my teens has difficulty subtracting with regrouping, and I didn’t have base 10 blocks in my summer school tools. I discovered virtual base 10 blocks that I can use on the Promethean board at CoolMath4Kids. The kids love using the virtual manipulatives on the board – check out their site for more manipulatives.
Science & Social Studies
Old Standby: I have a free account to Kids Discover, which has thousands of online articles, units of study and infographics, on high-interest topics of current interest, with built-in interactive parts. You can use the articles on your interactive white board. Every week, you’ll get access to a selection of free topics – more than enough to use for your entire curriculum, if you’re a homeschooler. My teens in my CDT class like it for a change up. There is a paid version, but I have not used that one.
useful for current topics (to supplement your regular curriculum with timely articles)
could be used for independent reading assignments
texts are high-readability for most high school students
colorful, interesting layout
Have to Try: My assistant shared the website Recyclebank with me. All of the articles are geared toward green living, health, ecology and the environment. The articles include links to high-quality, non-fiction articles from good sources, such as the Department of Environmental Protection or the USDA. There are fun elements, such as the Question of the Day. Reading articles and taking quizzes earns points, which can be redeemed for magazines and other items.
I like to have online current events sites that we can explore without a set assignment. I plan to use this site to teach kids how to efficiently explore and evaluate online sources, and to teach them how to build a reading log using online sources.
One “old standby” which I’ve used as a homeschooler, but which I will start using this year, is Journey North, a nature-based, citizen-science website. In a survey of possible topics of study, my students selected “nature walks” and “nature study” as preferred topics. One of my students recalled using a bald eagle “nest cam” in his middle school class. Again, stay tuned!
Tools to Use: Over the summer, I’ve been experimenting with a number of digital tools and looking for ways to incorporate them into my instruction, in an authentic way.
I am fiddling around with creating infographics in Canva, using the free service. It is a powerful app, but with that power comes a lot of information. I created a circle map about the influence of the Norwich Millionaires, and I’m thinking that we might practice this one type of graphic, using Canva in our US History class to continue to emphasize similar relationships in history.
One app that I’m planning to use to organize my classroom presentations is Sutori, another powerful digital tool, even when using the free version. I used the free version to create a timeline presentation of the early history of the city of Norwich, Connecticut. I feel it could be a great way to organize lesson materials, and will experiment with this in the coming year (see the linked blog post for a discussion on the use of Sutori to organize unit materials).
Old Standby: For the past several years, I have used a paid subscription to PlanBook Plus . It takes a little bit of time to enter plans if you use all the fields (I personally like to include the grade-level standards, and related standards from the students’ IEPs, in the plans), but I don’t mind that. One thing that is handy about this digital planbook is that I can pull it up from any device (including my phone), and that I can move lessons forward if something happens and I don’t get to something on a given day.
In the past, I included the instructional sequence for lessons in PlanBook Plus, but, this year, I think I’ll just put the “big” items (lesson title, textbook reference, standards), and leave the details for my written, daily planbook, since these might change.
Have to Try: As a special ed teacher in a self-contained classroom, in an alternative setting, I collect a lot of data, for a lot of classes, in addition to progress monitoring data. I have asked my principal to purchase a subscription to the Daily Cafe with CC Pensieve, which is a web-based data collection tool that can be used for conference notes, reading assessment data, science quizzes, and just about any information that I might collect. Because all the data is in one place, it is easy to print out a report in real-time for a PPT or a conference. It also helps me plan a workshop, or “cafe,” model for literacy and numeracy instruction, something which I experimented with at the end of last year and which the students liked, as they felt they were busier and got more individualized attention.
Technology Tools in Your Classroom
What are your go-to tech tools, apps and websites? Share the “best of the best” below, in the comments section!
