The State of Teaching Social Studies–A Quick Write

Click for the .pdf close-up of this image…by the way, my blog is not specifically about this graphic but it does connect well to the current status of modern Social Studies teaching (or the lack thereof).

By Ron Hustvedt, Jr.

I recently received an e-mail from a Professor friend asking for my thoughts on the modern state of teaching Social Studies. The purpose was for sharing with colleagues and students at that institution. The request arrived on a late Sunday afternoon and I’d already been doing schoolwork for several hours beforehand with at least several more hours of work ahead of me. It seemed like an interesting diversion to the work I was completing so I did it on the spot, and wrote these thoughts down in about 20 minutes.

I preface this blog acknowledging that it’s somewhat of a stream-of-conscious style writing and very lightly edited. It contains my thoughts at the moment and comes amidst a very busy period of time with finalizing the D.C. trip I take students on, spring planning for the next school year, budget planning and the annual representative convention with the Elk River Education Association, and a major case of spring fever (will spring actually arrive?).

The questions given to me are numbered and in bold. My responses are as follows. What did I miss? What would you have added? Please add your comments as desired or reach out to me privately.

1. How does COVID continue to impact your work as a teacher? Do you expect these impacts to be long- or short-term? What can teacher preparation programs do to prepare candidates for the changes you have seen?

It truly has impacted every level of my work as a teacher. While it doesn’t directly feel that way day to day, indirectly it occupies a place in the classroom much like an elephant in the corner. Student mental health, their development/maturity as learners, and the feeling of security have all been impacted. We spent last school year in three different learning models. While this school year has been all in-person, the spectre of a change was a daily concern much of the fall and winter. Teacher preparation programs need to prepare candidates for noticing and supporting a variety of student mental health concerns. Also, candidates need to understand how to build relationships with students and focus on scaffolding instruction, assessment and a classroom environment that supports and empowers students. Those are pre-Covid needs as well, but classrooms where those things are all taking place are much more effective now more than ever. 

2. What should new teachers know to better support students facing mental health challenges?

Student anxiety and attentiveness has definitely been impacted. Depression and suicidal thoughts are things new teachers need to know how to identify and take supportive but necessary action. Better understanding the reasons for student defiance, passive-aggressive behavior, work avoidance and other negative behaviors will help prepare them for effective, consistent, strict but flexible classroom management and mental health support. 

3. What are current and emerging trends in social studies education that we should address in our teacher preparation program?

Student voice and choice is essential. Use of primary sources, inquiry skills and student questions leading the instruction. The ability to write questions, search a variety of sources for information about those questions, determine the validity of those sources and using them to analyze the information, and then communicating those findings to an audience (kinda like the NCSS C3 inquiry arc) as a form of action is essential. Helping students understand media literacy and looking at all social studies benchmarks in their “real world” contexts are also essential. 

4. How have ongoing national political tensions and backlash against culturally inclusive teaching practices impacted your teaching? What suggestions do you have for discussing these issues with preservice teachers?

Preservice teachers need to be aware of the political tensions and backlash, they need to understand that not addressing culturally inclusive teaching practices does more harm to students, and they need to be well versed in understanding how to let the content/sources speak for themselves. Teaching real social studies as required by current and future social studies standards requires those skills and being well read in best practices is essential. Read what’s out there, understand the battles teachers are facing and how teachers are successfully navigating that landscape. Also make sure preservice teachers understand the necessity of union activism, collective bargaining and due process so that when they face tension or backlash, they know how to access resources that will support them. Education Minnesota, NEA and AFT have a tremendous set of resources for teachers and representatives of those organizations would be great to hear from as guest speakers. 

5. Covid aside, what are the biggest challenges that you face as a social studies teacher?

Pretty much everything I just wrote about. Doing all that while making my classroom fun and interactive but also serious and with students having the mindset that they are learning how to be superheroes who will save our Republic. 

6. What makes teaching social studies education at this moment exciting and rewarding?

Despite all the challenges out there, an eager and constantly learning Social Studies teacher is still the best defense against misinformation, disinformation, extremism, hatred and despotism. Social Studies teachers are working everyday to save our Republic and our world. Doing that and walking the tightrope of having fun in the process of learning serious stuff is extremely exciting and rewarding. 

7. Are there any additional insights, ideas, or issues you would like our educator preparation program to better understand and/or address?

Preservice teachers need to be in classrooms early and often. That can include field trips to existing classrooms were magnificent things are happening. Working and coordinating with local K-12 educators is absolutely necessary. Given the virtual abilities we all have now more than ever, the issues of transportation could be replaced by having a preservice class meet with a teacher about a lesson ahead of time, view that lesson in action, and then debrief with the teacher about that lesson. 

Connecting preservice students with professional organizations in the state and nation and examining a wide variety of curricular resources so they have confidence to not be textbook dependent. 

There’s more, much more, but that’s all I have time for now.  

What did I miss? What would you have added? Please add your comments as desired or reach out to me privately.

