How to Integrate Document-Based History with the Common Core

CCSS offers an incentive for teachers to use historic documents to build literacy skills in a content area while empowering students to be the historian in the classroom. But document-based (DBQ) instruction in this context requires four key elements to be successful:

  1. The right documents.
  2. Knowing how to look at them.
  3. Letting students discover their own patterns, then asking students to describe, compare and defend what they found.
  4. Basing the task on enduring questions, the kind that students might actually want to answer.

My just-published, second iBook – Workers Win the War: Toil and Sacrifice on the US Homefront – embodies that approach. Free at iTunes. It features:

Engaging source material that can be easily interpreted by students. Too often, DBQs use documents that require too much background knowledge to “interpret.” This collection offers over 60 pages of easy-to-intrepret media, much of it visual –  including 80 posters, 18 films, cartoons, radio broadcast, recording and sheet music and a dozen rarely-seen pamphlets.

Why should I work any harder

An interactive primary source analysis tool developed by the Library of Congress. Poster and film analysis is modeled in an multi-touch widget. Students can use an iPad-friendly historic document guide to analyze all the source material and share their observations with peers and teachers.

All across the curriculum, students are told to “analyze” material, but their thinking is constrained by the mandated Venn diagram or T-chart. Developing a comparative schema is messy work – but that’s where the learning takes place. To scaffold student analysis, “Workers Win the War” features CCSS-based prompts that ask students to stop and think more deeply about the content.

any-bonds-today

Essential questions that make an examination of the US homefront in WWII relevant to students’ lives today. Students experience first-hand how the government mobilized public support for the war through higher taxes, hard work and sacrifice.

Contrast that era with our “homefront” experience today, when only our troops and their families have been asked to make sacrifices for wars in Iraq and Afghanistan. Today many see “big government” as an intrusion in their lives. In contrast, during WWII Washington played a very active role shaping American behavior and attitudes in support of hard work and sacrifice in support of the war effort.

Workers Win the War examines the themes of hard work and sacrifice through a variety of perspectives – increasing industrial production, food as weapon, worker health and safety, making do with less, scrap drives, rationing, price controls, and financing the war with higher taxes and bond drives.

Have you really tried

Students will enjoy the content: Cartoons featuring Bugs Bunny, Donald Duck and Daffy. Films and posters that equated sick days and long work breaks as near treason. Long-forgotten pamphlets that coached volunteer bond salesmen or advised school principals on how to organize a paper scrap drive – “turn your students into Paper Troopers!” Posters that chided “foolish women” who ignored price ceilings – “Why Shouldn’t I Buy it? I’ve got the Money!”

My favorite is a short film that features two spunky young working women who set out to buy some steak in violation of rationing limits. It turns into a nightmare sequence that demonstrates “rationing means a fair share for all.”

Prices Unlimited

Rationing_means_a_fair_share

To deepen their understanding of the historic content and hone their Common Core skills, students need a chance to create a unique product to demonstrate their learning. With that goal in mind, Workers Win the War has been designed to leverage the content-production capacity of the iPad.

All of the historic content in the iBook is in the public domain. Each source document is hyperlinked back to archives that provide access to the digital content. Students can easily remix the historic documents into their own galleries and projects.

Why Do Teachers Ask Questions They Know the Answers To?

The Future will not be multiple choice
The Future will not be multiple choice

A while back I posed 13 Subversive Questions for the Classroom. Here’s the first five:

  1. If a question has a correct answer, is it worth asking?
  2. If something is “Googleable” why would we spend precious class time teaching it?
  3. When we ask students to summarize, do we actually want to know what’s important to them?
  4. What do you suppose students think they are supposed to be doing when we ask them to analyze?
  5. Do you ever ask your students questions you don’t know the answer to? Why not?

Here’s a TEDxCreativeCoast video – The Future Will Not Be Multiple Choice – that answers those questions and showcases the power of a PBL / design-based approach to learning. Turn curricula into design challenges, classrooms into workshops and teach students to think like designers.

While you watch it, try to think of a meaningful career that looks like filling out a worksheet.

Imperialists in Flying Cars: Envisioning a Presidential Inauguration

With the 2013 inauguration nearly upon us, it’s interesting to look at the Official Souvenir program of President McKinley’s inauguration in 1901. Full document here 

Especially interesting is the two-page prediction of the Presidential Inauguration of 2001. The unnamed writer was caught up in visions of Manifest Destiny and technology – mechanical bands, a president from the state of Ontario, a flying parade of aerialautos, altering the flow of the Gulf Stream to effect climate chance, and an expanded US with 118 states and 91 territories extending into South America. Quite a contrast to the program ad claiming to provide  ”Fresh Air – No Cinders! No Smoke!” for rail cars of 1901.

