Let's Party Like It's 1653!

It’s the time of year that festive fêtes and seasonal soirees fill calendars. But, as any host or hostess knows, planning and executing a party is hard work. Preparations can stretch weeks as every facet of location, decoration, food, and entertainment is considered – all to ensure a memorable time is had by each merrymaker. While the stakes can feel high for modern entertaining, imagine pulling together the near week of revelry which established the legendary reputation of Versailles and King Louis XIV for throwing monumental shindigs.


Louis XIV always dressed to impress.

King Louis XIV organized numerous high-profile events during the 33 years he spent living at Versailles but his Pleasures of the Enchanted Island was the celebration that started it all. In this blog, we will investigate each component of party planning: location, decoration, food, and entertainment as experienced by those who attended this spectacular event held in honor two of French Queens – Anne of Austria, Louis XIV’s mother, and Maria Theresa, Louis XIV’s first wife.

Before Louis XIV got his hands on it, Versailles was a hunting lodge located in a village, also called Versailles, just outside Paris. Louis XIII, Louis XIV’s predecessor, had admired the location so much he obtained a feudal lordship over the area in order to expand the property. Upon his death in 1643, Versailles was a respectable château primed to become the heart of Versailles as we know it today.

Louis XIV embarked on Versailles’ first building campaign in 1664 after securing France’s best architect, Louis Le Vau; landscape architect, André Le Nôtre; and artist, Charles Le Brun to work on the project. These initial renovations to the château and gardens were for the express purpose of accommodating the over 600 guests slated to attend the Pleasures of the Enchanted Island.


Party guests arriving at the stately grounds of Versailles

As the name alludes, the festivities had a theme. Taken from Ludovico Ariosto’s epic poem Orlando Furioso, guests were invited to experience the enchanted world of the poem’s powerful sorceress Alcine. The King portrayed Roger, Orlando Furioso’s cunning protagonist, and dressed in luxurious red garments while riding a horse whose gold harness was encrusted with precious stones. The center of much activity was the palace of Alcine. Built just for the party, the palace hosted a fireworks show, parades with floating whales, and a promenade including Apollo’s chariot.

It’s hard to know exactly what was on the menu at this major blow-out, but Louis XIV was known for ingesting rich, sizeable meals. Louis XIV’s sister-in-law once noted that “He [Louis XIV] could eat four plates of soup, a whole pheasant, a partridge, a large plate of salad, two slices of ham, mutton au jus with garlic, a plate of pastry, all followed by fruit and hard-boiled eggs.” Events like the Pleasures of the Enchanted Island often boasted large buffets with two to eight dishes served within each of the four courses. Food was presented to the King first then offered down the table by rank. Main dishes would occupy central space on the table with smaller dishes filling in gaps around them. Once on the table, food would remain such that guests could serve themselves throughout the meal.


Louis XIV danced the role of Apollo, the sun god, in the Ballet of the Night (1653) and became known as the “Sun King”.

Throughout his life, Louis XIV was a generous supported of the arts; the Pleasures of the Enchanted Island was no exception. Not only were there horse races, a lottery, an equestrian parade, a ring race (a game using lances), the celebration included two noteworthy performances. The second day of festivities included the first ever combination of theater, opera, comedy and fantasy in France. Composed by Molière and Jean-Baptiste Lully, the comedy-ballet La Princesse d’Elide featured dancing shepherds and fauns accompanied by flutes and violins. Louis XIV himself was an accomplished dancer, often performing for guests. Some scholars even attribute the French overture’s hallmark syncopation to the King’s beloved calf muscles, hypothesizing that the prolonged rhythm allowed Louis XIV enough time to showcase each leg while walking during entrances. Lastly, on the final night of celebrations, Molière’s long-famous play Tartuffe made its debut.

While my current holiday schedule does not include attending an event of similar magnitude – I’m am, however, accepting invites should you know of any – it’s fascinating to imagine life at any royal Court, let alone the Sun King’s.

And should you be itching to learn more about life at Versailles or the enduring legacy of King Louis XIV’s reign, check out our resources here:

Absolute Monarchs: Louis XIV at Versailles
The Absolute Monarchy of King Louis XIV

Otherwise, enjoy your quieter, perhaps less bacchanalian, holiday seasons – and good luck with planning any parties!

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Making Maps That Answer Both “Where?” and “Why?”

