A3: Would love this for government. Give students primary sources and then have them write the majority opinion on SCOTUS cases without knowing the outcome. Then discuss it to why they came to that conclusion. #TNCSSExploreTheSource
@EmilyBarnesEDU You lay out the primary sources around the room and have students write on butcher paper what they see. The next group will then come along and add or challenge what the previous group wrote. You let the markers do the talking rather than voices.
A4: I think it would be great to have students pick women in history and do a online profile for them. Not only can they share information on their woman, but it allows for them to express their woman in history in a creative way to see more than just suffrage #TNCSSLadiesNight
A2: The National Women's History Museum has some great sources (oral, videos, and lesson plans) on their website. I was able to access some materials for a class last semester. https://t.co/wE1xyY03a5 #TNCSSLadiesNight
@writenoelle@libraryofcongre So glad we have access to all these resources! They are really helpful in creating a more complex historical narrative.
#TeachTN
I've realized that finding videos about controversial topics tend to present them in a way that avoids bias and explains the topic thoroughly. I've seen this done for teaching Tennessee history outside of Tennessee, such as the Scopes Monkey Trial.
#TeachTN
@Mr_Matt_Hensley @writenoelle@coachdavis07@tnstatemuseum I agree. I'm not from Tennessee and going to the East Tennessee History Museum opened my eyes to Tennessee history. Hopefully would do the same for our students.
#TeachTN
Happy Monday! Spring is in the Air and I am ready to rock and roll with some of the greatest teachers in the land. Let’s start with intros! #TeachTN@TCSS2
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