We know you’re still in the thick of it — developing social studies projects, tackling science fairs, holding parent/teacher conferences, prepping your students for end-of-the-year testing, etc.
At Studies Weekly, we’ve got your back.
Our product development team has been working hard to add two new options to our product offerings.
7th and 8th Grade Social Studies
For you amazing, tireless middle school teachers swinging along with the moody hormonal angst of teenagers, we now have Social Studies 7th and 8th grade publications!
Through year-long immersive learning, your students will question, discuss and truly experience history. As they connect with historic figures and events, they’ll be better prepared — not only for end-of-the-year assessments — but to take on their future civic duties as well.
You can expect the same engaging weekly newspapers you already know and love, based on rigorous higher-level standards. They are still hands-on and fully consumable, so your students can highlight, take notes right on the publication, and cut them up to incorporate them into projects.
Similar to our K-6 publications, your 7th and 8th grade students also have access to a beautiful online platform with thousands of primary source images and videos, a real-person audio reader, highlighting capabilities, extension activities and customizable assessments.
With these new publications, you will spend less time prepping for instruction, and more time engaging students with ready-to-use lesson plans that incorporate essential learning strategies and important writing and reviewing activities.
For you elementary teachers juggling all subjects each week, we created a completely new K-5 Science curriculum based on the Next Generation Science Standards. Our new science curriculum utilizes the 5Es and your students will Engage, Explore, Explain, Elaborate and Evaluate all aspects of science.
Each unit centers on a guiding question that incorporates student-centered learning activities, experiments and demonstrations. These challenge your students to test predictions, find solutions, draw conclusions and demonstrate their knowledge and skills. As they explore deeper, they will discover answers to the “whys” and wonders of science.
As their teacher, you will spend less time prepping for instruction, and more time engaging students with ready-to-use lesson plans that include tool and supply lists broken down by individuals or groups. These same plans include differentiated learning strategies and full integration of many math and English Language Arts standards.
So, whether you are a newbie heading into your first year of teaching, or a seasoned veteran extending your reach, our new Social Studies and Science publications can help you engage the imaginations of all your students.
To purchase Social Studies 7th or 8th grade materials or your grade level’s Science materials, head over to the Studies Weekly store.
As educators all around the nation celebrate women’s roles in history this month, we want to highlight a few unique female contributions as well.
STEM education — or the emphasis on science, technology, engineering and math — is a hot topic in the industry. Tech leaders in every state are working towards coding and computer engineering classes for students all the way down to the elementary level.
Many of these leaders — through SheTech experiences and Girls Who Code events — focus on capturing the imagination of young women and girls. More girls need to realize women have been in every aspect of STEM fields almost since their beginnings.
Chemistry and Physics
Marie Curie, 1867-1934, was the first woman to win the Nobel Prize, and the only woman to win two Nobel Prizes in two different disciplines: one for chemistry and one for physics.
The Polish-French scientist is most famous for her work on radioactivity with her husband, Pierre Curie. But she also discovered two elements, polonium and radium.
Curie also broke education barriers. After her husband’s death in 1906, she was appointed to his vacant professorship and was the first woman to teach at the Maison de Sorbonne. According to Brittanica, she also founded medical research centers in Paris and Warsaw.
Edith Clarke, 1883-1959, earned her master’s degree in electrical engineering at MIT in 1919 — the first such degree awarded to a woman there. One of her job titles was “Computer.” Before the machines we know today, people were the computers of the past.
Clarke worked at AT&T and GE. While at GE, she analyzed and calculated mathematical models for transmission lines, and wrote many research papers on power distribution.
Clarke accomplished a number of firsts in her day. According to the Edison Tech Center, she was the first female electrical engineering professor in the United States. She also was the first woman to present a paper before the American Institute of Electrical Engineers, and later was the Institute’s first female fellow.
Olive Dennis, 1885-1957, was the nation’s first service engineer. She is most famous for riding the rails of the B&O railroad, traveling millions of miles in order to improve the rail traveler’s experience.