Here are some excerpts from the program (see full pages below)

“George McKinly Barrington, of the State of Ontario, was today at high noon invested with the office of President of the United States of the Americas. … President Barrington is the tenth Chief Magistrate to be elected to the new term of eight years, and he was accorded such a reception as has never before been witnessed in this city.

The anti-trust law prohibiting any corporation from making profits in excess of 6%, per year, should be strictly enforced.

The inaugural parade was thirty-six miles in length, and despite the fact that those participating were carried in aeroplanes, aerialautos, and other conveyances from the Mansion of Executives to the Capitol, the line occupied more than three hours in passing the State aerialtrans, and slightly delayed the programme as originally proposed. The State aerialtrans left the Mansion of Executives at 9 o’clock, and was stationed at the head of the Avenue of the Americas, down which, at an altitude of about 300 feet from the pavement, the parade approached.

… Every city in the Union was represented in the parade by one or more conveyances, and the decorations were unique and beautiful. Among the finer displays were those of clubs from Sitka, Santaigo de Chile, Montreal, Rio de Janerio, Mexico City, Havana, Manila, Honolulu, Quebec, St. Thomas, Chicago, and New York.

… It was a distinguished throng— the forty members of the passing Cabinet, the Supreme and Vice Supreme Courts, the 336 Senators, 860 Representatives, 99 Territorial Delegates and scores of statesmen, and Army and Navy officials being present.

Escorted by hundreds of statesmen, the new and the old Presidents made their way to the platform facing the Crystal Auditorium The four great mechanical bands struck up the national anthem and the vast gathering cheered itself hoarse. As the candidate of the American party and the choice of all three Houses of Congress, Mr. Barrington is very popular…

His speech was remarkable for its brevity, and yet for the numerous recommendations made. Among these is the suggestion that the work of turning the Arctic current aside, off the coast of Labrador, so as to enable the Gulf Stream to change the climate, be begun at once, and that the anti-trust law prohibiting any corporation from making profits in excess of six per cent, per year, be strictly enforced.

At the close of his address. President Barrington was escorted to the Mansion of the States by the Governors of the 118 States and 91 Territories.

… The programme included a parade of the President’s Guard (foot) and the crews of the naval submarine and aerial vessels Hector, Dewey, Schley, Sampson, Buenos Ayres and Holland. The evolution of the aerial forces with the new meteorite guns were deservedly applauded, and the great tubes were raised and lowered by the Operation of the gas in the jackets. The Pneumatic street railway lines were stopped on all surface tracks and the avenues kept clear.

Later, at 16 o’clock, and lasting until 18 o’clock, an Old Century” parade was made the feature, and created much merriment In the grotesque line were ancient vehicles known as “automobiles,” “locomobiles” and “glides.” Other features were “bicycles” from the Museum of the Americas, and an electric street car from the New York State Museum. Ancient steam engines found in the States of Manitoba and Assiniboia were conveyed oil pneumatic drags.

Page 84
Page 85

Hat tip to Politico for pointing me to this document.

Self-Publishing: A How-To For Students and Teachers

Publishing with PowerPoint is a new book that guides teachers and students through the process of creating and publishing their own books. It’s written by three dear friends and former colleagues – Patricia Martin, MaryAnn McAlpin and Suzanne Meyer. For a few years I had the chance to collaborate with them on some student publishing projects. They’ve continued to hone their skills on broad array of innovative projects. Recently they compiled all they’ve learned into an easy to use guide to using PowerPoint as a book design tool and how to team PPT with the exciting new technology of on-demand printing. Publishing with PowerPoint – available at Amazon

Here’s their guest post detailing the book:

Publishing is an effective tool for getting students engaged and writing. The new book, Publishing with PowerPoint, walks the reader through a process of self-publishing that can be used in any classroom. PowerPoint is an effective book design software – it’s already on your computer and everyone know how to use it. Students find it easy to use PowerPoint templates and position a wide range of text and images on a PPT slide. Powerpoint slides can be quickly grouped and rearranged into book pages. Finally, converting PowerPoint slides into pdfs for publishing can be done with the “Save As” function. Visit Amazon Books / Publishing with PowerPoint to see the use of templates and layouts on the sample pages.