Maps inherently answer the "where" question. But student-generated, annotated maps can also answer the "who, what, when, and why" questions. And the Interactive Atlas in SAS Curriculum Pathways provides just that functionality.

First, a word  about the ease of “where”: like most map resources, the Interactive Atlas, in both its English and Spanish language versions, is an ideal reference tool. Students explore geography at the world, continent, country, or state level. The drop down menus allow students to choose which labels are visible.


The Interactive Atlas allows students to view multiple layers of information.

If students need to find Andorra and have no idea where it is, they select the World map and use the alphabetical list of countries to zoom in on this tiny nation nestled between France and Spain.


Both the world and continent-specific maps are searchable by country.

With "where" now answered, what about the other four Ws? How can they be conveyed on a map? The draw tools, available on the left panel, transform the Interactive Atlas reference resource into a creative map-making tool.


Annotation tools allow students to add text. lines, shading, and flags.

Tool-Based Lessons with the Interactive Atlas

In addition to the Interactive Atlas itself, SAS Curriculum Pathways offers standards-focused research projects that culminate in students designing online maps to showcase their learning. Students use the draw tools in the Interactive Atlas to create color-coded map labels that illustrate their research findings.

For example, using the tool-based Lesson Colonial Regions: New England, Middle Colonies, and Southern Colonies, students use external research sites and the Interactive Tool William Penn and the Middle Colonies to define characteristics of the three colonial regions.


This annotated student map displays the three regions that made up Colonial America.

Another tool-based lesson using the Interactive Atlas, South American Language Triangle Map, illustrates the potential effects of language on the relationships between bordering countries in South America. Students do research to create a map with triangles connecting countries where the same, or two-to-three different, primary languages are spoken across three contiguous countries. Students also research the colonial influence that explains the variety of languages in this region.

Using this Tool-based Lesson students research and map the languages of South America.

Using this tool-based lesson, students research and map the relationships between languages in South America.

Here are a few more of the over 40 social studies and geography tool-based lessons available in SAS Curriculum Pathways.

Mapping the Most Populous Cities
Mapping the Amazon Rainforest
Building the Panama Canal
1918 Pandemic: Global Reach of the Spanish Influenza
U.S. Territorial Growth to 1853
Mapping the Trans-Africa Highway Network

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Online Professional Learning–At No Cost!

SAS Curriculum Pathways - English Language Arts

Keeping up with the pace of technology innovation–while simultaneously planning resource integration in an online, blended, or traditional classroom–is really more than a full-time job. So why not earn renewal credits while you do it?

Through our online professional-development course offerings, participants learn how SAS® Curriculum Pathways®  helps educators achieve academic goals by:

  • Providing resources built the way people learn
  • Addressing higher-order learning objectives
  • Enabling differentiated instruction
  • Integrating real world skills with core subjects
"This is a great course and starts at the bare bones to help create scaffolding for teachers who may still be unfamiliar with the program." — NC social studies teacher

All of our current courses are provided at no-cost. They are also asynchronous: you can complete assignments over time, as you have time. And while some require classroom technology integration, the Building Unit Plans with SAS Curriculum Pathways course can be completed outside the constraints of your school calendar.

All three courses guide and support teachers as they learn about SAS Curriculum Pathways resources and integrate them into existing curricula. And because our online resources cover the K-12 curriculum– including English language arts, math, reading, science, social studies, and Spanish–there's a course option for almost any teacher.

Here’s a quick overview of the current options.

Exploring SAS Curriculum Pathways
This introductory, two-part activity will familiarize you with the technical requirements, available resources, and features in SAS Curriculum Pathways for your specific discipline or interest. Most participants will complete this activity in fewer than 45 minutes.

Getting Started with SAS Curriculum Pathways
In this asynchronous, self-paced course, you will progress from learning about SAS Curriculum Pathways resources that support learning in elementary, middle, and high school, to developing lesson plans that incorporate its resources to meet specific instructional and curricular goals. This course must be completed during the school year as it includes classroom-integration assignments.

"This course made me comforable with accessing the various resources, making them a part of my instructional time." — TX math teacher

Building Unit Plans with SAS Curriculum Pathways
This asynchronous, self-paced course guides and supports you in developing instructional plans that reflect best practices for technology integration. The course can be taken at any point in the calendar year. It's a popular summer course because classroom-integrations are not required.

Targeting Instructional Outcomes with SAS Curriculum Pathways
This asynchronous, self-paced course presents models of effective integration and provides guidance during your planning and classroom implementations. This course must be completed during the school year because it includes classroom-integration assignments.