Dennis earned her master’s degree in civil engineering at Cornell, only the second woman to do so. Dennis started with the railroad as a draftsman, designing bridges. Soon she moved into her design engineering role, where she improved all aspects of rail travel. Through her research, she redesigned the trains’ chairs, windows and sleeping cars; and updated dining cars, restrooms and food offerings.
She was the first woman to become a member of the American Railway Engineering Association.
Before the 2016 movie, “Hidden Figures,” very few people appreciated the contributions of Katherine Johnson, 1939-1956; Dorothy Vaughan, 1910-2008; and Mary Jackson, 1921-2005. But without these women, America might not have even been a contender in that era’s race to space.
Johnson spent more than 30 years calculating flight paths for America’s spacecraft. She is most famous for calculating the flight path for Freedom 7 in 1961, which sent the first U.S. astronaut into space. According to Brittanica, her calculations were so accurate that John Glenn asked her to verify the electronic computer’s calculations before his own flight orbiting the Earth.
Vaughan was NASA’s first African American manager. She oversaw the female computers of the segregated West Area Computing Unit. Their work contributed to the success of the early space program. According to NASA, engineers highly valued her recommendations and often requested that she personally handle challenging assignments.
Early on, Jackson reported to Vaughan as one of her computers. She moved on to work with Kazimierz Czarnecki, conducting experiments in a 60,000 horsepower wind tunnel. After completing engineering courses, she became NASA’s first black female engineer in 1958. She went on to author numerous research reports. She also made a significant impact on the hiring and promotions of the next generation of female scientists.
Ellen Ochoa, born in 1958, was the first Hispanic female astronaut. She was also the first Hispanic — and second female — director of the Johnson Space Center. According to NASA, she went to space four times from 1993 to 2002. She logged almost 1,000 hours in orbit.
Ochoa earned NASA’s highest award, the Distinguished Service Medal. She also earned the Presidential Distinguished Rank Award, as well as many other awards throughout her career. She has six schools named for her.
These are just a few women who made unique contributions to the STEM fields — there are many, many others. Though less prominent in some
textbooks, women are a part of history — from fossils to fission, and disease management to software development.
Students everywhere are lucky to have teachers who help them discover these women throughout history.
Growing up, Kristin Wolfgang didn’t dream of being a teacher. But now she doesn’t dream of any other career.
Before heading into the classroom, Wolfgang worked at Borders Bookstore. She heard about a part-time Kindergarten teacher position and tried it out. Her fellow teachers asked her to lead small groups in reading.
“And I was hooked,” she said in an interview with Studies Weekly.
Wolfgang has been teaching for 19 years, and feels it’s not a job, but her calling. She is currently a 5th/6th grade teacher at The Volcano School of Arts and Sciences on the Big Island of Hawaii, but also taught in Austin, Texas.
“I love teaching. I love developing personal relationships with kids and showing them that they can do better. A colleague recently told me that she sees that I accept kids where they are and give them space and confidence to improve,” she said.
That brings her joy as an educator, as well as “creating curriculum, integrating technology and introducing kids to books!”
Of course, even after almost two decades of teaching, she still finds the career challenging. Similar to how other teachers feel, sometimes she stresses about organizing all that is asked of her.
“There are so many things we are asked to do besides just providing instruction and assessment of students. I’m always struggling to collect and report data as well as to revise and maintain my curriculum maps,” she said. “I know that one thing that causes teachers to leave the field is the difficulty of prioritizing our tasks.”
Despite this, she still loves what she does day in and out. One of the things that helps her run her classroom smoothly is Studies Weekly.
“I love Studies Weekly. The articles are engaging and rigorous, and my struggling readers can read along with the articles online. I am also able to integrate reading standards into my Social Studies lessons by using suggestions from the Teaching Supplements. Having the newspapers for the entire year helps me to stay on pace in presenting the social studies curriculum,” she said.
Wolfgang first encountered Studies Weekly after moving from Hawaii to Texas. She used various Texas grade levels there, and ordered the USA publications after moving back to Hawaii two years ago.