Learning about U.S. involvement in World War I through the lens of those who made the ultimate sacrifice

stateofwarA century ago, on April 6, 1917, Congress passed an official declaration of war against Germany and joined the “War to End All Wars” already three years in progress. The declaration was well supported in Congress yet was the result of a rapidly shifting public support of involvement. The slogan, “He kept us out of war” was the campaign cry of the 1916 re-election of President Woodrow Wilson. To put that into context, we are as close to the 2016 election today as the declaration of war was to the 1916 election. Public opinion can shift quickly, that’s for sure.

Many young men who voted in their first Presidential election (and only men…the 19th Amendment and women’s voting rights were still non-existent) found themselves filled with patriotic duty to go “Over There” and fight for the United States. Over 4.7 million doughboys answered the call, and served in the final 20 months of the deadliest global conflict at the time. The United States saw over 116,000 Americans fall, and another 204,000 wounded. In the classroom, what I often find with casualty numbers, is that they are difficult for students to contextualize, and can sound like the scores and stats from yesterday’s game.

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The goal of any Social Studies teacher is to help students understand that those numbers represent human lives lost. Those numbers represent empty chairs at the dinner table. For each life lost, there are countless loved ones remaining. Because World War I was a century ago, finding people to tell the stories from the battlefield is an opportunity no longer available for our classrooms. All of those realities were swimming around in my head three years ago when I was asked by National History Day to design a lesson about WWI using primary sources from the Smithsonian’s Price of Freedom collection. This is the brief story of how I did that and what goes into the lesson.

I started by perusing the primary sources available on the Smithsonian website and didn’t take long to decide that the Distinguished Service Cross would be the artifact my lesson highlighted. I’d recently returned from a 2013 trip to Normandy with the Albert Small Sacrifice for Freedom Student and Teacher Institute. A former student and I were part of the group and we created a memorial website for Virgil Tangborn, one of the 241 Minnesota soldiers buried in the American Cemetery in Normandy.

The concept of the lesson was based upon this experience, but I had to massively scale it down to fit just a few days of instruction and make it work for middle school students. c3isherebanner-220After I stumbled upon a website listing details of all Distinguished Service Cross members, the light bulb switched on.

The other goal with the lesson, was to create one that aligned with the freshly published College, Career, and Civic Life (C3) Framework for Social Studies Standards. I wanted to make sure that my lesson matched all four dimensions of the C3 Framework.

Details of the Lesson Plan

You can read all about the lesson in this document, but I’ve written this blog to give more back story and backchat of what I was thinking and how it’s gone. I wrote this with the intention that you’ll also read the lesson, so if details here seem vague, look at the lesson.

The lesson compels students to answer the following essential questions:

  • What does distinguished service to your country in a time of war look like?
  • How does a medal serve as a symbol of the extraordinary service of an otherwise ordinary individual?  
  • What is the value in learning about a large-scale war through the experiences of an individual?
  • How do we honor those individuals a century later?

Screen Shot 2017-03-30 at 11.57.22 PMWith those questions in mind, students begin learning about the Distinguished Service Cross itself using resources from the Smithsonian. They complete a “Primary Source Analysis” of the medal to help them dig into the first two essential questions. Their next task is to dig into the list of soldiers who received the Distinguished Service Cross in World War I. I prefer to give students the entire list of all medal recipients to choose from, and there are plenty. How it usually goes is that almost every student is immediately drawn to search their last name, and then the last names of the oldest relatives they know. Next, they use their skimming skills (control-F on some computers, command-F on Apples) to find soldiers from Minnesota, or whatever state they prefer.

Soon enough, they apply their own personal criteria to select a soldier to learn about and apply more advanced research skills already taught in the course of the school year.  It’s not required for students to already have these skills, because they will acquire many of them with this lesson. It is definitely possible to go from being a textbook-based teacher and do this lesson. Just know that you’ll need to show students how to do lots, and you will stumble/teach through it together, but that “messy learning” style can be really good for student (and teacher) growth. Screen Shot 2017-03-30 at 11.57.32 PM

The top half of the “Get to Know Your Soldier” paper can come straight from the Home of Heroes website, but the lower half requires them to do some deep digging. When they know the date their soldier died, location information, along with the branch, division, regiment, company he served in, they can triangulate that data to conduct searches in google. The example I use with classes or groups of students who need more support is with soldier Joe Collette who is the only soldier from the town where I teach (Elk River). From the website, students learn details of what Private First Class Collette did just four days before war’s end, on November 7, 1918 near Sedan France, as a member of Company L in the 166th Infantry Regiment, of the 42d Division of the American Expeditionary Forces (A.E.F.). A google search of the 166th Infantry brings us to a wikipedia page about the 166th where we read that the 166th was involved in the Meuse-Argonne Offensive and the Battle of Saint-Mihiel. Following Wikipedia pages, we discover that Meuse-Argonne Offensive lasted into November of 1918 and that the railroad hub in Sedan, France was successfully captured by the United States on November 6th. While we don’t know with 100 percent accuracy the intricate details of Joe Collette, because we know the movements of his unit and the details of the larger battle, students can make evidence based inferences. This is an important skill that is so much more than just skimming text to answer questions on a worksheet.