So why wait? You can get started today!

"I hope to influence more teachers to take this course." — WV math teacher
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ESL and Content-Based Instruction

SAS Curriculum Pathways supports English as a Second Language (ESL) instruction, which we consider to be one of today’s most important educational challenges. Imagine walking into a classroom where you are not only the new kid but the new kid who can’t understand what others are saying. Imagine being the teacher trying to help a number of these students across a range of languages.

Our resources offer support to those students and teachers. We provide English Language Learners (ELL) with the resources to help them with discipline-specific content. These resources enable students to learn by exploring multiple examples, confronting real-life problems and practical issues, and making connections between prior and new knowledge.

In all disciplines, our resources can be adapted to enhance language skills—listening, speaking, reading, and writing—and to support TESOL's Five Levels of Language Proficiency:

  1. Starting or Learning (single words, simple phrases, meaningful visuals)
  2. Emerging (short sentences and memorized phrases)
  3. Developing (repetition, building on background knowledge)
  4. Expanding (adequate language skills, fluency)
  5. Bridging (fluent and spontaneous communication)

ELL students bring a range of learning preferences and levels to the classroom. To address these differences, teachers can easily tailor a lesson to individual student needs. The flexibility of our resources enables differentiated instruction and supports a variety of assessment methods. Across all resources we have implemented EEL-friendly practices such as video closed-captioning and roll-over tool tips for difficult vocabulary.

Several SAS Curriculum Pathways resource provide direct support for ELL teachers and learners:


With SAS Reading Records, students read and record passages, answer related quiz questions, and restate what they've read in their own words.

Reading Records provides a time-efficient way for teachers to conduct running records of reading with K-5 students. Students read and record a passage, answer related quiz questions, and retell what they've read in their own words. The tool's library contains numerous reading passages (various Lexile® levels, both fiction and nonfiction) with several passages available in both English and Spanish. Teachers can also generate passages themselves. Lastly, the tool provides a recording of the student reading and an easy-to-use markup interface for evaluating assignments. This resource is available in the App Store, the Chrome web store, and as a web-based tool. Using your free SAS Curriculum Pathways account, getting started is quick and easy.

The design of Reading Records is intentionally flexible to accommodate a variety of integrations including ESL and bilingual programs. Teachers may use the stories to create comprehensive and theme-based lessons for English-language learners and limited English proficient (LEP) students.

  • Visual cues and self-explanatory illustrations support and enhance the reading experience.
  • Students benefit from focused vocabulary development and comprehension strategies.
  • Spanish passages have Lexile measures to help match content to student needs.

SAS Read Aloud is an impactful educational tool that teaches and guides early readers.

Read Aloud is available as an iPad app and offers several features for developing early and emergent literacy skills. With access to numerous books,
students will

  • See words highlighted and experience intonation, rhythm, and stress
  • Control the speaker's pace while learning to recognize words
  • Build confidence by reading silently, selecting only the words they want read aloud
  • Develop print knowledge, identify letters, recognize correct spelling, and sound out words phonetically

English language learners can take advantage of the visual cues; self-explanatory illustrations support and enhance the reading experience. The three modes of learning also support ESL.

  • Read to me provides a slower and more clearly pronounced delivery, which allows students to become familiar with sounds.
  • Help me read develops skills for encoding English into its written form.
  • Read by myself reinforces language skills and enhances the English sound-symbol system.

By integrating content-based instruction into the ELL classroom, teachers can teach academic subject matter and second-language skills concurrently.

For a more detailed list of resources to support ELL, check out the Tips and Tricks document: English Language Learners. We also have a Pinterest Board that highlights resources for English Language Learners.

ELL pinterest

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TBLs: Getting Personal with Writing Reviser

Although most often used as a tool to refine an entire essay, Writing Reviser also offers innovative opportunities to isolate and overcome some of the most durable stumbling blocks to forceful writing.

Let’s consider one perennial obstacle: recognizing—and choosing skillfully between—active and passive verbs.

In the traditional approach, students look at a handbook and review sentences about which they have little interest and no personal investment. They mull over the difference between subjects that act as opposed to those that are acted upon. They’re instructed to look for tell-tale signs of passivity: a to be verb + a past participle. They may be asked to comment on the shift in nuance between “Taylor Swift is admired by young audiences” and “Young audiences admire Taylor Swift.”