The teacher with a limited budget can print just one copy for the classroom. Parents can order their own copies online.

Publishing with PowerPoint was published through Createspace, an Amazon company, using the process detailed in the book. Once the slides were created, the authors merely converted the slides to PDF’s and sent the result to Createspace. For example, a 32 page, 8.5”X11” color book would cost its authors about $4.00 a copy plus $3.59 shipping and handling. (The shipping and handling costs are calculated at $3.00 per order and $.59 per item). Lulu, another popular on-demand publisher, would price a similar book at $13.42 plus shipping and handling.

The magic of on-demand printing is that the teacher with a limited budget can print just a single copy for the classroom. Both Createspace and Lulu offer options for easy distribution. PTAs or families who want copies can log in and order their own. No need for teachers to take book orders.

The thought of publishing with students might seem daunting - I’ve got too much on my plate as it is! But if you believe in the power of PBL and motivation of writing for an authentic audience, you’ll appreciate this detailed guide book.  It offers an overview of the resources necessary for successful publishing. Readers learn how to use PowerPoint’s built-in tools for template design, layout or page design, creating facing pages, and inserting images. The book is organized to walk the reader through the process, detail-by-detail, in the exact order in which the publishing process happens.



The second half of the book is devoted to content. Teachers will realize that content is actually the initial consideration whether looking at writing process or traits of writing. But, it seemed important to the authors that the book present the techniques of publishing (the new information) before reviewing the writing and organization of content for publishing (the prior learning). Using examples from our publishing experiences, the book includes a wide range of samples representing different grade levels, fiction or non-fiction, single-author or anthology that the teachers can use as models.

The book exemplifies the ease with which students can complete the writing process by publishing their work to a wide audience with tools available in a classroom. Hopefully the book will illustrate to its readers the versatility and creativity that PowerPoint can bring to the self-, or on-demand, publishing process. For the teacher who wants to publish electronically the book is an equally invaluable resource to enable students to produce a quality final product. Formatting pages through PowerPoint and creating pdfs work equally well for that application.

Teachers inexperienced with publishing and limited resources do not have to eliminate student publishing options. Publishing with PowerPoint and the use of economical self-publishing can bring this opportunity to any classroom.

Innovation Challenge – 22 PBL Mind Workouts for Teams

There’s a great new iBook that I highly recommend as a source for project based learning and team building activities for middle school students through adults. “Innovation Challenges – Mind Workouts for Teams” is available free at iTunes

It tells the story of a great program at Saint Louis University, designed to promote creativity, innovation, and the entrepreneurial mindset through novel challenges. The book is a detailed how to for 22 challenges – team supplies, facilitator supplies, tips, learning outcomes and variations. It’s a treasure trove lavishly illustrated with photos and videos. Challenges run the gamut from STEM to marketing and sustainability. The iBook also details how to replicate the competition at your institution.

The books notes :

The goal of the innovation challenges is to promote the entrepreneurial mindset through multiple exposures to innovation process in a competitive, multidisciplinary, team-based, creative environment. Just as everyone is encouraged to exercise everyday to keep the body fit, innovation challenges are designed to keep the mind fit. It’s a mind workout. The Innovation Challenges help participants to exercise their creative side, work in multidisciplinary teams, and experience the team dynamics. They learn to tackle a novel situation under intense competitive time pressure, while networking with others outside their disciplines, and most importantly, fine-tuning their entrepreneurial skills.

Here’s more about the Weekly Innovation Challenge at Saint Louis University from their website:

Every Wednesday, Saint Louis University students have a chance to compete in the Weekly Innovation Challenge from 12-1pm in the Rotunda at Parks College. Students must form teams of three—these teams must include at least one engineering student and up to one faculty member. Most importantly, all participants must be from different majors/disciplines. The students are given an impromptu challenge and have one hour to compete. Whichever team completes the challenge successfully first wins $300 ($100 per teammate). Additionally, participants are asked to submit a weekly reflection on the challenge and one winner will be rewarded an additional $100.

The events are sponsored by the Kern Entrepreneurship Education Network, the Coleman Foundation and Saint Louis University. The goal of the competitions is for students to exercise their minds and creativity, just as they would their bodies. Challenges have included a wide variety of topics—from designing the tallest free-standing structure using spaghetti sticks to creating a “green” toaster box design. Winning teams have been from all sorts of disciplines. The first team to win was three female sophomores, including an aerospace engineering, political science and investigative medicine major.

Image credits: iBook / Innovation Challenges – Mind Workouts for Teams