Learning such intimate details about a soldier they selected does wonders for engagement. Students long to learn more about the battles, the towns, the actions of the branch/division/regiment around those dates. They keep me very busy fielding questions and find themselves applying their dictionary and database skills. Screen Shot 2017-03-30 at 11.57.46 PMWhen they share details with me I learn tons.  When they stump me with questions we answer it together, and they see me go through the process of learning. Learning together with your students is a great way to teach them how to become lifelong learners.

As they research, students share stories with each other, find amazing parallel stories between different soldiers, and never fail to impress me.
Students learn about the events of the U.S. involvement in WWI through the experiences of their soldier and can’t get enough, rather than from a textbook examining the big picture only. Students end up having built connections between both the big picture and an individual story.

Honoring their soldier feels like a natural first step. Writing an editorial about everything they’ve learned so far, and sharing the story, is how they communicate conclusions. Taking up the challenge of publishing the editorial is a great way for students to take informed action. The first year I taught this lesson is the only time I’ve had the time to fully implement it and have students write the editorial, but it was a smashing success. We submitted a dozen letters to various newspapers and were able to find half a dozen of them make it to press (click any of the links below to see the published letters). Nicklaus Gill--Austin Daily Herald (Minnesota)

Something we are careful to do in class is walk the thin line between remembering/memorializing these young men and being careful not to over-glorify death. Today’s students have enough glorification of war coming at them from video games, but this lesson helps humanize the casualty accounts and adds color to the black and white photos in their textbooks.

We are entering the centennial commemoration of the U.S. involvement in World War I and many social studies classrooms across the state will be giving this war some extra attention. I highly recommend this lesson, and all of the other ones available, in the National History Day World War I book. If you have any questions regarding this lesson, do not hesitate to let me know!

Nominate a social studies teacher who inspired you and return the favor by expanding their platform


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Click to watch my brief acceptance speech for the National Social Studies Middle Grades Teacher of the Year Award from the National Council for the Social Studies in December 2016

I have been very fortunate over the past few years to receive several major teaching awards. It is a very special honor to be nominated by people you highly respect and then supported by letters from colleagues, students/parents, community partners and administrators. I consider myself to be a very humble person but something I feel strongly about is the need for elevating the profession. The primary reason I followed through with any of the award nominations I’ve received over the years was to gain a greater platform with which to improve the overall quality of education, particularly of the Social Studies.

Nominate a teacher and then when they receive the award, strongly encourage them to use the platform of that award to promote whatever is their educational passion. There are a lot of closed doors in this world and an award can serve as a great door stop. It can be an excuse to have a meeting with somebody who helped sponsor the award to thank them for the honor. The publicity that goes along with the award won’t make the nightly news or generate much action on social media (outside your friends and family) but the right people will see it and could reach out. Better yet, use it to reach out. Share the news with your alma mater and offer to return and speak with pre-service teachers. Share the news with your legislators and ask them to visit your classroom or have a sit-down conversation with them about educational issues.

When I won my first teaching award from the Minnesota Historical Society in 2010 I made a plan to use that award as a launch pad. I once interviewed somebody for an article I wrote in the Outdoor News who had won a national championship. He said when he won the competition the sponsors would come calling. A year later, his phone had barely rang and somebody else took his title. It took him 10 years to win the title again, and when he did it his next call was to a few companies he hoped to work for. The title gave him the meeting and the rest was up to him, but he was speaking to me with 20 years of being a professional in his chosen field (duck and goose calling if you must know) thanks to the platform given him by striking when the timing was right. If a duck and goose calling champion can turn a national title into a life’s work, a significant teaching award can transform a good teacher into a greatly influential one.

So please nominate somebody. Pick somebody with a great classroom presence who truly enjoys teaching students and the teaching profession. Pick somebody who is passionate about the value of the social studies and will work to elevate the profession further. Honor somebody who is on a Quixotic journey to slay the windmills and who dreams the impossible dreams. If they dare believe their students can change the world, and it’s their life’s work to make it happen, then by all means take a few minutes to nominate them.

There are a lot of awards out there and two that are near and dear to my heart include the Minnesota Social Studies Teacher of the Year program from MCSS and the National Council for the Social Studies Teacher of the Year program (see below). Nominate that teacher. Tell them you did and insist that they complete the application. Then remind them what they owe their students and the profession once they win. To paraphrase a great movie, “Nothing’s riding on this, except maybe the future of our country.”

Outstanding Social Studies Teacher of the Year
The annual NCSS Outstanding Teacher of the Year Awards recognize exceptional classroom social studies teachers for grades K-6, 5-8, aawardbannergraphic2nd 7-12 who teach social studies regularly and systematically in elementary school settings, and at least half-time in middle or junior high and high school settings.

  • $2,500 cash prize
  • up to $500 in 2017 NCSS Annual Conference travel expenses
  • complimentary 1 year NCSS membership
  • 2017 Teacher of the Year Annual Conference Panel presentation
  • 2017 Individual Teacher of the Year Annual Conference session presentation

Click here for more details and additional awards/honors from NCSS you can earn or bestow on your fellow Social Studies teachers