Timelines are a powerful way to teach historical information, in any content area. Experts on teaching history have identified five ways that the use of timelines helps students master important historical ideas:
Information is presented in a historical context, instead of isolated facts;
Ideas are connected to one another, enabling greater understanding of bigger historical themes and movements;
Students develop the background knowledge necessary for engagement in deeper analysis and discussion;
Students see the sequence and timing of events, understanding how one event contributed to the ones that follow;
Timelines provide a structure for organizing information, making it easier to learn and remember.
Many teachers create timelines from strips of paper or sentence strips, adding events to the timelines as they come up during instruction. In this post, we will review how digital timelines can be created and used by teachers and students to teach, learn and respond to historical ideas, by students of all abilities.
There are many free digital timeline apps available. This timeline was created using the free version of Sutori, which creates a number of types of presentations, called “stories.”
Digital timelines have advantages over the paper wall version most of us are familiar with. Most importantly, they invite direct use by students. A wall timeline can be referred to by the teacher, or used as a resource by the students. A digital timeline, however, can be directly manipulated by the learner, via any electronic device. Secondly, because they are digital, a variety of media can be embedded or linked to the timeline, including teacher notes, PowerPoints, images, videos and web pages. This makes the timeline adaptable to the 21st Century tools our students already have access to. Additionally, more literacy-based activities can be connected to their use, as the space used by text is flexible (not fixed, as with a paper timeline). Another advantage of the digital timeline format is the ability to share electronically with other collaborators, with the teacher, and anyone else with a link. This allows multiple contributors, a cycle of review and revision, and other high-quality publishing activities to take place.
Most timeline apps have a wide variety of ready-made templates to choose from. I found the template I used in Sutori to be very helpful in designing a high-quality, rich timeline with a variety of interactive elements — ones I might not have considered, had it not been for the template’s suggestion.
A Walk-through of a Sutori Timeline: The Early History of Norwich, Connecticut
Working with digital timelines gives students excellent opportunities to practice important literacy skills:
Selection of a feature image: Students practice how to choose a cover image that adds to the story of their timeline.
Creation of a title: Students practice creating a title that captures the main idea of their story.
Development of an introductory paragraph: Students practice important summary skills.
Use of embedded tools: Students use embedded presentation and collaboration tools.
5. Image selection: Students must research to find time-appropriate images that add value to the text, for timeline events.
6. Labeling of timeline entries: Students practice writing timeline labels that capture important historical events.
7. Evaluation and selection of appropriate sources, with proper links to all resources: link to high-quality source is provided, for further information.
8. Giving and receiving appropriate feedback, through comments link.
9. Writing informational text: Students create concise explanatory text to accompany images and explain relevance of timeline events.
10. Creation of Subheadings: Brief subtitles (with dates) that help the viewer navigate the presentation, and that are appropriate for the timeline section.
11. Use of sidebars: Use of embedded “Did You Know?” module allows student to include fun facts, explanations of terms and other interesting information.
12. Connection to known landmarks: Use of images and information about commonly known, local landmarks helps viewer connect with the presentation, and helps establish connection between big historical events and local history.
13. Identification of necessary background knowledge: The embedded Video module allows the student to include videos of any length, to help the viewer understand the content better.
14, 15. Use of interactive elements: The students can engage the viewers by including interactive elements, such as the Quiz module, which can provides feedback to the responder.
16. Connection to famous locals: Including famous people from the area helps viewers see connection between “big” history and their own region.
17. Use of embedded digital media: Students can embed Google Docs, Canva infographics (such as the one shown), Flickr albums and a wide variety of other media, using the embedded tools. This allows showcasing of other student work in the timeline, allows students to customize their timeline and adds viewer interest.
18. Development of discussion questions: By using the Forum module, students can identify and include compelling questions that lead to classroom discussions.
19. Selection of graphic aids: Students can include a variety of graphic aids, including paintings, portraits, photographs, drawings, maps, and charts, as the content dictates. Here, the map of the trolley line includes local street names, so students can see where trolleys once ran in their hometown.
20. Making connections across time periods: By including connections to today in their concluding paragraphs, they show the relationship between past events and the way history unfolded up to the present day.
