Letters From Egypt: Anzacs Train for Gallipoli

Anzac troops after the fighting at Gallipoli

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.

Race hate is a reoccurring theme in wars and this DBQ gives students another avenue in which to explore it.

Cesspool of Savagery by Michelle Murphy Download as pdf (12.1MB) In this DBQ, students will explore the attitudes of the Anzacs towards the local population of Egypt where they trained prior to the landing at Gallipoli. Specifically, they will think about how Anzacs perceived the Egyptians and what informed their view. Racial prejudices come in many shapes and sizes and can be found in all eras. The Anzacs provide another perspective to historians. It is not my intent to belittle the bravery of the Anzacs in World War I. Rather, I want students to remember that history is not black and white. It is not simple and it is not static. It is fluid and gray. It is their job to sift through it and make a claim and support it with evidence as historians in training.

Reflection by Michelle Murphy 
Thus far, the DBQ has been a very challenging, but educational experience. I initially began this journey thinking that I would do my DBQ on Operation PB Success. However, I found that would not be feasible so I changed my topic to the Anzacs in Egypt during World War I and perceptions of the ‘other.’ Through this, I have learned how to conduct a successful history lesson without a lengthy lecture. The setup of my DBQ allows students to interact successfully with the material and make an argument without needing in-depth background on the topic beforehand. Students, therefore, practice thinking like historians and the classroom becomes more student-centered.

Another lesson I have learned from the DBQ is how to find primary sources. Finding primary sources is, clearly, very important to the DBQ process. The internet makes it possible to track down hundreds of primary sources from a range of websites whether they be from an academic institutions or a small blog. In order to ensure that my sources are reliable, I have found that government websites are really helpful in locating legitimate primary sources. While it is certainly tempting to just steal primary sources without worrying about their origin, I believe it is important to ensure that I am giving my students something that is quality and genuine.

I would really enjoy using this DBQ in a class that was exploring World War I. Race hate is a reoccurring theme in wars and this DBQ gives students another avenue in which to explore it. When we think of race hate we often think of groups such as the Nazis, but it is important to show students that there are many dimensions to history and while it is easy to villains only one group, it is not necessarily accurate. Racial prejudices come in many shapes and sizes and can be found in all eras. The Anzacs provide another perspective to historians. It is not my intent to belittle the bravery of the Anzacs in World War I. Rather, I want students to remember that history is not black and white. It is not simple and it is not static. It is fluid and gray. It is their job to sift through it and make a claim and support it with evidence as historians in training.

Image credit: Coloured illustration of Anzac troops after the fighting at Gallipoli during World War I
Illustrator: Unidentified
Date: Undated
Location: Gallipoli, Turkey; 40.419071, 26.67877

Description: A New Zealand soldier stands on the left, with an Australian soldier on the right. They are holding the flags of their countries, with a Union Jack displayed above. A banner across the flags reads ‘Australian and New Zealand Army Corps’. King George V is quoted ‘The Australian and New Zealand troops have indeed proved themselves worthy sons of the Empire’.

View this image at the State Library of Queensland: hdl.handle.net/10462/deriv/114320

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)