She enjoys Studies Weekly so much, in fact, that she also writes 5th and 6th grade curriculum for us. She started writing just one question at a time in 2015, and now she’s working on Teacher Supplements. She was also on the team that recently wrote the Studies Weekly K-2 leveled readers.
Wolfgang juggles a lot, but all of what she does is for the betterment of students. Texas and Hawaii may be vastly different in geography, she says, but for her, it’s all about the kids.
“Kids are kids no matter where you go. I love being with them and helping them learn,” she said.
To learn how you can use Studies Weekly Social Studies in your classroom visit studiesweekly.com.
Students sitting at the desks of today’s classrooms are America’s next voters. They literally will be the deciders of our nation’s future.
To that end, they must understand the importance and power of voting. We educators, in partnership with their parents, are in an important position to help them appreciate this responsibility. Teaching the younger generation about their civic duty has less to do with politics and more to do with freedom of choice.
“For the nation’s democracy to function properly and for government to provide fair representation, all eligible Americans must have the opportunity to vote — and be encouraged to do so. Our collective self-rule is established and fostered through free, fair, accessible, and secure elections through which the voice of every eligible American is heard,” said Danielle Root and Liz Kennedy, of the Center for American Progress, in a July 2018 article.
Teaching the History of Voting Rights
Teaching students the history of voting rights within the United States can help them better understand the weight and sway they have in exercising this right.
Our nation’s democratic process may be an example to others, but it took many protests, movements, and the mobilization of large groups of disenfranchised residents to get where we are today. Education about the history of voting in America expands students’ minds, and gives them a greater appreciation for their own ability to share their voice.
According to research by KQED, when George Washington was elected as our first president in 1789, only 6 percent of the population could vote. This was due to land ownership laws and states’ differing voting regulations. Thus, only white male landowners could vote.
In 1856, land ownership was finally removed from voting requirements, opening the poll doors to all white men.
In 1868, the U.S. passed the 14th Amendment, granting citizenship to former slaves. Legislators followed up with the 15th Amendment in 1870, declaring that the right to vote could not be denied because of race. As citizens, male African Americans could legally vote.
Despite this legislation, some states enacted measures, such as literacy tests and voting taxes to subvert African Americans’ ability to register to vote. In some states, groups used violence and intimidation tactics to keep these same voters away from the polls.
These subversive efforts continued until 1965, when the Voting Rights Act was passed. It made it illegal for states to impose discriminatory restrictions on who could vote. This act came after decades of African American bloodshed while exercising their given right.
Women had been trying to acquire their own right to vote since 1848. It took them more than 70 years to successfully secure that vote in 1920. Well-known early leaders in this fight — Elizabeth Cady Stanton, Susan B. Anthony and Sojourner Truth — died before seeing women prevail.
Despite the 14th and 15th Amendments, many minority groups in America’s history had to forge their own difficult routes to voting.
Though they could be considered America’s first residents, Native Americans had no voting rights within the new republic. In 1876, the Supreme Court ruled that Native Americans were not citizens as defined by the 14th Amendment and had no voting rights.
Their path to polling places took many steps.
After the 1887 Dawes Act, Native Americans could obtain citizenship and the right to vote only by giving up their tribal affiliations. The Indian Naturalization Act passed three years later, and Native Americans could apply for citizenship through an application process similar to the process of immigrant naturalization.
Decades later, Native American veterans were granted citizenship after they served in the military during WWI. The Indian Citizenship Act of 1924 also granted citizenship to Native Americans born in the United States. But, again, many states passed laws and policies during this time to prohibit Native Americans from voting.
Finally in 1947, after Miguel Trujillo — a Native American and former Marine — successfully sued New Mexico denying his right to vote, barriers to voting started to crumble. It still took until the Voting Rights Act of 1965 for this right to be guaranteed.
Though they were an integral part of building America, especially in the West, Asian Americans had no citizenship rights.
The Chinese Exclusion Act of 1882 barred people of Chinese ancestry from becoming citizens. Then 40 years later, the Supreme Court ruled that people of Japanese heritage were ineligible to become naturalized citizens. A Congressional ruling in 1925 barred Filipino Americans from citizenship unless they served three years in the Navy.