21. Proper citation of digital sources: The bibliography modules in the template allow for students to include properly cited digital resources used in their stories.
22. Use of hyperlinks: Students practice correctly hyperlinking their sources to the correct webpage.
23. Sharing of toolsand techniques: As a consultant, I was always taught to debrief not only the content I presented, but the strategies and tools I used, as well. Giving students the opportunity to share the tools they used with others fosters a spirit of collaboration.
Student products. We have gone over in detail how digital timelines are an excellent way for students to “show what they know.” Consider using them as a replacement for essays, reports and other research projects.
Stand-alone presentations: Teachers can develop stand-alone lessons using the timeline (don’t forget – Sutori has other “story” options, as well!). In presentation mode, each element is displayed, one at a time, making the timeline more like a PowerPoint presentation.
Organization of units of study: The timeline can be used as an outline for a unit of study, with each element representing a lesson within the study. Lesson material (Google Docs, videos, PowerPoints, etc.) can be linked via the embedded linking tools. The subheadings are available on the sidebar to the left, for easy navigation between components.
Try Making a Timeline!
I have always used PowerPoint to organize my lessons in science and social studies. After playing around with Sutori, I can’t wait to start using it for my lessons, instead! I’d love to hear how you have used digital timelines with students. Share!
Teaching Big Ideas to a Class with Diverse Learning Needs
General educators and special educators, alike, daily face a dilemma: how do I teach high-quality, grade-level content ideas when my students have such varied learning needs and abilities?
So often, students who struggle are given a watered down version of the content, rather than the same content, taught in a different way. Similarly, students who excel are often given the same content, but given less support in learning it, as the only “enrichment.”
Using thinking maps enables a classroom teacher to deliver grade-level content, involving higher-order thinking, in a format that is understandable and accessible to the greatest number of students in the classroom.
Thinking maps are visual representations of higher-order thinking skills: defining in context, classifying, describing, comparing, sequencing, showing cause and effect, illustrating analogies and demonstrating part-to-whole and whole-to-part relationships. By using a distinct visual representation for each skill, and limiting the types of graphic representations used, students can master not only the use of the organizer, but the represented skill, as well.
What is a Circle Map?
In 2007, Hyerle and Yeager described eight visual tools that could be used to show important relationships in any subject area. A circle map is one of these major thinking maps. It is used to define big ideas, such as the Industrial Revolution, institutionalized racism, or the Fourth Amendment, in context.
In the example, below, a Circle Map is used to define the concept of “storm.” The first circle contains the concept word, which is surrounded by another circle with vocabulary words used to define what a storm is. On the outside, are examples of the concept, from literature and the students’ experiences.
I first saw a Circle Map used with adult learners in a session about cultural awareness. The concept being defined in context was the Declaration of Independence. The question being asked was, “Who did the Founding Fathers refer to when they stated, ‘All men are created equal?'”
In the center was the term, Declaration of Independence. The first circle contained a brainstorm description of the types of individuals who were the writers of the document: white men, men of European descent, English citizens, landowners, many of them lawyers, rich by that day’s standards, learned, Christian, The outside area listed other groups of people present at the time of the writing: indigenous peoples, poor, indentured servants, African slaves, people who didn’t own land, citizens from other countries (France, Germany), women, non-Christians, uneducated.
After the creation of this map, the participants discussed the question, “Who did the Founding Fathers refer to when they stated, ‘All men are created equal?'” They used the Circle Map and the difficulties faced by the groups on the outside, then and today, as discussion points.
Using a Circle Map in Connecticut History: The Millionaires of Norwich
I recently developed a series of lesson tools on the Millionaires’ Triangle, an area of Norwich, Connecticut that once served as the seat of Connecticut government (during the Civil War), and which was settled by some of the richest, most influential people in New England, during the early days of the colonies and the country.
As I read about the prosperity and philanthropy of these individuals, whose wealth rivaled that of the Rockefellers in history, I wondered to myself how far the influence of these individuals actually stretched. I used a circle map to show their reach.
