Then, ask them to reflect on the following questions: 5Īsk your students to read this quote and the Smithsonian Magazine article What We Can Learn from 1918 Influenza Diaries. He writes:įifty years from now, people the age you are now won’t believe this ever happened (or will do the sort of eye roll we all do when someone tells us something about some crazy thing that happened in 1970.) What will convince that future kid is what you are able to write about this, and what you’re able to write about it will depend on how much sharp attention you are paying now, and what records you keep. Tip 4: Help Your Students Understand the Significance of Journaling During the Coronavirus PandemicĪuthor George Saunders urged his Syracuse University students in a letter 4 published in The New Yorker to document life during the coronavirus for future generations. Read Alber's article Do You Write with Your Students? and then develop a plan for how you can share your writing with your students.
Notebook Work, from English teacher and author Penny Kittle’s blog.
Family history writing challenge how to#
Read the following resources for guidance on how to encourage students to use their journals in creative ways: It’s a messy sandbox where you get to make and explore.” 1 Students can express themselves in their journals through a combination of art, narrative, and poetry. Professor and author John Spencer writes, “A journal is like a playground for the mind. Tip 2: Encourage Creativity in Student Journals How can your students use their journals to document “history in-the-making” of the coronavirus pandemic for future generations? (See activity 3 for more guidance.).Should your students keep a physical or a digital journal? How will the format of their journals affect how they share them with you if you wish to see their writing?.In addition to the questions above, you may want to consider the following questions specific to journaling during the coronavirus pandemic: Should journal content be publicly shared? If so, how?.How can journals be used to help students build vocabulary?.What forms of expression can be included in a journal?.What is appropriate content for journals?.What is your relationship with students' journals?.
Read the resource Journaling in Facing History Classroom to help you consider the following questions: You can use the following questions and resources to help get started. Teachers choose to structure and evaluate student journals in a variety of ways. Tip 1: Decide on Procedures for your Students’ Journals Reflecting on Acts of Kindness, Community, and Relationshipsįirst, though, we have four tips for you on using journals with your students.Reflecting on Life Since the Beginning of the Pandemic.Reflecting on Media (Books, Art, Film, Shows).
To skip to the journal prompts, click on the categories below: This resource also contains journal prompts you can use with your students, which we compiled with the help of educators on Facing History’s English and Language Arts Advisory Board. This resource is designed to help both teachers who are setting up student journals for the first time as well as those who have already established practices around journaling in their classrooms. Students can also use journaling to document, for their future selves or future historians, how their lives were impacted by the coronavirus pandemic. Journaling can help students reflect on and process the loss, uncertainty, and changes that they have experienced during these difficult times. Since the beginning of the coronavirus pandemic in early 2020, we have lived through an upheaval that has changed each of our lives and will become part of our global history.
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