Finally, in 1952, the McCarran-Walter Act granted all people of Asian ancestry the right to become citizens.
Puerto Rico and D.C.
Congress passed further voting rights laws in the 1970s and 1990s to guarantee better access to polls and voter registration. But today Puerto Rico and other U.S. territories still do not have full voting representation in the federal government. Stateside, those living in Washington D.C. have the right to vote for president, but do not have any representatives in Congress.
Importance of Voter Turnout
The right to vote in American elections has a long history of conflict, and students need to understand the value of making their voice heard. Voter turnout on election days is one of the most powerful ways citizens can do that. It also can be an effective path to enacting change that strengthens the rights of all citizens.
“It’s essential that all of us turn out to vote. Every vote is a building block in our democracy. The more people who vote, the stronger our system of government becomes. As a nation, we should do much better. We can do much better,” said Linda A. Klein of the American Bar Association in an October 2018 article.
As former President Franklin D. Roosevelt said, “Nobody will ever deprive the American people of the right to vote except the American people themselves and the only way they could do this is by not voting.”
We highlight women’s contributions to our nation’s history, often during Women’s History Month, and the right to vote is an important topic. During March, and throughout the year, voting rights should be a serious study for our students who will be our next generation of leaders.
Find more primary sources and articles about voting through your Studies Weekly online platform at studiesweekly.com/online.
These are some of the topics considered “controversial” in society, on social media, and in the classroom.
But why? In today’s society — more than 150 years since the end of America’s Civil War, almost 100 years since women gained voting rights in America, and 55 years since the Civil Rights Act — why are discussions about rights and equality still flashpoints?
Though our society made these important strides forward in decades past, strongly built foundations and beliefs still rumble beneath those issues. And sadly, there are too many people still unwilling to conduct an open dialogue about these uncomfortable truths, even today.
“It’s a conversation no one ever wants to have,” explained Loki Mulholland, Studies Weekly video manager, founding member of the Studies Weekly Diversity Board, Emmy award-winning filmmaker, and speaker on race relations in America, in a February 2018 presentation at Boise State University.
But he advocates having those conversations, because these issues still affect our students and people all over the world.
Globally, racial and gender equality are still under attack, explained Tendayi Achiume, special rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance at the United Nations, in two separate reports to the U.N. in March 2018 and July 2018.
“From crowds of youths marching to neo‑Nazi chants in Charlottesville, Warsaw and Berlin, to the racist and xenophobic attitudes of politicians in the highest levels of office worldwide … the assault on the human dignity of millions around the world has reached alarming proportions,” she said last March.
That is why we must still talk about equality and rights. Yes, it is sometimes scary, but we — as educators of our nation’s students — need to thoughtfully and purposefully wade into these murky and muddy issues.
“We don’t give our students enough credit. They know what is going on and it’s our job to connect the dots of what is happening today to the past, and how they fit into that picture. We should be empowering our students to make decisions and draw conclusions,” Mulholland said. “If we don’t talk about it and work towards improving inequality, then nothing is going to change. The students play a role in addressing the inequalities they see around them.”
Discussing Inequality in the Classroom
Despite the current shouting matches between current political leaders, discussions on equality and rights do not need to be divisive. And the classroom is one of the most perfect places to have these discussions.
“Young people need to understand equality and know their rights, to understand both how they should be treated, and how they should treat others. Teaching these topics creates a safe place for students to explore, discuss, challenge and form their own opinions and values,” the Equality and Human Rights Commission said in a May 2016 statement.
Beyond Inequality: Systemic Barriers
Even beyond discussions around equality, we should also teach our students about societal equity and the systemic barriers that women, people of color, and other minority groups continue to face. This idea is best defined through this image, originally created by Craig Froehle:The true history of America includes elements of systemic racism, systemic sexism and other systemic barriers to equality and equity for all. Our society still feels the effects of those today.
Mulholland pointed out just one example of this in his Boise presentation last year. He explained that just one generation ago, African American people — many who are still alive today — received truly inadequate and inaccurate education as a result of segregation. Education — which most of us believe today is the key to opportunity — was not equal or equitable.