I created a Circle Map in Canva, which ended up as an infographic. Although at first glance it looks more like a Bubble Map, the information is actually in concentric circles, and only surrounded by “bubbles” as a visual aid for the graphic.
The concept to be defined, in context, is the influence of the millionaires in the Millionaires’ Triangle of Norwich (center, black circle). Using historical documents and online research, I gathered information about the businesses and government involvement of these founding fathers and mothers of Norwich, and the charitable foundations they established during the 18th and 19th centuries.
Surrounding the concept circle, I broke the information into two concentric circles, instead of a single one. The inner circle represents the major industries where the Millionaires had direct influence, through ownership or through major financing of the venture (white circles). The next layer represented the detail of the various groups of people directly affected by the ventures of the Millionaires, through their companies, their foundations and other philanthropic dealings (green circles).
In the area outside the circles, I wanted to list those groups who were explicitly absent from the influence of the Millionaires, or whose livelihood was in direct conflict with the activities of these individuals. The fact that the entire area now covered by the city of Norwich was once Mohegan Burial Ground, makes the Mohegans an important addition to the outside region of the map.
Circle Maps are not meant to be static. I could easily add “non-servant immigrants” to the outside area. If the only immigrants helped by the ventures were ones employed by the Millionaires, that would be an important fact to add. The Narragansetts were also in the region, and had a very different relationship with English settlers – they could be added to the outside area, as well. The point of a Circle Map is to give the student a better understanding of the key concept, by providing background information that helps define it for that situation, and to be used as a starting point for conversation.
A Circle Map can then be used to generate questions:
What about immigrants who weren’t employees? Where were they?
What happened to the Mohegan residents of the area that is now Norwich?
Is the area still influenced by the early founders? In what ways?
Did Uncas make the right choice for the Mohegans to work with the settlers?
Did the Narragansetts fair better, by opposing the settlers?
What happened to the foundations and businesses of the Millionaires? What still exists, today?
Using Circle Maps in Your Classroom
I would love to hear from you to see how you’ve used Circle Maps with your students. In the comments, write a link to your photo or post, let us know the grade, subject and important concept being defined. Thanks!
Social studies classes can be challenging for many students. Often, the content is text-based, which is daunting for students who struggle with grade-level reading. Response work is usually written, and, quite frequently, takes the form of research projects or essays – an added hurdle for many students. In addition, the topics are often from the distant past, and students have difficulty connecting them to their present life.
Students who are challenged by literacy-based learning tasks can still be actively engaged in high-quality, grade-level learning tasks, if we do two things:
Make the task more accessible (by controlling the language demands); and
Increase the interest level (by making the content and format more relevant to the students).
Facebook Photo Albums as Response Work
In a world where kids have more technology in their pockets than most teachers do in their classroom, it seems silly to ignore how adept today’s kids are in the electronic world. While many of their teachers are “digital immigrants,” they are, indeed, “digital natives,” many learning to “swipe left” before they even reach school age.
While we want to encourage kids to be well-balanced in their use of their electronic devices, it pays to think about the world they live in when we design response projects. True example: I have three boys, ages 32, 29, and 15. That’s right – there are 14 years between the last two boys, who both had the same 3rd grade teacher. I was disappointed to see that, 14 years after my middle child was in 3rd grade, the teachers were still using the same projects, the same books and the same strategies as they had with #2 son.
Enter social media. Now, I know that 1) my kids use social media platforms that I know little about and 2) they insist that Facebook is for “old people” now. But they all are familiar with Facebook, and it’s been around long enough to have a well-developed suite of tools that can be used in many ways in the classroom.
I do a lot of family history and geneology work. Whenever I can, I find authentic photos of people, places and events to add to my Ancestry.com work, and share them with my family by creating photo albums on Facebook. It occurred to me that Facebook photo albums would make a great vehicle for students to share their learning:
capturing part of the message in an illustration provides scaffolding for students who struggle with print media;
creating a caption allows for students to practice summarizing;
use of Internet content gives students an opportunity to learn how to give credit to other people’s work;
albums can be shared among different people as a group project.