As most English language arts teachers can attest, however, this series of enlightening activities seldom produces seismic changes in students’ writing or in their ability to recognize and choose between active and passive verbs in their own work.

One tool-based lesson (TBL) that uses Writing Reviser—Political Palaver and the Passive Voice—allows teachers to take a more auspicious approach. That's because the tool identifies passive constructions in sentences the students write themselves. So after reviewing the basics, you can do something like this: assign students two brief essays, one in which they intentionally use the five instances of the passive voice to obfuscate something they want to hide, another in which they use active voice exclusively to call attention to something they want to promote. We've provided one topic in which students must write about stealing a team mascot (an elephant), but the possibilities are vast.


Writing Reviser highlights instances of passive voice.

This exercise lets students turn a potentially dull lesson on an abstract problem into an opportunity to showcase their creativity while demonstrating their grasp of key concepts. And with Writing Reviser, students can check their work to verify that they have successfully used or avoided passive verbs. The tool also provides helpful explanations for students still struggling to grasp the concepts.

We’d love to hear some of the innovative ways you use Writing Reviser. And check out a few of our many tool-based lessons. You'll be loved by your …. uhm … Your students will love you for it.

Here is a sample of the more than 40 English Language Arts tool-based lessons:

Improving Your College Essay

Expletive Deleted: Cutting Empty Uses of It and There

Look for Verbs in Nouns’ Clothing

Always Avoid Clichés like the Plague

Hemingway Shows How to Write Sentences That Sizzle


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SAS Reading Records: Integration Strategies


Available as a web and iOS app, and now as a Chromebook app, SAS Reading Records is the perfect complement to conducting running records of reading. The ability to record students as they read aloud, and the built-in tools for assigning, evaluating, and analyzing performance, add much needed efficiency to the running records process.

Reading Records was designed with great flexibility to meet the needs of diverse classroom structures. The following scenarios outline the many uses of Reading Records.

Moderated Reading
During a traditional running records session, a teacher sits down one-on-one with a student and furiously scribbles down any errors or notable behaviors the student made while reading aloud. Since teachers cannot ask the student to slow down or pause, they often miss details of the session.

With SAS Reading Records, teachers can take advantage of the recording interface and focus on the student rather than capturing every little detail. Following the session, the teacher can mark up any errors and behaviors by listening to the recording.


A simple mark-up interface with the student’s recording for grading assignments at your convenience and pace.

Independent Reading
For more independent readers, the SAS Reading Records interface supports student accounts. Using this feature, teachers can assign reading passages for students to complete on their own or at home with a parent. In essence, students complete a virtual running record and return the assignment to their teacher. This way, the teacher can go back and listen to the session and, as always, mark up the passage, assess comprehension, quantify the session, and provide feedback to the student.


A friendly environment that records students as they read aloud.

Student Review
SAS Reading Records stores all running records and voice recordings in one organized space. Thus, this running record portfolio is a great instructional tool. Teachers can sit with their student, play back previous records, and help students understand where they made mistakes or where fluency broke down. Consequently, the instructor can explain to the student why additional reading activities are assigned and how they will be helpful. By overtly identifying areas of weakness, students can become more metacognitive of their reading—a skill associated with reading achievement.


Tools for monitoring and analyzing students’ performance and progress.

Peer Review
The recording interface provides a unique tool for conducting peer-review activities. Each student can read aloud, and the students can go back and replay the session. Students can work together to identify fluency mistakes and other errors in order to become more metacognitive of their own reading.

Communication with Parents, Administrators, and Other Stakeholders
The Reading Records student portfolio is a powerful centerpiece for parent-teacher conferences. The voice records and reports show students’ progress over the course of the year. Furthermore, if disputes arise, this information can be used to demonstrate why a teacher assigned a particular reading level to the student.

Reading Passages
Reading Records is a great source for leveled reading passages. The library offers over 75 passages (fiction, nonfiction, poetry, English, Spanish, BR-1020L). Also, each passage comes preloaded with a 4-item, multiple-choice quiz and two open-ended comprehension questions. Check back often: we continue to add passages!

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Expressive Synergy: Writing Navigator + Punctuation Rules!

Two of our most powerful interactive tools—Writing Navigator and Punctuation Rules!—become even more powerful when used in tandem.  Indeed they are designed to be used that way.

Both products use natural language processing, so they respond to each student’s own work, not generic examples in which the student has no investment.

