Podcasts: "Reading" an Audio Text Through Applying Critical Thinking Skills

While a significant aspect of reading involves making sense of written language, it's also important to support students as they learn how to make sense of audio language.

Many students are not audio learners, so podcasts provide an opportunity to develop this skill set as a facet of whole child literacy (reading, writing, speaking, listening, and viewing).

You Are There is a a CBS radio show that was developed between 1953-1957. As historians, students examine different sources.  This podcast can be used with other primary and secondary sources related to specific events in history. Below, you'll see some great podcasts from many commonly explored historic topics.

Here are the different episodes as podcasts,
You Are There: Radio Podcasts (84 episodes, usually 26-28 minutes each)

• Era of Exploration in the Western Hemisphere
• Signing of the Magna Carta
• Defeat of the Spanish Armada
• Monteczuma and the Spaniards
• Columbus Discovers America - This is an excellent opportunity to examine bias with the word "discovery" or the Euro-centric perspective that Columbus is the one who discovers a nation. Students might consider the Native American perspective in describing this event.
• The Hanging of Captain Kidd (Description)
• The Execution of Maximillian (Description)

• Colonial Era
• Columbus Discovers America - This is an excellent opportunity to examine bias with the word "discovery" or the Euro-centric perspective that Columbus is the one who discovers a nation. Students might consider the Native American perspective in describing this event.
• Sailing of the Mayflower
• New Amsterdam
• Lexington and Concord (Description of the Event)
• Lexington, Concord and Merriam's Corner
• The Trial of William Penn (Description of the Event) 
• Ann Hutchinson's Trial (Description)
• Salem Witch Trials
• The Trial of John Peter Zenger (Description of the Event)

• American Revolution
• The Stamp Act Crisis
• Declaration of Independence
• Mutiny in the Colonial Army
• Philadelphia - July 4, 1776
• Storming of the Bastille (Description of the Event)- I think this is an excellent event to explore, even though it's France. The date (July 14, 1789) allows students to understand that different revolutions were taking place in Europe, with some similar goals. 

• U.S. Constitution
• Signing of the Magna Carta 
• Declaration of Independence
• Ratification of the US Constititution

• Additional Significant Events in US History
• Tom Thumb: Locomotive Built in 1830 (Description)
• The Election of Thomas Jefferson
• The Surrender of Sitting Bull (Description)
• The Oklahoma Land Run
• Women's Rights

Scaffolds that might be needed:
1. an outline of the episode and stopping to check for understanding at different parts of the episode. Students might capture the big ideas (aka take notes) as the podcast takes place
2. teach challenging vocabulary that exists in the podcast
3. opportunities to process ideas in different ways (for example, identify a critical idea within this section and draw a cartoon in a story-board that communicates the key idea within the story)
4. provide opportunities to connect with the concepts that support the use of an episode

Social Studies: Traditional Literacy and Visual Literacy

I'm an advocate for social studies because I believe that education involves preparing students to participate in our society. Too often, social studies is removed from the day for elementary students because of heightened emphasis on literacy and math. Due to this heightened emphasis on literacy (reading, writing, speaking, listening, and viewing), this is EXACTLY why Social Studies must remain within every student's day. Let me uncover this idea for you with a series of belief statements.

Belief Statement One:
Traditional literacy involves students learning the skills to acquire meaning from traditional texts. Traditional texts include those that are informational or fiction written with sentences or paragraphs. Students have specific goals in learning how to think about, fluently read, and comprehend traditional texts. If this takes place in a "reading block," then social studies is a content area where students transfer and reapply these skills in authentic ways. Teachers elevate the effective application of these skills in social studies but they also simultaneously focus on the content of social studies. The thinking that leads to understanding of social studies content is critical. View the image as a support for this belief.

Belief Statement Two:

21st century literacy should absolutely include traditional texts, but it MUST also include instruction in reading nontraditional texts. Nontraditional texts surround our students every day and if we leave these out of the learning process, then we are are leaving out a massive amount of sources that we use to acquire information. At the heart of best practice in social studies and science, students should be reading and analyzing charts, maps, graphs, primary sources, artifacts, media, and timelines. View the images and video supports for this belief.

Belief Statement Three:
We must use thinking routines that allow students to engage in "reading" nontraditional texts. Since "reading" nontraditional texts involves visual analysis, we must embrace the application of core critical thinking skills in more flexible ways and ask students to regularly apply them across the contents. View the following links for ideas related to thinking routines for analyzing nontraditional texts.

• See, Think, Wonder (from Making Thinking Visible)
• What do you see? What do you think about that? What does it make you wonder?
• Visual Thinking Strategy (from Visual Thinking Strategies)
• What’s going on in this picture? What makes you say that?   What more can you find?
• The 4 W’s (from Edutopia and Todd Finley)
• Chalk Talk - a silent, written conversation among students (from Making Thinking Visible)
• Crop-It for Paintings and Photographs (from Gilder Lehrman)
• Analysis Tools for Various Sources (from the Library of Congress)
• NYTimes Weekly Visual Analysis - a weekly image from the NYTimes related to current news

Belief Statement Four:
We must use social studies as a content where students engage with all the types of sources that exist in our world. Students apply thinking and acquire content through the reading of multiple sources. This involves the transfer and reapplication of skills with traditional texts and the elevation of thinking routines with nontraditional texts.