The Millionaires’ Triangle, Norwich, Connecticut
Recently, I created a walking tour of Norwich, Connecticut, that circles the Chelsea Parade Park and passes by Norwich Free Academy. Using online photos and content, I created a Facebook photo album that can serve as a virtual travelogue for the Millionaires’ Triangle Trail.
Each photo album entry contains the following:
The stop number, with an image of a stop along the trail (I used Internet photos, but you could take your own photos, if you wish);
A description of the photo, which includes the stop number, the name of the famous person who lived there, the year the house was built and the architectural style, and the address of the site or home (since it’s a walking tour);
A brief summary of the life of the family who lived there, including the source of their fortune;
A tag identifying the location;
When needed, an image credit (many of the photos are part of the historical record of the town).
The stops are in order, so that the album can actually be used to conduct a walking tour.
Tips for Integrating Social Media in the Classroom
Using Facebook in school isn’t like using it at home:
consult with your administrator first, before setting up a page;
create a class or school Facebook page – don’t use your own account or a student account;
use photos of historical people, places and things, only – don’t include photos of the children;
consider setting your account so that comments are not allowed;
make your page by invite only, and set the privacy so that only current families (not the students) have access — remove access once families are no longer part of your classroom.
When you set students out to find images for the photo album, provide guidelines to help them choose well:
What important information does this image tell the reader about ______?
Is this the BEST image to give that message?
What information do I have to include in the caption, so my image stands alone?
What order do we have to put the images in, to tell the story properly?
Social Media in YOUR Classroom…
How have you used social media in the classroom? Share the best of the best with us, in the comments below – add a link so we can visit and comment!
There has been a lot of talk in the news, on social media, and on the radio, about some of the comments made by prominent citizens in our country, on the subject of what it looks like to be a “real American.”
As most of us did, regardless of our own political and religious views, I reacted strongly to some of the messaging that I heard and saw.
A very wise friend of mine once told me, “If something upsets you, don’t do anything. Sleep on it. If you are still upset the next day, THEN do something about it.”
The next day, I was still aching, deep in my heart. But, being a teacher, I have learned that there is ALWAYS something to be learned, no matter how tragic, painful or even benign, the situation. So I set about trying to figure out what it was that I (ME!) needed to learn about what it was to be a REAL American.
The #RealAmericans Project
I created my own challenge, entitled #RealAmericans, and created a Facebook album to share as I learned (a Pinterest page will follow… stay tuned). I didn’t want it to be politically or religiously biased in any way, so I had to think hard about what messages I wanted it so give. Here are the messages I hope people hear/see from this project.
Diversity is a strength. I want the project to include Americans of all kinds, of all races, of all walks of life.
Love wins. No matter what the image, I wanted it to project a message of love. People might not agree with a political viewpoint, but they can’t disagree with love.
Real Americans spend their lives doing wonderful, ordinary, ground-breaking things. Diapering a toddler is as important as owning a company; tending an orphaned duck is as important as leading a protest. Running a classroom is as important as running a bank or running a marathon.
Everyone is my neighbor. Yes, even the ones I disagree with. Maybe even don’t like that well.
There is always a story behind the image. Images we see in the news are real people. With real, American stories.
Americans share common values. I want to include at least three photos from each of the 50 states and the protectorates of our country. At least one photo should show racial diversity. One photo shares a love theme.
Your Own #RealAmericans Project
If controversy arises in your classroom over what kids see in the news, instead of persuading them, challenge them to do their own #RealAmericans Project. Make sure that they include the story of the individual in the caption.
the person’s name
a brief description of the person’s role(s)
a statement about the person’s life.
the location of the photo
proper image credit
If you choose to do your own #RealAmericans Project, please link up the post or album in the comments section, below. Feel free to use the hashtags #RealAmericans and #DiversityisStrength. I would ask that you keep to the messages that I listed above, and keep the message positive and loving.