Teacher Rubric: Modern Connection
In order for an intentional emphasis on cyclical patterns in history to work in a unit or lesson, current events must be introduced to the students. Talking about current events can be daunting because there are a lot of current events that are emotionally taxing or could be triggers for students. In order for students to get the cycle in history though, teachers have to be willing to go down that road.
In an article in the New York Times Learning Network, Katherine Schulten writes about ways teachers can talk about current events with students. Her advice includes doing your background information, building a safe place for students, knowing their triggers, and consulting websites and organizations geared specifically for the teaching of current events. In this rubric, the criteria for discussion of current events includes: grounding it in text, bringing students back to the cyclical history, and giving students the resources to act upon the current event. Giving students agency is key to making the study of cyclical history work because without giving students that ability, we are asking them to simply just observe the patterns and do nothing (Schulten, 2012).
In an article in the New York Times Learning Network, Katherine Schulten writes about ways teachers can talk about current events with students. Her advice includes doing your background information, building a safe place for students, knowing their triggers, and consulting websites and organizations geared specifically for the teaching of current events. In this rubric, the criteria for discussion of current events includes: grounding it in text, bringing students back to the cyclical history, and giving students the resources to act upon the current event. Giving students agency is key to making the study of cyclical history work because without giving students that ability, we are asking them to simply just observe the patterns and do nothing (Schulten, 2012).