  • Writing Navigator helps students develop, organize, revise, and finalize the content of their essays. Our aim here is not prescriptive: we aren’t trying to teach rules; we’re trying to get students to ask themselves the kinds of questions experienced writers ask automatically—at every stage of the writing process.
  • Punctuation Rules! targets mechanics in an innovative way: for each punctuation mark, we provide a short, informative, and engaging audio in which a student and a teacher seriously but playfully discuss the proper use of, for example, commas with main clauses. Primed by that discussion, students then complete a series of practice sentences of gradually increasing difficulty on that same topic. By the end of the Practice section, students are composing their own sentences, and the tool is evaluating their work.  Students then take a quiz to demonstrate their mastery.

Puctuation Rules

So how do you combine these tools, one of which focuses on creativity and the other on correctness?

“In the past, when teachers graded student essays, they would refer the student to a handbook for each punctuation mistake,” says Terry Hardison, SAS Curriculum Pathways Specialist in English language arts. “The student would dutifully look up the rule, see a couple of example sentences written by someone else, and then (generally) make the same mistake on his next paper.”

“In our approach, the student does enough examples with her own work so that she understands the rule in a way she wouldn’t if she’d consulted a textbook,” Hardison adds. “Mastering punctuation is not difficult, but the topic has been approached in ways that tend to guarantee failure. Our approach avoids the familiar pitfalls and makes the topic engaging. And, trust me, that’s not easy with punctuation marks.”

“To make the learning process as efficient as possible, we numbered every rule in the product and in the teacher’s guide,” Hardison says. “Thus, when teachers grade a paper, they can simply write the rule number next to the error and students can go directly to that problem and not have to sit through a comprehensive lecture on every possible permutation of a given punctuation mark.”

Try using these two products in tandem, and let us know what you think. We trust you’ll reap dual benefits: increased creativity and improved mechanics.


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Teleport Your Spanish Students!

Jumper cables, safety goggles, rubber gloves, a charmingly mad scientist, an endearingly animated and naïve student, a dangerous-looking contraption for “teleportation,” a boondoggle of frayed electrical wires—this unlikely mélange forms the set for our Spanish language videos—which follow the adventures of Miguel Del Mundo and his sidekick, Sabo.

“Our primary objective is to teach Spanish fundamentals in a standards-based and pedagogically sound manner,” says curriculum specialist Mimi Stapleton. “But we also wanted a format that would engage students and make them want to repeat the contextualized dialog of the characters—all of whom are native Spanish speakers.”


The development team’s effort showcases the work of Karl Prewo—a graphic designer willing to push the envelope of the conventional education video. When you spot wind turbines on the opening screen, that’s a hint that you’re about to enter a wonderful Cervantes-like world, complete with a windmill chasing Don Quixote in Miguel and a longsuffering Sancho Panza in Sabo.

To engage young learners, Prewo chose to liven up this already lively duo by combining conventional video with animation. So the team shot carefully choreographed scenes of Miguel—played by Broadway actor Tito Hernandez—in the SAS studio, leaving blank spaces Karl later filled with his animated Sabo, whose scripted conversations with Miguel were recorded later by the talented local actor, Esteban Vargas.


Actor Tito Hernandez in front of a green screen that will be digitally removed later so he can be inserted into the final animated scene. Note the black object standing on the wooden stool: it represents where the animated Sabo character will be in the final scene and gives Tito something to look at while he performs.

“We never knew for sure how successful we’d been until Karl and our marvelous SAS sound engineer, Glenn Arthur, assembled all the pieces,” says project manager Donna Faircloth. “The team was always extremely excited on the days we reviewed their work.”


Backgrounds were created in Adobe Photoshop and Illustrator, and then the scenes were hand-animated using Adobe Flash. Each character consists of multiple pieces (hands, arms, torsos, heads, mouth shapes, etc) that are linked and then moved about on the screen to create the animations.

How successful were they? “My son Sean was absolutely mesmerized by your videos,” says Colleen Painton of Rochester, NY. “He watched them over and over on YouTube and quickly began to repeat complete sentences—with a much better accent than I could have taught him! The format was perfect. He loved the way Sabo was 'teleported' to various Spanish settings. He loved the adventures and the humor. But most importantly, he really wanted to learn.”

Thus far, the team has completed seven videos, with more to come. Check them out. We think you’ll join Miguel in calling them “¡Fantastico!”