Equality of Opportunity
In education, we’ve advanced far since that era of history. Today, educators implement a variety of processes that reach the learner where they are, to give them the best possibly equality of outcome. But we still have more to do, as explained in Stanford University’s “Equality of Opportunity and Education” project.
The Stanford project utilized philosopher Peter Westen’s idea that “opportunity is a three-way relationship between a person, some obstacles, and a desired goal. However, a person only has an opportunity if she has a chance of achieving that goal. One cannot have an opportunity if one faces insurmountable obstacles that make it impossible to secure the goal.”
Further, “for opportunities to be equal within a group, each member of that group must face the same relevant obstacles, none insurmountable, with respect to achieving the same desirable goal.”
It’s Only Us
Just like the fence image above illustrates, ideally all Americans may all be equal under the law, but may not have a true equality of opportunity.
Unfortunately, many American residents face insurmountable obstacles because of their gender, race, religion, culture, geography, socio-economic status or other minority identification. Because of this, they cannot reach the same heights others can.
So, until our we strategically remove these barriers and biases, we must still discuss equality and rights, and listen to and believe others’ experiences.
We need to stop seeing these issues as revolving around “us and them” and simply revolving around “us.”
“You have to be willing to open yourself up, to get uncomfortable and go there,” Mulholland concluded.
Reginald Wright took an indirect route to teaching — but it was one that led him to a career he loves.
“Every day is a new day,” Wright said in a recent interview with Studies Weekly.
Wright works as an instructional coach for 6th through 8th graders at Aldine Middle School in Houston, Texas.
“Even if they don’t learn all the causes of the Civil War, at least they saw an African American man who is youngish and educated and loves his job, and loves them,” he added, explaining that often this example is not what his students experience at home.
“I am what they can be.”
Wright has been an educator for nine years now, but it wasn’t his first job out of college.
As a senior in high school, he dreamed of being a teacher. He was a member of the Texas Association of Future Educators and enjoyed tutoring at the nearby elementary. But as he headed into college and majored in political science, he got nervous about teaching as a career.
Instead, he graduated and went to work in the local attorney general’s office. It was depressing work, he says, and after a time he moved on and became an insurance adjuster. In that field he enjoyed the freedom of being his own boss. But again, he didn’t feel fulfilled. He got to the point where he dreaded going to work.
“There wasn’t any joy in it. It wasn’t fun. At the end of the day, it was just a job. And I wanted to be more than just successful, I wanted to be significant,” he said.
He recalled his high school days with TAFE, remembering the fun and fulfillment he felt then. So, he pursued a teaching license.
“When I decided to give teaching a try, it was the best decision I’ve made in my life. I love fostering a love for social studies and helping my students fall in love with it like I did,” Wright said.
He says he loves what he does every day.
But as any teacher knows, there are many challenges. Wright’s biggest struggle and passion is to get his students to see the potential they have. He can see it, but they cannot.
“A large portion of our students have not been inspired to dream, to imagine they can do great things in the future,” Wright said.
At the start of the school year, some of the students he serves do not read on the middle school grade level, which makes it difficult for them to understand the middle school social studies curriculum. To get them to this deeper level of learning, Wright and his fellow teachers heavily utilize scaffolding techniques.
“Before you can teach them how to analyze a political cartoon, you have to tell them what ‘analyze’ even means,” he explained.
To help his students understand these deeper concepts, at a reading level they can comprehend, he uses elementary-level Studies Weekly Social Studies publications. The students learn, analyze and process the historical information while also gaining valuable reading, literacy and vocabulary skills. Wright has been using Studies Weekly for about five years, and loves that it is aligned to Texas’ state standards.
“When I first saw Studies Weekly, I thought, ‘This is awesome.’ It’s not a huge textbook, so it’s not intimidating at all. My students can read it and highlight it, circle it and write on it. Then they can fold it, put it in their backpack, and take it home with them. It’s just the best product ever,” he added.
Aldine Middle School’s ESL students also use the Spanish versions so they can understand the concepts as they learn English.
