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• W85501501 abstract "One may hear a thousand lectures, and read a thousand volumes, and at the end of the process be very much where one was as regards knowledge. Something more than merely admitting it into the mind is necessary if it is to remain there. It must not be passively received, but actively and actually entered into, embraced, mastered. The mind must go to meet what comes to it from without. --John Henry Newman, 1852 I love that quote. I believe that it says much to us as social studies (I will use the words educators throughout my talk this morning to include teachers, professors, writers, state specialists, administrators, and those who develop curricular materials and technology for classrooms). Consider the words and phrases that Newman uses: * He is writing about knowledge-not about recall but knowledge. * He is writing about how that knowledge should be imparted--not passively received, but actively and actually entered into, embraced, and mastered. * His final sentence was prescient in that it seemed to foreshadow constructivism; the mind must go to meet what comes to it from without. In a very real sense in 1852, Newman spoke to us about social studies excellence. I would also like to discuss excellence in social studies instruction this morning, and I will use Newman's words to frame my comments. When the doors opened at the Hudson Middle School to usher in the 2008-2009 school year, I entered my 32nd year as a social studies classroom teacher. Although I have been teaching for some time, I do not claim to know a great deal about social studies instruction as it existed in 1852, but I believe that my experience and my own growth as a teacher has given me a good grasp of social studies today. I am convinced that excellence in social studies is more important for today's students than it has ever been. That excellence occurs when every student in grades K-12 has equal access to deep, engaging, thoughtful social studies instruction on a daily basis. With social studies excellence, we broaden our students' horizons, deepen their understanding of the past and present, and help ready them for the challenges of the new millennium. Preparing for a Future of Accelerating Change The challenges of the new millennium are formidable challenges indeed. They are mighty. Has there ever been a time when students leave their school years to enter a world of such accelerating change, increasing complexity, and unpredictability? Has there ever been a time when teachers have had to prepare their students for a world in which we can only discern broad trends? However, those trends are becoming increasingly evident in all areas of life. Their clearest manifestation is, of course, technological change. The clearest manifestation of these trends is, of course, technological change. I think everyone in here who works with young people can give a myriad of examples of how they see the rapidity of that change. I will give you two: * In the House of Avalon, which is the name we give our seventh grade community at Hudson Middle School, we have approximately 130 students a year. During the course of the year they all become my Happy Helpers, my volunteers. Each year, I choose several who must meet the most stringent of criteria, and they become my Feng Shui consultants (room organizers). The stringent criteria they must meet are that they must have clean lockers, be organized and, most of all, they must be stern taskmasters. One day my Feng Shui consultants were cleaning when I heard one say, Mr. Yell, what the heck is this? I turned around to see that Nicole was holding a floppy disk. [ILLUSTRATION OMITTED] I told her at one time these were put into computer slots in order to save information. She dug deeply into the recesses of her 13-year-old memory bank, and finally said Dude, I remember those! …" @default.
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• W85501501 date "2009-01-01" @default.
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• W85501501 title "Embracing the Future through Social Studies." @default.
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