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Walk the Walk (and other #digcitweek highlights)


What an awesome week! We have followed, and participated in, so many great conversations about the important work of teaching students how to interact responsibly and productively with technology. We hope you've enjoyed our series of posts and tweets about digital citizenship; we would love to hear any experiences or tips you have about teaching tomorrow's digital citizens.

A few important points resonated this week, through conversations or posts we found. It is interesting to us that the most salient points have implications for teachers and students--and the community at large. We are all students of digital citizenship lessons; we all can learn something to make our use of the internet more responsible, more productive, and more respectful.

Walk the Walk

One key point we heard again and again was that educators (and adults in general) need to be cognizant of their own digital behavior. There was a lot of discussion about the concept of a digital footprint—the culmination of all of our online activity, all of which could be found without our consent. A good way to conceptualize this is to think about suddenly becoming widely known through the media but unable to speak for yourself. What is the story your online persona would tell? How could the pictures and tweets and interactions online publicly be construed to portray you? Do they paint an accurate picture?

Serving as an educator implies many responsibilities, one of which is serving as a role model to students. We all need to recognize that the idea of separate personal and professional digital footprints—that is, two distinct footprints—is all but non-existent today. Consider the interconnected nature of social media outlets and just how much privacy locking accounts gets you. Simply admonishing students to be aware of their own digital footprint is not enough if a teacher then tweets something unkind, something damaging to her own reputation. Not only does this set a bad example, it also gives students tacit permission to follow these hostile or self-destructive role models. If the teacher does it, why can't I? As Leslie Pralle Keehn (@LPralleKeehn) noted this week:

"When you Google yourself, what do you find? Are you walking the walk?"

In most cases, being thoughtful and deliberate in what you share is a better course than relying on the often false sense of security that private accounts provide. Most teachers grew up in an education system devoid of social media, at a time when "digital citizenship" wasn't even a concept! Writing for Edsurge, Aliza Aufrichtig perhaps put it best when she noted that Digital Citizenship is an Opportunity for Educators and Students to Learn Together.

Critically Evaluate Sources

Teaching kids to dig deeper on internet "facts" to evaluate sources and copyrights is another key part of digital citizenship puzzle. As educators and adults, we must not blindly re-tweet and pass on information. As each tweet becomes an indelible part of your permanent digital footprint, make sure you read the whole article and evaluate the sources before re-tweeting and thereby personally endorsing the content.

But don't just take our word for it, Abraham Lincoln himself apparently  had strong thoughts on the issue:

abe lincoln
Think Before You Post

Cyberbullying and inappropriate digital interactions are a sad byproduct of social media's prevalence. A strong digital citizenship education can strive to overcome these problems. Digital citizenship curriculum lessons often focus on the fair and kind use of social media, asking users to think before they post updates, asking students to consider, "Will this make readers feel jealous, or will it embarrass my friends?" or "Could this update be seen as over-sharing details that no one cares about?" While some of this might feel mundane or even outside the purview of traditional school curriculum, navigating the rocky and uncharted waters of the social internet is challenging for students. They benefit from clear guidance and good behavior models.

"Think before you post" is a simple, strong mantra to follow. This video, available on Commonsense Media's Digital Citizenship website, outlines basic rules for students of all ages. It's an excellent guide to begin a discussion on how to share the appropriate amount of details in a safe way while considering the reactions to a post.

Use The Power of the Internet for Good

The well-documented power of social media and the internet is a huge gift to today's students, providing unprecedented levels of information and the ability to communicate instantly. The obvious next concern is how will this power be used?

For educators, this means participating in social media. If you have a blog, read other blogs and comment on them, share them, and interact. The beauty of the social internet is the ability to have valuable interactions with others; this depends on each participant's willingness to give and get information. The more educators in this information ecosystem, the better! We (@SASEducator and right here on the blog) love being part of it and are learning how to contribute more and more. We challenge each of you to use the available resources and platforms in ways that lift up others, help others, and communicate truth.

Last Thought: Every Week Should be Digital Citizenship Week!

While it is vitally important and exciting to have a week focused on digital citizenship, educators can't stop there. Digital citizenship needs to become an ingrained, inseparable part of the curriculum for today's kids, at every grade level. Every week should be digital citizenship week because students need varied skills and ongoing support to stay safe and prosper.

All week, we've been inspired by your creative insights. We look forward to continuing to share #digcit resources we find (via twitter and our Pinterest board) and to hearing what works for you.

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