“Online, they are able to read it in Spanish, and then as they go along, we can graduate them from Spanish to English,” he said.
Wright is a passionate educator, an awesome example of the many teachers out there making a significant difference for America’s children.
To learn how you can use Studies Weekly Social Studies in your classroom visit studiesweekly.com.
How do you teach today’s culturally and socio-economically diverse students when often their history and literature curricula are predominantly Eurocentric?
That is a question we’ve been grappling with at Studies Weekly. In the past, some of our own publications included this unconscious bias. Recognizing that, we’ve been working diligently to completely revamp and reframe them.
This pivot is reflected in our Guiding Principles, which state, “We will have a minimum of two points of view present about the main topic taught in each weekly unit.” Because we know our students represent a wide swath of skin tones, ancestry, experiences and languages, we try to include multiple perspectives in our publications.
We don’t claim to be leaders in this approach, though. Many educators have been calling for diversity in the classroom and multicultural education materials that speak to all learners.
As Samantha Washington explained in her September 2018 article in The Century Foundation, studies show that students in diverse public schools harbor less racial prejudice and more self-confidence. She advocated that “equitable education reform must be invested in diversifying not only classrooms, but lesson plans, too.”
“That students with vastly different backgrounds are still being taught that only one history is worth knowing reveals what has always been a deeper question in American education: whose history is essential, and what are we teaching students when we tell them that theirs is not? In the fight for racial equity in the classroom, we must stress the importance of students learning from a curriculum which reinforces that their own histories, and, by extension, their own identities, matter,” she concluded.
But how can educators value the histories of all their students?
“As our country and schools become more ethically and culturally diverse, elementary teachers must have tools to help them plan for broadening the perspectives of the children they teach,” said professors Joyce H. Burstein and Lisa Hutton in Social Studies and the Young Learner in 2005.
Recognizing that some textbooks don’t provide multiple perspectives, they shared a fabulous teaching strategy for elementary educators: a Multiple Perspectives Planning Guide for tackling historical events that have multiple viewpoints. Of course, most of history has at least two sides to it — if not more — so this guide works well for any social studies classroom.
The guide focuses on a historical event, and takes students through its context and the major players there. Students delve into both primary and secondary sources from the event, looking for different viewpoints and perspectives. Burstein and Hutton also suggest using historical fiction trade books as sources, especially at the elementary level, because many are written by authors who hail from unique perspectives not always included in textbooks.
This learning strategy validates different cultural experiences, allows children the chance to identify with histories that truly reflect their own and others’ heritage, while also teaching them important critical thinking and analysis skills, and an ability to recognize complex situations.
In explaining the guide, Burstein and Hutton gave the example of children playing and resolving disputes in school yard. When problems happen at recess, “Children naturally want to tell their side of a story …. Students are burning to report their version of what happened.”
“Teachers need to capitalize on this natural inclination to have ‘their story told’ when teaching history,” they continued. “Historians are like a person who suddenly comes upon the scene of the playground dispute. The historian hunts for different accounts, artifacts, evidence and viewpoints of time periods in history.”
Looking at the bigger picture, today’s textbooks and lesson materials need to include these varied accounts and viewpoints. They cannot include token remarks highlighting important contributions from women, minorities and other cultures. Instead, these perspectives must be fully integrated into the curriculum, as Paul C. Gorski explains at EdChange.org.
Discovering new perspectives, new voices and new sources is one of the most fascinating things about studying history.
For many of us who attended school in the 70s, 80s and early 90s, we learned history from a very Euro-centric white male perspective. With current societal trends that push for authenticity across the whole of society, and technology that enables easy access to millions of primary sources, we now are able to re-examine history from fresh perspectives, diverse voices and multiple sources.
Because our nation’s schools are becoming more racially diverse than ever, this focus on historical diversity is vital to our nation’s students. It gives learners — regardless of ancestry, race, gender and sexual orientation — connections to viewpoints previously silenced.
Instead of viewing just one or two strands running along the walls of history, we now have a beautiful tapestry of interwoven threads that intersect and converge to create a more comprehensive canvas of individuals in our collective past.
