My Social Studies Methods class at the University of Portland recently published a free multi-touch iBook – Exploring History: Vol IV. It features eight engaging questions and historic documents that empower students to be the historian in the classroom. For more info on our project and free download of a pdf or multi-touch iBook version click here.
To better publicize student work, I’m featuring each chapter in it’s own blog post.
WWI: The Human Cost of Total War by Anna Harrington Find Anna at LinkedIn
It features eight engaging questions and historic documents that empower students to be the historian in the classroom. The units draw from a fascinating collection of text and multimedia content – documents, posters, photographs, audio, video, letter and other ephemera. “Stop-and-think” prompts based on CCSS skills guide students through analysis of the primary and secondary sources. Essential questions foster critical thinking. All documents include links back to the original source material so readers can remix the content into their own curated collections.
All of my student’s wrote for a public audience on our class blog and persued three class goals:
Learn to think like a historian.
Become a skillful instructional designer
Develop technical skills for production, reflection, growth and professional networking.
The lesson design process began early in the semester when students designed lessons in historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). They focussed on three key skills – Sourcing, Contextualizing and Corroborating. Then students identified essential questions worth answering and gathered documents to explore the question in an extended lesson design process.
I just finished teaching Alaskan Studies at University of Alaska Southeast’s MAT program in Juneau. My course was teamed with a Multicultural Ed class in the first three weeks of the on-campus session. We took a PBL approach and our cohort of 37 MAT students did a terrific job researching and designing six regional iBooks as models of culturally responsive teaching. More on their assignment here.
Each iBook begins with a regional overview focussed on the intersection of three factors – natural environment, the human environment, and the cultural expressions unique to the indigenous people of the respective region. Six-member teams collaborated on each overview and then each student designed a culturally-responsive lesson in their content area focused on that region. The iBooks are filled with interactive elements and extensive source material from Juneau’s newly opened Alaska State Library, Archives and Museum (SLAM).
Here’s a lesson I designed for use in my University of Alaska Southeast summer course – ALST 600. I’ll be working with nearly 40 preservice teachers in the secondary MAT program teaching Alaska Studies using a place-based approach that integrates good instructional practice and free ed tech tools across the curriculum. For more on this lesson click here
This lesson features a poem as a prompt for a creative reflection. It also integrates two tools for presentation of the reflection.
After reading Where I’m From, students will use Haiku Deck to design a brief presentation that uses text and images to depict “where they are from.” The presentation should include a a title slide plus 6 slides which explore the place you’re from. Follow this link for ideas on Where to Go with “Where I’m From”
After completing the Haiku Deck presentation, students will create a blog post that includes an embedded version of the presentation and a written response to the question:
What have I learned from this activity and how might I use the learning strategies and / or technology in my teaching placement?
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.
I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments–
snapped before I budded —
leaf-fall from the family tree.
My Social Studies Methods class at the University of Portland recently published a free multi-touch iBook – Exploring History: Vol III (Free iTunes). It features thirteen engaging questions and historic documents that empower students to be the historian in the classroom. For more info on our project and free download of multi-touch iBook and pdf versions click here.To better publicize student work, I’m featuring each chapter in it’s own blog post. (First of 13)
In this lesson, students will examine various political cartoons and other images from around the United States printed during Reconstruction. They will be asked questions of each image which will help them perform close reading skills and help them come to a conclusion about how the different types of American citizens experienced Reconstruction. Essential Questions:
How did Americans across the country experience the period of Reconstruction differently?
How did their experience influence their perceptions of Reconstruction policies and the government and society of the United States following the Civil War?
In what ways are political cartoons useful in exploring how people understood Reconstruction?
In the initial stages of developing this lesson, I had the idea that I might want to focus primarily on political cartoons for this lesson. There are so many available from this time period, and so many with such vivid imagery that allow students to engage in analysis with very little background knowledge. As I began to collect documents for this lesson, I was a bit worried that I did not have enough content, and that I might need to include other types of documents. However, because Reconstruction is such a large topic, and because there are so many different lenses through which it can be understood, I found that it was easier to stick with the medium of political cartoons, and engage with them more deeply. In this way, students get the opportunity to engage with the controversy of how to rebuild after a terrible and destructive war that changed multiple aspects of society.
In secondary history classes, topics such as Reconstruction are rarely discussed; if they are, very little time is spent uncovering the controversy and complexity of the time period. However, Reconstruction is a period in America’s history that began the current stream of history. By understanding the period following the Civil War, students can begin to see how America’s history has shaped its present. For instance, certain racial policies enacted during Reconstruction played a major role in Americans’ later perceptions of race and racial constructs. It isn’t an easy time period to untangle, certainly another reason why it rarely is at the secondary level. However, giving students primary sources to discuss and explore give them an effective entry point into the time period and the topics surrounding some difficult issues of Reconstruction.
At the end of this particular lesson, numerous different activities could be assigned. In the creation of this lesson, I wanted to leave the final product/assignment open because there are so many creative ways to assess understanding of the cartoons and the ideas and values they present. When I discussed possible options for closing assignments for this lesson, various suggestions were given. My favorite assignment idea was to have students create their own political cartoon using similar themes and imagery from the cartoons that they explored in the lesson. This could be done either about Reconstruction issues or even current events. This would allow students to make connections across topics and time periods.