Combat Troops in Context: A Visual Literacy DBQ

Howard_Chandler_Christy_-_Gee_I_wish_I_were_a_Man,_I'd_Join_the_Navy_-_Google_Art_Project

My Social Studies Methods class at the University of Portland recently published a free multi-touch iBook – Exploring History: Vol II. It features ten 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 version click here.

To better publicize student work, I’m featuring each chapter in it’s own blog post. More in series here.

Combat Soldiers in Context by Kristi Anne McKenzie Download as PDF (6.9MB)

This DBQ project will explore documents that contribute to the popular image of the soldier in the minds of the American people. As you examine the following documents, remember to keep in mind both the source of the document and the point of view that is being expressed.

  • Who created the document?
  • What was the goal in creating this document?
  • How does the document reflect the period in time?
  • How do the documents support or contradict one another?

Reflection by Kristi Anne McKenzie ~ AboutMe

Advice to Future Self on Undertaking a DBQ Project

1. Start with the document(s) first. Learn about it (or them), and place that document in a time period and look at everything that surrounds it. Follow the rabbit trail from MLK’s “Beyond Vietnam” to Langston Hughes’ “Let America Be America Again” and see where it takes you. The themes will show themselves sooner or later. Humans are programmed to seek out patterns and find the stories. But starting with a theme and hoping to find documents to undergird that theme is risky. It could work, but it could also lead you on a search for something that doesn’t exist.

2. Be careful about trusting your crazy brain. Sometimes it does magic tricks when you least expect it. Sometimes it lets you think it can do the impossible. This is when you need to reach out to, and listen to, the friends who will be bluntly honest with you and tell you when you’re headed out onto unfruitful waters.

3. Don’t try to answer philosophical questions with a DBQ project. Yes, there is an inherent discrepancy between perception and reality. Great. But a DBQ is probably not the correct avenue to explore such an idea. However, don’t be afraid to present the unanswerable questions. Part of life is learning that not all questions have answers.

4. If you know how your brain works best, go with it. I tried to learn how to design a DBQ while simultaneously trying to figure out how to use Learnist and Evernote with my brain balking at me all the way. When I finally relented to how I learn best (paper and Pilot G-2 pen), my brain finally began to kick into gear. If I had accepted the truth of how my brain works sooner, I could have just gotten the work done and copied and pasted my work into these new programs afterwards. Trying to learn a design process while attempting to learn a new computer program was too taxing and, ultimately, unproductive.

5. Don’t let your heart get broken, don’t lose anyone you love, and don’t get ill. These will all interfere with your work.

6. Don’t be afraid to suck at something the first time you try it. Scarred knees are simply reminders that you now know how to ride a bicycle. Embrace the suck. Listen to Samuel Beckett: “Try again. Fail again. Fail better.”

*** Now that the project has been completed, I might add that, in the end, everything came together fairly easily. My training as a historian turned out to be my secret sidekick. I will do this again, and next time I will do it better.

Image credit: Gee I wish I were a Man, I’d Join the Navy by Howard Chandler Christy (after 1917)
Cooper Hewitt Museum Accession Number 1980-32-1170

Exploring History in 10 Interactive Lessons

Exploring-History-VolIII’m very pleased to share a new iBook just published by my Social Studies Methods class at the University of Portland. Free at iTunes. Static pdf version of the iBook.

It features ten 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 students assignments had a public audience on our class blog and were designed to meet our 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 DBQ design process.

Exploring History: Vol II was our PBL capstone and is available on iTunes in 51 countries around the world. Here’s a post (from last fall’s class) that describes our project workflow (including how we utilized iBooks Author). Here’s Exploring History: Vol I created by my fall 2013 class.

I’ll be doing a future blog post that features each student’s DBQ, but for now here’s the US and World History lessons in chronological order:

  1. The American Revolution by Scott Deal
  2. The Pig War by Andy Saxton
  3. Cesspool of Savagery by Michelle Murphy
  4. Chemical War by Erik Nelson
  5. Americans’ Perceptions of Immigration in the 1920s by Ceci Brunning and Jenna Bunnell
  6. The New Deal and the Art of Public Persuasion by Kari VanKommer
  7. Combat Soldiers in Context by Kristi Anne McKenzie
  8. The Marshall Plan: Altruism or Pragmatism? by Samuel Kimerling
  9. Little Rock Nine: Evaluating Historical Sources by Christy Thomas
  10. First Ladies as a Political Tool by Emily Strocher  

Thinking Like A Historian: Student-Designed Lessons

History of SpringfieldOver the last few weeks my University of Portland EdMethods students have been designing 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.

The lessons were designed in a shared Google presentation. Below you will find the project workflow and links to each lesson as an individual blog post.

Flip the introduction:

I used TEDEd’s video curation tool to turn an existing YouTube and into a flipped lesson introducing historical thinking skills. Students also read Thinking Like a Historian by Sam Wineburg.

Deconstruct the model:

With that background, students spent a portion of our next class deconstructing a few of the assessments found in SHEG’s Beyond the Bubble. They were asked to find three questions that focus on any of these skills: Sourcing, Contextualizing and Corroborating. With their team they explored how the assessments are designed:

  • How many historic sources, what types?
  • What additional information are students given?
  • How many prompts?
  • What are students asked to do?
  • How is the assessment designed to support the skills?
  • Be prepared to share your finding with the whole class.

Design your own lesson:

Students were then assigned to design their own historical thinking lesson based on the Beyond the Bubble assessment model. They used a shared Google presentation to host their lesson. Since not all students were familiar with Google tools, I used SnagIt to create a YouTube playlist: Working with Google Presentation

Guidelines for the lesson included:

  • Title slide for your mini-lesson. Make it catchy!
  • Your name as author of the mini-lesson on your lesson title
  • Target students – by grade level
  • Indication of one (or more) of the historic skills to be studied – Sourcing, Contextualization, Corroborating
  • One or more historic documents. Text, image and videos can be inserted into the slide. Longer documents can be linked to via URL or saved in Google drive with link to it.
  • Source URLs for all documents used
  • Guiding questions for students to use with document(s)
  • Brief description of how the document(s) and question(s) should reinforce the targeted historic skill(s)

Peer Review /  Reflection / Blog post

At our next class, students did some peer editing of each other’s lesson using Google doc’s comment feature. They used the peer feedback to do a final version of their lesson. Students were then asked to write a brief reflection on the process – it could include their take on historic thinking, the specific lesson model borrowed from SHEG, working with a shared Google presentation, peer review process, etc. They then used the content from their lesson (plus their reflection) to write an authored post for our class blog.

Ceci Brunning - March 5, 1770: “Massacre” or “Incident?”
Jenna Bunnell - Arriving in the Land of Plenty
Scott Deal - My Big Symbolic Colonial Wedding
Samuel Kimerling - American Adobo: The Fight for the Philippines
Kristi Anne McKenzie - Dr. Seuss on Domestic Security
Michelle Murphy – We Found a Lot of Naked People
Erik Nelson - Damming the Nation
Andy Saxton - Implications of the First Amendment: “To Bigotry No Sanction, To Persecution No Assistance”
Emily Strocher - The Only Thing We Have to Fear is Not Being Able to Correctly Identify These Speeches (and Fear Itself)
Christy Thomas - Who are we? A Mini-Lesson on Assimilation through Education
Kari VanKommer - Words From War: Two Soldier’s Accounts of War in Europe
 

Image source: Image from page 126 of “The history of Springfield in Massachusetts, for the young; being also in some part the history of other towns and cities in the county of Hampden” (1921)