Here at Studies Weekly, we want students to question, analyze and learn from a variety of experiences. As our Guiding Principles state, we “strive for diversity and equity in terms of race, people with disabilities, age groups, sexual and gender identities when significant to the context, family structures, religious and political views, and socio-economic status” — both in the representation of historical figures, and within our company.
“One of the challenges we have is our publications are for a very diverse readership — they are different in every which way you can think of. And sometimes you don’t know what you don’t know. That is why I thought it was beneficial to add another layer of support for our students,” said Kim Mogilevsky, chief product officer.
Our board members bring many non-white points of view to the table, including:
English Language Learners
Additionally, the board includes those with differing levels of education and roles, from classroom teachers to district leaders, and university professors to government workers.
“No one person can possibly fully comprehend the lens through which other people see the world,” explained Loki Mulholland, founding member of the Diversity Board, Emmy award-winning filmmaker, Studies Weekly video manager and speaker on race relations in America. “Each person on the board comes with vast academic and life experience and an astute understanding of the issues related to that experience.”
This group has been helping us with the monumental task of reviewing and updating older content. They also review all new and updated products.
“We’re trying to give students the facts of history, and allow them to form their own assessments on how society is evolving. The more points of view and eyes on the language that is used to educate, the better,” said John McCurdy, CEO.
The Diversity Board ensures we are speaking to students from a more broader view. And they are all focused on the same thing we are — the best content for students.
“What I like about them is they are all passionate about what they do. We’re all united in our mission to make a better product for students,” Mogilevsky said. “Our readership sees themselves reflected in our publications.”
“We want our students to understand the world they live in, one that is becoming smaller and even more interconnected,” he said. “We want a curriculum that matches these students.”
Not only does this approach create content that truly reflects the varied lives and perspectives of the students who read them, but it is statistically better for all involved.
According to a 2017 study by the McKinsey Global Institute, gender-diverse companies are more likely to perform 21% better financially than non-gender-diverse companies. Even better, the study found that ethnically-diverse companies are more likely to financially perform 33% better.
Our desire is that our Diversity Board and our company focus on diversity in history will translate into greater educational success and performance for our students.
To learn more about our Social Studies, Science and Civil Rights publications, visit our online store.
Most successful entrepreneurs say they overcame many mistakes, challenges and setbacks to get where they are.
“I’m convinced that about half of what separates successful entrepreneurs from the non-successful ones is pure perseverance,” the late Steve Jobs, co-founder of Apple, is quoted as saying.
Students — from elementary to secondary — can and should learn this grit and determination.
That is the “power of yet” Carol S. Dweck described in her November 2014 TedTalk. Dweck, a professor of psychology at Stanford University, is known for her work identifying the growth and fixed mindsets.
Without the power of yet, students basically are graded on their ability to show their skill or knowledge level. Regardless of pass or fail, they move on to a new topic. The power of yet allows students to progress, to see where they made mistakes, and learn how to correct them.
“Much of the entrepreneurial life is about trial and error and mistakes are a natural byproduct of that. But more than this, mistakes are an opportunity for growth. Extract all of the value from them that you can,” he said.
If more students understood that mistakes have value and can lead to growth, and were allowed the space and time to experiment with and experience this, the next generation would be better prepared for adulthood.
As an example: in most careers, workers do not receive grades associated with their work, because employees must see a task through completion — not just to a C+ effort. The most successful companies expect their workers to perform well. When employees fumble, managers expect them to bounce back, fix and learn what made a project fail or a product bomb.
This mentality, if better implemented in the classroom, could help students form a growth mindset — one that shows them failure is truly a part of learning.
“[I]f you get a failing grade, you think, I’m nothing, I’m nowhere. But if you get the grade ‘Not Yet’, you understand that you’re on a learning curve. It gives you a path into the future,” Dweck said.
Dweck, as part of the Mindset Kit — a free resource for teachers to help them develop the growth mindset in themselves and their students — recently dared learners to stop running from difficulties and failures, but to embrace them.
“If it was easy, well, then you probably already knew how to do it,” she said in a Mindset Kit video. “We should have kids asking for harder work, wanting the challenging problem. I want challenge to become the new comfort zone, not easy.”
Education circles are still debating how to effectively implement growth mindset training within the classroom. But the power of yet — the power of encouraging and celebrating persistence, of reveling in grit and overcoming obstacles — is still an important lesson we need to teach our children.
Politics today are highly polarized, and are in danger of becoming more so.
“Politicians used to recognize that their opponents had the same goal: Make the world a better place for their constituents. Now debate’s greatest accomplishment has been to diminish the integrity of office,” said Lawrence Lhulier in his March 2017 Education Week article, Teaching About Politics in a Polarized World.
With today’s 24-hour news cycle and the prevalence of political echo chambers on Facebook and Twitter, we often cannot escape Washington’s machinations. For the sake of our sanity, sometimes we must turn off our electronics and find a space of quiet. For the sake of our students, though, we often must bravely wade into the quagmire of controversial political issues.
No other group of educators is as well-equipped to lead this charge than social studies teachers. As Marc Tucker explained in his September 2017 Education Week article, history teachers have a unique opportunity to teach the next generation of voters and legislators how to listen, work together and compromise — skills current legislators seem to have forgotten.
“Maybe, just maybe, with the right kind of leadership, we have a chance to rise above identity politics, an opportunity to create a politics based instead on our need for one another, our ability to reach across all of our divisions to create something that only this incredible mixing of ideas, backgrounds, cultures, races and religious beliefs could create,” Tucker said in his article, Can History Teachers Build a New Politics?.
This can be scary though, as teachers fear a backlash from parents and potentially jeopardizing their job security. Teachers may even struggle with how to discuss highly charged topics without incorporating their own biases. But again, with all of history’s messy examples at their fingertips, social studies teachers can confidently guide students through productive disagreements to thoughtful discussion and reflection.
Remember, it’s about student learning and growth, not indoctrination.
Lhulier cautioned against making “children mouthpieces for our own ideologies.” He encouraged teachers to confront and crush their own echo chambers before tackling political subjects in the classroom.
“[W]hat if we used their beginner’s minds as a reminder that there is a better course? Uncorrupted by the prejudices that destroy curiosity and breed fear, children love hearing new ideas. They are able to agree to disagree without the lingering angst that has divided our nation so deeply,” he said.
Aim for a balanced approach to issues.
Even at the elementary level, students are constantly questioning and pondering the world around them. Many — like children of immigrant parents, for example — are personally experiencing the effects of larger political maneuvers. Allowing them a space to research, discuss and respectfully debate these issues is potentially more relevant to them than the memorizing date the RMS Lusitania sank.
Using these outside influences to inform teaching takes the teacher’s bias out of the equation. Teachers then can incorporate and focus on the critical thinking skills and learning strategies students need to address these topics.
The authors asserted that in society today, the classroom where students are taught analytic questioning skills “may be one of the few settings where evidence and reason can address popularly held fears and challenge unsubstantiated claims, or in the jargon of the day, ‘fake news.’”
When teachers require students to research both sides of an issue, question and validate data and sources — real learning happens.
Teach listening skills.
So many today have lost the ability to listen. Those on the world stage repeatedly shout each other down or shut each other out. Educators can teach students how to respectfully listen — to fully hear and absorb another’s facts and opinions and ponder them before retorting.
Yes, history has many examples of those who demonized those with differing views. Many wars started because of these beliefs.
But the world’s history is also replete with examples of political and civic leaders who understood and worked with those who held different opinions. They remind us it is possible.
“The ability to embrace productive disagreements based on serious consideration of fact patterns, and on the opinions that emerge from these facts, is a key civic competency that often results in compromises or changes in opinion,” said Kei Kawashima-Ginsberg and Rey Junco in their 2018 Social Education article, Teaching Controversial Issues in a Time of Polarization.
Wrestling with politics in the classroom is a daunting task, but one education thought leaders believe is essential.
“[T]eaching politics in the classroom is exactly what has to happen in order to change the trajectory of the current political discourse,” Lhulier said.